Where’s the “play” in playing music? | Jeremy Chapman | TEDxYouth@ISPrague

I’d like you to imagine in a very

I’d like you to imagine in a very strange universe your first experience

strange universe your first experience

strange universe your first experience with a basketball you’re handed a

with a basketball you’re handed a

with a basketball you’re handed a basketball and a piece of paper with

basketball and a piece of paper with

basketball and a piece of paper with instructions on it such as bounce the

instructions on it such as bounce the

instructions on it such as bounce the ball five times and pass it to the

ball five times and pass it to the

ball five times and pass it to the person in front of you or run forwards

person in front of you or run forwards

person in front of you or run forwards turn round and catch the ball which

turn round and catch the ball which

turn round and catch the ball which someone throws at you over the months as

someone throws at you over the months as

someone throws at you over the months as you develop your skills of reading and

you develop your skills of reading and

you develop your skills of reading and performing these instructions you learn

performing these instructions you learn

performing these instructions you learn longer and longer choreographies which

longer and longer choreographies which

longer and longer choreographies which look exciting and dramatic but where in

look exciting and dramatic but where in

look exciting and dramatic but where in fact you’re not making a single decision

fact you’re not making a single decision

fact you’re not making a single decision for yourself doesn’t sound like much fun

for yourself doesn’t sound like much fun

for yourself doesn’t sound like much fun does it imagine after five years of this

does it imagine after five years of this

does it imagine after five years of this that you arrive to a practice to be told

that you arrive to a practice to be told

that you arrive to a practice to be told by your coach that on this day for the

by your coach that on this day for the

by your coach that on this day for the first time you won’t be using any pieces

first time you won’t be using any pieces

first time you won’t be using any pieces of paper or any planned or memorized

of paper or any planned or memorized

of paper or any planned or memorized games how would you react would you be

games how would you react would you be

games how would you react would you be able to move beyond your years of

able to move beyond your years of

able to move beyond your years of reading instructions and start making

reading instructions and start making

reading instructions and start making anything up would you have any

anything up would you have any

anything up would you have any conception of what it feels like to be

conception of what it feels like to be

conception of what it feels like to be genuinely playful with a basketball I

genuinely playful with a basketball I

genuinely playful with a basketball I think then that in this very strange

think then that in this very strange

think then that in this very strange universe which I hope doesn’t exist you

universe which I hope doesn’t exist you

universe which I hope doesn’t exist you would probably be completely confused

would probably be completely confused

would probably be completely confused it’s a funny thing because in this

it’s a funny thing because in this

it’s a funny thing because in this universe that’s pretty much how we teach

universe that’s pretty much how we teach

universe that’s pretty much how we teach musical instruments games and many scope

musical instruments games and many scope

musical instruments games and many scope sports require people to make decisions

sports require people to make decisions

sports require people to make decisions to respond in the moment to the actions

to respond in the moment to the actions

to respond in the moment to the actions of others and that’s part of what makes

of others and that’s part of what makes

of others and that’s part of what makes them so exciting you never know what’s

them so exciting you never know what’s

them so exciting you never know what’s going to happen next but in music we

going to happen next but in music we

going to happen next but in music we have a whole host of written

have a whole host of written

have a whole host of written instructions which dictate the pitch the

instructions which dictate the pitch the

instructions which dictate the pitch the duration the dynamics the articulation

duration the dynamics the articulation

duration the dynamics the articulation the phrasing there really aren’t many

the phrasing there really aren’t many

the phrasing there really aren’t many decisions to be made at all in fact you

decisions to be made at all in fact you

decisions to be made at all in fact you could say that playing an instrument is

could say that playing an instrument is

could say that playing an instrument is quite a scripted affair so what

quite a scripted affair so what

quite a scripted affair so what typically happens well I started to

typically happens well I started to

typically happens well I started to learn the flute when I was 11 years old

learn the flute when I was 11 years old

learn the flute when I was 11 years old the first challenge was just to get a

the first challenge was just to get a

the first challenge was just to get a sound with the head joint this took

sound with the head joint this took

sound with the head joint this took about a week of huffing and puffing

[Music]

