Please welcome back to the blog my son Baker Lawrimore. Below is a piece he wrote for a class at UNCG. I thought you might enjoy his thoughts on how music and culture merge to create lessons greater than either could teach alone.
Back in Asheville, I was at church every Sunday and Wednesday. At First Baptist
Church of Asheville, music is an integral part of education, worship, and missions.
Church music is hard to do well because most groups only meet once, maybe twice a
week. I learned that in order to make church music work, rehearsals have to be
incredibly focused. By being in that church so many years, I experienced how a
director has to be well prepared so that rehearsal runs smoothly.
A.C. Reynolds High School loves the arts. It pursues musical excellence in the
classroom, on the stage, and on the field. Marching band requires a strict attendance
policy. When marchers are missing, rehearsal becomes much less effective. You can’t
make the show happen without everyone attending rehearsals, learning the music,
and learning the drill. By being in marching band, I saw how dedication of learners
orients a group towards excellence.
In Asheville, music is everywhere. It is a fundamental part of that weird Ashevillian
culture. Everyday you’ll hear an array of musical styles from the plethora of
musicians roaming the streets. Experiencing this exciting musical atmosphere
makes music a part of life. It’s always there, but it’s not something we take for
granted. The energy and passion that the city puts into its music moves its people to
have that energy too. I see this energy in teachers in the community, and in all of
I learned a lot in these different cultures. Church taught me that directors must be
prepared. School taught me that music requires dedication from all students. And,
Asheville taught me that music is passion. That’s not to say that in church, learners
weren’t dedicated, or that in school, teachers weren’t passionate. To an extent, all
three of these cultures influenced those beliefs I have about teaching and learning.
There is a sense of tradition, or even eternity, felt in these cultures. I know that
music will always be a part of those communities. It will never leave. When music
instruction is at its best, there is a deep connection between the musicians and with
the music. Without the sense of tradition and relationship, there is little meaning to
what we do as musicians. The dedication, passion, and preparation that those
communities have all help create that sense of meaning and make teaching and
learning music a vital part of life.
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