I’m just back from a regular practice session with the Atlanta Open Band, a community contra-dance band of which I am the chief instigator and organizer. We ran later than usual because, just about the time we’d usually wrap up, I fell into teaching the band a new tune by ear.
After practice, one of the musicians said to me: “The only tunes I know by heart are the ones I learned by ear,” with the implication that she might have to re-teach herself by ear all the tunes she usually reads from the page.
Mulling that over, just now, it struck me that it might be another connection between music and ethics: I hope for my students that they might know ethics “by heart” in a sense precisely analogous to knowing a tune by heart.
To know a tune by heart is to be able to play it, and vary it, and improvise on it, and dig into the structure of it, and play counterpoint against it without having to read it off a page or follow someone else’s lead.
On the side of ethics, I was thinking particular of theory. It’s one thing to read the Categorical Imperative off a page, for example, and to memorize it in order to copy it down later; it’s something else altogether to learn to notice and respond to the autonomy and dignity of human beings by experiencing them in real time, in their concrete immediacy, in the pulsing ebb and flow of social life.
The question is how best to create an environment and to structure a set of activities that might guide students to such experiences, and to help them to understand what they are experiencing.