[Music] holding flute was not wasn’t easy either

holding flute was not wasn’t easy either

holding flute was not wasn’t easy either and the first note I probably played was

and the first note I probably played was

and the first note I probably played was a D what most teachers would do at this

a D what most teachers would do at this

a D what most teachers would do at this point is to put a book in front of the

point is to put a book in front of the

point is to put a book in front of the student and so learning an instrument

student and so learning an instrument

student and so learning an instrument from this point forward becomes a matter

from this point forward becomes a matter

from this point forward becomes a matter of learning increasingly difficult

of learning increasingly difficult

of learning increasingly difficult pieces and if you were to ask this

pieces and if you were to ask this

pieces and if you were to ask this student after two years of this kind of

student after two years of this kind of

student after two years of this kind of training to play something by ear or to

training to play something by ear or to

training to play something by ear or to make something up they’d look at you in

make something up they’d look at you in

make something up they’d look at you in horror probably and say what do you mean

horror probably and say what do you mean

horror probably and say what do you mean play by ear I need to see the music and

play by ear I need to see the music and

play by ear I need to see the music and make something up out of what I’ve seen

make something up out of what I’ve seen

make something up out of what I’ve seen this countless times when students are

this countless times when students are

this countless times when students are taught to play an instrument almost

taught to play an instrument almost

taught to play an instrument almost exclusively through reading somebody

exclusively through reading somebody

exclusively through reading somebody else’s music they hardly ever develop

else’s music they hardly ever develop

else’s music they hardly ever develop the ability to make up a single musical

the ability to make up a single musical

the ability to make up a single musical phrase of their own you might be

phrase of their own you might be

phrase of their own you might be thinking that it is unfair of me to

thinking that it is unfair of me to

thinking that it is unfair of me to compare music to sport but I have to say

compare music to sport but I have to say

compare music to sport but I have to say that I absolutely love written classical

that I absolutely love written classical

that I absolutely love written classical music just the way it is and I’m not

music just the way it is and I’m not

music just the way it is and I’m not here to bash it learning to read music

here to bash it learning to read music

here to bash it learning to read music and to play in an ensemble can be so

and to play in an ensemble can be so

and to play in an ensemble can be so much fun and I wish everyone could

much fun and I wish everyone could

much fun and I wish everyone could experience the sense of community the

experience the sense of community the

experience the sense of community the discipline required and the sheer joy

discipline required and the sheer joy

discipline required and the sheer joy and excitement of bringing these notes

and excitement of bringing these notes

and excitement of bringing these notes to life what I am suggesting is that the

to life what I am suggesting is that the

to life what I am suggesting is that the world of written musical artifacts might

