László Mezö, cello Joins Rocky Ridge Music Center 2012

László Mezö, Cellist

László will be filling in for Beth Root Sandvoss during her 2012 sabbatical. Born in Budapest, Hungary, László gained national recognition as one of the top musicians of his generation, and he has forged a career as a soloist, recitalist, master teacher, chamber musician and conductor. He has performed extensively in Europe, Asia and North and South America. László holds master degrees from the Liszt Ferenc University of Music in Budapest and the Hochschule für Musik und Theater München. He graduated from the class of Ralph Kirshbaum at the University of Southern California in Los Angeles. His CD recording of David Popper's works, on the Hungaroton label, includes several first time ever recordings of the master's cello works.

Questions

Will answer you question

I am putting this out there for anybody who has any questions about Pianos, Music, Buying, Selling, Tuning and Servicing, Music Education, Playing and Listening to Piano Music. Let me know.

Please tell me what your question is and I will do my best to answer it. Bear in mind that it might take a little time for me to get back to you but if you are willing to be a little bit patient, I will get respond. If for some reason you don't hear from me please just remind me that you tried to contact me.

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Thanks, I look forward to talking to you.

Question

1. Which piano has 4 strings per note? Steinway, Bechstein, Blüthner or Baldwin? The answer is Blüthner Pianos come with four strings per note rather than the standard three strings per note that you find on most pianos. The fourth string sits up higher than the other three which allows it to ring symphonically with the other three.

Re-Educate the Politicians

This is an article that I wrote on my Piano Article Site. I have had a number of positive comments about it recently so I thought it might be worthwhile re-posting it on my Piano Talk Blog.

Re-Educate the Polititians

Music has everything to do with math, science and education. To substantiate this premise, we can quote statistics and studies that show how a large portion of scientists, mathematicians and doctors are amateur musicians with a solid background and training in music. But to discover how music is of such fundamental importance to the education of our children, we need to dig even deeper and ultimately answer the real question; how and why has our modern culture disconnected music study from education? As this is a very complex issue, we can only answer this question in part, since a thoroughly comprehensive answer is beyond the scope of this article.

But first we need to go back 3000 years or so. In the ancient Greek civilization, music was considered along with science, astronomy and mathematics as a primary and necessary study in the pursuit of truth and knowledge. Philosophers and thinkers of that era mathematically calculated the musical scale and tonal system and applied additional calculations in designing the musical instruments so musicians could express the cultural esthetics of that time.

Indeed, the musical and tonal systems and instruments that have been used by all civilizations throughout history were conceived in a similar fashion. Through imagination, calculations, esthetics, practical application of esthetics or what is known as music and art.

The modern piano and twentieth century piano tuning resulted in a similar fashion. Essentially, you had over a period of roughly 150 years, extended debates, discussions, experiments, disagreements by theorists, mathematicians, many of whom were musicians or who worked closely with musicians about what a piano should look like, sound like and what kind of tuning would best support the music. All the while music was being played and instrument design and tuning was continually modified in order to accommodate the ever changing musical esthetics.

The purpose of this brief historical exposition is the following. Here we are in the 21st century and we have as a civilization and certainly as a culture lost sight of these important connections. If there were a process in all past civilizations whereby man inquired into the nature of the universe and connected music with astronomy and philosophy, where does that leave us in the present. Have we really evolved or are we devolving.

Mathematics, science, music, art all have one thing in common which is higher thinking, creative thinking, critical thinking; in other words, the ability to think. So I have to conclude that the problem with our politicians and education bureaucrats who declare music as an unessential and as a casualty of budget woes, is a symptom of their inability to think and make the right decisions and choices in a beaurocracy embodied with a hubris of misplaced priorities. Their line of “reason” that declares music as an unessential is also a result that delivers music education as a casualty of our modern American compulsion of relentless commoditization of esthetics, art and just about everything and holding that up as the as the holy grail. True art and beauty and expression can never be a commodity any more than a rainbow can. When we fail to pass on to the next generation a suggestion, a map or pointer to the higher strata of human sensibilities, and consciousness, we end up with .............. reality shows.

Consequences of Music Education

There will be alarming consequences to the long term lack of quality music education in our schools, and these consequences are not what the educational community expects. As a music educator and active performer that holds two graduate degrees in music education, I am well aware of the ignorance that keeps today's high school graduates from going to classical or jazz concerts, opera, etc. The future for the previously staple disciplines of opera, classical performance and even jazz is dim, as their audience passes on, taking their love and appreciation for established music with them. But that is not the consequence I speak of. Those circumstances are a logical consequence of what we are doing to music education.

My concern lies with students that no longer possess a passion for anything strong enough to spend years working toward a skilled ability. My concern lies with students that have become alienated by genuine discipline, and foreign to skill expressed through a talent that took years to develop, skills that that cannot be easily and immediately understood or reproduced.

As a teacher I used to paraphrase a quote by Arthur C. Clarke that "Any sufficiently developed discipline is indistinguishable from magic". There is no longer a desire in our students for that kind of magic. Not in art, not in science, not in mathematics. Literature is abandoned as too difficult, and simple reading for pleasure is now beyond the effort level devoted to other of life's activities. However, our schools are obsessed with the immediate gratification of "winning" some contest or other, or getting a higher test score, generally at the expense of a "rival" school or school district. We now concern ourselves with superficial test scores, sports games and activities that are pure entertainment, rather than personal development, with the "joy" coming from the loss of whomever has been bested.

Academics have become exercises that are quickly fixed, transient and ephemeral, with little if any actual permanent gains. Nothing requires focused personal insight or effective self- analysis, for fear of criticism or failure. Little is understood well enough to be reproduced, few things are consistent and all means nothing a week or a month after it happens. Avoiding this dire situation in the character of our students is exactly what music education, particularly band programs, worked hard to address and develop.

In today's educational environment everything must come with an ability to quickly turn things around. We lost this week, we can win next. Next year's annual yearly progress must go up by 2 points and then all will be alright. Long term academic discipline in the arts or any other devotion threatens being able to always start with a clean slate. Nobody gathers knowledge beyond what they can use for an immediate assessment.

When practicing a half hour a day for a middle or high school student can be exchanged for soccer or basketball practice with friends that require no homework, combined with the promise of attention from an audience at a sports game, the musical instrument always loses. Which means the student always loses. For a win at an sports game never stays with you. By contrast, the prepared for performance of a piece of music never leaves you.

I am not against sports or athletics. There will always be students best suited by a fine athletics program, many of whom may have no interest in playing an instrument. However, all students do not gain from sports participation, and many are harmed by being forced to participate in competitive sports when arts programs are not available or of poor quality. The argument that students today are overweight and unhealthy is simply not solved by the simplest, cheapest solution- more sports, and in many situations, sports causes far more harm than good.

I tell my students that a commitment to a musical instrument will put a look in your eye that can never be erased, that you are someone of substance, someone that must be taken seriously. And there is no way to earn that look without years of careful, focused effort on improving your playing, physically and academically, and thus, yourself.

-- Greg Sage is a performer (trumpet) having toured with many national bands, as well as an arranger, a teacher for over 20 years, K-12 principal and writer. He is currently performing with the Catfish Kray blues band and the High Country Brass Drum and Bugle corps. He can be reached at gregsage@mesanetworks.net, and is currently opening a fine arts center for home school and public school students looking to get more from their band program offerings. He hopes to contribute occasionally to this blog, and would enjoy hearing from anyone in the music community on any aspect of music education, performance, learning to play an instrument, writing and arranging.