『S1 Ep 3: The Noble Profession, Part 2』のカバーアート

S1 Ep 3: The Noble Profession, Part 2

S1 Ep 3: The Noble Profession, Part 2

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THEMEI had a wonderful education. I came into the music degree process underprepared and a bit terrified, but hungry to devour as much music and art as I could cram into my soft, still underdeveloped frontal lobe. I hit the conservatory scene at a moment when libraries were still the best place to locate hard-to-find scores and recordings. By the way, there was a time when every piece of music ever recorded wasn’t just…available.There were hi-fi systems in the listening cubicles, and headphones you could check out at the library by leaving your dorm key or student ID badge. There was a single desktop computer in the main hall of my school, and students, the maintenance team, and professors all lined up together to look something up or write an email on the old dial-up network. Seems quaint now. Handheld phones were reserved as movie props for douchebags in Porsches who always get their comeuppance in Act 3, so people standing in line actually had to interact with each other or just stand there, suffering the indignity of their own thoughts.These days, I spend a lot of time on university campuses, mostly as a visiting performer or composer-in-residence. Campuses are noticeably quieter places now than they were when I was a student. What little human interaction there is before masterclasses or lectures tends to come from two or three people commenting on the same 15-second clip that an algorithm coughed up on their tiny screens.And I know, I know, I’m coming off as a fuddy-duddy, “things-were-better-in-my-day” Gen Xer. But that’s only because a) I am a Gen Xer, and b) a lot of things were better. If you wanted to listen to music, you had to put in a bit of effort. You had to buy or borrow the music, or make a friend. CDs sounded better than the compressed MP3 garbage the streamers serve to us now. Chit-chat at the bank teller was more pleasant because people had to practice it in order to function. You could arrive at the airport at least two hours later than you do now. Dating was…not what it is. You could get in a car and actually get lost. If you left the house, nobody knew where you were most of the time. It was an inconvenient era to be alive, and it was glorious.It’s likely because of nostalgia for that time that I wholeheartedly believe in the value of higher education, mostly as a jumping-off point for a lifetime of learning and intellectual growth, and less as a direct path to gainful employment. And if you listened to the first installment of this series, you heard quite a bit from late Baby Boomers and Gen Xers like me bemoaning the cultural, demographic, and economic shifts that led to the current state of institutional education. Like me, all three guests devoted the lion’s share of their careers to institutional teaching. Also like me, they got into the field when the system was a bit easier to navigate. Not easy, but easier. Today, we’ll hear from people who are my age or younger. They had to navigate a downshifting education system, which either spat them out entirely or was so inaccessible that it propelled them to innovate. And here’s the thing: as a direct result of their difficulties, they’re all thriving. We’ll hear from Candice Mowbray, who put adjunct life in the rear view with a can of tuna fish and a bottle of diet root beer. We’ll talk to Thomas Viloteau, who, with apologies to The Boss, had a wife and kids in Baltimore, Jack. They packed up for France, and they never went back. Finally, we’ll talk to Brandon Acker, who says he’s found exactly where he’s best suited.Let’s get started.Variation I: Candice Mowbray, A Can of Tuna Fish, and a Diet Root BeerCandice Mowbray does enough different things that it takes her a minute to describe all of them:“I am a performer, a scholar, and an educator.As a performer, that’s been a huge part of my career and primarily it’s been as a classical guitarist. A large percentage of that has been as a chamber musician, which I absolutely love. I often play pops concerts with orchestras or play in the pit for musical theater.Right now I’m really focusing my teaching on adult learners and offering classical guitar lessons and classes but also music theory and performance practice, which is another word for performance anxiety, for people who are nervous about performing. Trying to create environments in which they learn a bit about their nervous system and some tools that maybe they can apply to feel a bit more comfortable performing.Scholarship was an unexpected part of my career. I have done a lot of research on the history of women in classical guitar and written, published, and lectured. Those are my big three umbrellas of work but I’ll also arrange and compose and write grants. Anything that has to do with music I’m in.”Well, almost anything. Candice started out in the adjunct circuit, teaching guitar, music history, music theory, ensembles, and pedagogy. In a typical week, she bounced between ...
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