world of written musical artifacts might

world of written musical artifacts might just be half the story

just be half the story

just be half the story and they’re beyond the printed page

and they’re beyond the printed page

and they’re beyond the printed page there lies another world of playing by

there lies another world of playing by

there lies another world of playing by ear and improvising this is a world of

ear and improvising this is a world of

ear and improvising this is a world of playfulness of risk of self-expression a

playfulness of risk of self-expression a

playfulness of risk of self-expression a world where you discover a voice inside

world where you discover a voice inside

world where you discover a voice inside your head that delights in creating new

your head that delights in creating new

your head that delights in creating new music and to a great extent this is a

music and to a great extent this is a

music and to a great extent this is a world which resembles the playfulness of

world which resembles the playfulness of

world which resembles the playfulness of games and many sports to me as a flute

games and many sports to me as a flute

games and many sports to me as a flute and saxophone player reading music

and saxophone player reading music

and saxophone player reading music playing by ear and improvising are all

playing by ear and improvising are all

playing by ear and improvising are all equally important parts of the amazing

equally important parts of the amazing

equally important parts of the amazing world of music and I think all of our

world of music and I think all of our

world of music and I think all of our students should have the chance to learn

students should have the chance to learn

students should have the chance to learn each of these skills I’m not the only

each of these skills I’m not the only

each of these skills I’m not the only person saying this of course there are

person saying this of course there are

person saying this of course there are alternate teaching methods out there and

alternate teaching methods out there and

alternate teaching methods out there and most of these methods start by

most of these methods start by

most of these methods start by acknowledging that the beginner on an

acknowledging that the beginner on an

acknowledging that the beginner on an instrument already knows lots of music

instrument already knows lots of music

instrument already knows lots of music your typical eleven year old has been

your typical eleven year old has been

your typical eleven year old has been listening to music their whole life

listening to music their whole life

listening to music their whole life they’ve sung dozens and dozens of

they’ve sung dozens and dozens of

they’ve sung dozens and dozens of Nursery Rhymes and folk songs and

Nursery Rhymes and folk songs and

Nursery Rhymes and folk songs and they’ve certainly listened to hundreds

they’ve certainly listened to hundreds

they’ve certainly listened to hundreds and hundreds of pop songs over and over

and hundreds of pop songs over and over

and hundreds of pop songs over and over again so in a very real sense this music

again so in a very real sense this music

again so in a very real sense this music is actually written into their brains so

is actually written into their brains so

is actually written into their brains so why not start instead of with a book why

why not start instead of with a book why

why not start instead of with a book why not start by showing the student how to

not start by showing the student how to

not start by showing the student how to play some of the easier music they

play some of the easier music they

play some of the easier music they already know let’s take a tune now that

already know let’s take a tune now that

already know let’s take a tune now that I hope you all know ode to joy from

I hope you all know ode to joy from

I hope you all know ode to joy from Beethoven’s Ninth Symphony for all my

Beethoven’s Ninth Symphony for all my

Beethoven’s Ninth Symphony for all my preparation and memorization skills the

preparation and memorization skills the

preparation and memorization skills the success of this talk now lies somewhat

success of this talk now lies somewhat

success of this talk now lies somewhat in your hands I’m going to start singing

in your hands I’m going to start singing

in your hands I’m going to start singing this tune and I’d like you to join in

this tune and I’d like you to join in

this tune and I’d like you to join in with me to the syllable tar so we’ll

with me to the syllable tar so we’ll

with me to the syllable tar so we’ll have a introduction

[Music]

[Music] [Applause]

[Applause]

[Applause] Oh

Wow that’s beautiful

Wow that’s beautiful so that tune is already exist in your

so that tune is already exist in your

so that tune is already exist in your minds in some way so you can sing it can

minds in some way so you can sing it can

minds in some way so you can sing it can you play it but now I’d like you to put

you play it but now I’d like you to put

you play it but now I’d like you to put your hand out in front of you as if

your hand out in front of you as if

your hand out in front of you as if you’re playing the piano your right hand

you’re playing the piano your right hand

you’re playing the piano your right hand palm facing down there are five notes in

palm facing down there are five notes in

palm facing down there are five notes in this melody five fingers so one thing it

this melody five fingers so one thing it

this melody five fingers so one thing it corresponds to one of the notes we’re

corresponds to one of the notes we’re

corresponds to one of the notes we’re going to call the thumb one so if I was

going to call the thumb one so if I was

going to call the thumb one so if I was to sing the five notes one two three

to sing the five notes one two three

to sing the five notes one two three four five four three two why you will be

four five four three two why you will be

four five four three two why you will be there with me one two three brilliant

there with me one two three brilliant

there with me one two three brilliant now there’s an amazing musical skill

now there’s an amazing musical skill

now there’s an amazing musical skill which some of you might now be able to

which some of you might now be able to

which some of you might now be able to demonstrate and which is completely

demonstrate and which is completely

demonstrate and which is completely overlooked in most instrumental teaching

overlooked in most instrumental teaching

overlooked in most instrumental teaching you’re going to use that skill to answer

