Its commonly assumed in Musical circles that you are either born a 'Sight Reader' and more prone to need Music in order to play or an 'Memoriser' that prefers to play by ear or from memory and struggles with written notes.
As a Music teacher of 20 years I've taught both and those who lie somewhere on the spectrum between these extremes. Occasionally Ive found a rare soul who can do both to perfection.
Originally, in my early teaching days, I set out to proselytise the glory of reading notes and believed that everyone needed to learn to read them to set them free into the world of Music. After years of teaching a variety of pupils including special needs adults ands children I felt compelled to change my tactic.
It started with teaching the Celtic Harp. The Harp is an instrument that is very difficult to look at whilst playing if you are in the correct position. For young beginners the task of reading Music and feeling their instrument blindly at the same same was immense and the old stories of 'Ye olde blind harpist' began to make sense. Music, like story, has been an oral tradition particularly in folk culture. During the reign of Oliver Cromwell in the 1600's in which the playing of Irish instruments was punishable by death, tunes were passed down by singing through the generations. So I begin to teach in the same manner, to SING the songs first and then help the children to find them by ear by themselves. Only later on did I introduce Music with colours on, once they had learned to play without looking too much at the strings. It was an astounding success and made the process so much less stressful and fun for the whole group.
Now when a child comes to me on any instrument I see where their propensity lies first. I will always bring out Music at some point so that it becomes familiar and not alien to them. We may read tunes already leaned by ear together by following the Music and see which notes become easily recognisable by their position or shape (Usually 'Captain Middle C' with his hat on or 'Bang in the middle' B on the centre line) but for those who find it daunting and that proclaim 'It gives me a headache!' we will concentrate on memorising tunes.
When taught this way from a young age, the effects are staggering. I now have pupils who memorise whole pieces up to Grade 4/5 standard in one lesson. Something starts to wire in their brain that connects the melodies to patterns like a story on their instruments. They have actually taught me how to help them remember by looking for these patterns. Unwittingly they learn much Music Theory this way and their memories become strong and efficient outside of Music lessons too.
Reading Music opens doors it's true, into a certain kind of Music performing. In my job as an accompanying pianist I need to be able to replicate many pieces on demand and without Music I would be lost. But it's only when I've thrown Music away that I delve into the experience of listening and truly feeling Music with others with my whole being. To be able to follow someone without a score, without knowing where the Music is taking you is a metaphor for freedom on all levels for life.
There is no substitute for this and this is why those who do rely on notes do well to learn this early on too. Understanding Music through intuiting the key, feeling the pulse in the body, being able to harmonise naturally, creating a melody from nothing. These are invaluable gifts that open just as many if more doors than score reading. Let's remember that humanity is made up of varied and unique individuals and each has their part to play and gift to offer. Let's nurture ALL of them...
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