you’re going to use that skill to answer

you’re going to use that skill to answer this question which finger or which

this question which finger or which

this question which finger or which number does ode to joy’ start on there

number does ode to joy’ start on there

number does ode to joy’ start on there are five notes five fingers I’ve been

are five notes five fingers I’ve been

are five notes five fingers I’ve been told we can edit out all the wrong

told we can edit out all the wrong

told we can edit out all the wrong answers one two three four five da da da

answers one two three four five da da da

answers one two three four five da da da da da da da da da

da da da da da da

da da da da da da so somebody three that was right there

so somebody three that was right there

so somebody three that was right there thank you very much for that it starts

thank you very much for that it starts

thank you very much for that it starts on the third finger what you’re all

on the third finger what you’re all

on the third finger what you’re all doing some of you more successfully than

doing some of you more successfully than

doing some of you more successfully than others but you’re attempting your or

others but you’re attempting your or

others but you’re attempting your or doing what’s called Oddie a ssin what

doing what’s called Oddie a ssin what

doing what’s called Oddie a ssin what edwin Gordon called Audie a ssin you’re

edwin Gordon called Audie a ssin you’re

edwin Gordon called Audie a ssin you’re not simply hearing the first note in

not simply hearing the first note in

not simply hearing the first note in your head tah

your head tah

your head tah that’s not so difficult but you’re

that’s not so difficult but you’re

that’s not so difficult but you’re hearing the third note in relation to

hearing the third note in relation to

hearing the third note in relation to all of the other notes in the melody so

all of the other notes in the melody so

all of the other notes in the melody so now let’s sing it again and you are

now let’s sing it again and you are

now let’s sing it again and you are going to play by ear on your imaginary

going to play by ear on your imaginary

going to play by ear on your imaginary keyboard in front of you so we’ll sing

keyboard in front of you so we’ll sing

keyboard in front of you so we’ll sing and you’ll start with your middle finger

and you’ll start with your middle finger

and you’ll start with your middle finger you could watch me but that would be

you could watch me but that would be

you could watch me but that would be using your eyes and the point is to try

using your eyes and the point is to try

using your eyes and the point is to try to use your ears to guide you to the

to use your ears to guide you to the

to use your ears to guide you to the next note so let’s try it again go

next note so let’s try it again go

next note so let’s try it again go straight in three four

[Music]

[Music] release this is a little bit what it’s

release this is a little bit what it’s

release this is a little bit what it’s like to play by ear instead of to play

like to play by ear instead of to play

like to play by ear instead of to play by eye when you’re reading music you

by eye when you’re reading music you

by eye when you’re reading music you learn to associate certain dots on the

learn to associate certain dots on the

learn to associate certain dots on the page with certain finger patterns and

page with certain finger patterns and

page with certain finger patterns and you don’t actually have to be able to

you don’t actually have to be able to

you don’t actually have to be able to hear anything in your head at all but

hear anything in your head at all but

hear anything in your head at all but when you play by ear the music first

when you play by ear the music first

when you play by ear the music first needs to come alive in your mind and

needs to come alive in your mind and

needs to come alive in your mind and then you have to learn how to connect

then you have to learn how to connect

then you have to learn how to connect that sound to an instrument these two

that sound to an instrument these two

that sound to an instrument these two skills are not easy but together they

skills are not easy but together they

skills are not easy but together they are extremely powerful given that hardly

are extremely powerful given that hardly

are extremely powerful given that hardly anyone teaches young students to play by

anyone teaches young students to play by

anyone teaches young students to play by ear or improvise it’s amazing that

ear or improvise it’s amazing that

ear or improvise it’s amazing that anyone actually learns this skill at all

anyone actually learns this skill at all

anyone actually learns this skill at all in my case I was about nine years old

in my case I was about nine years old

in my case I was about nine years old when I started to have recorder and

when I started to have recorder and

when I started to have recorder and piano lessons and at home in Beirut I

piano lessons and at home in Beirut I

piano lessons and at home in Beirut I remember dad teaching us Scottish folk

remember dad teaching us Scottish folk

remember dad teaching us Scottish folk songs and mum had some classical music

songs and mum had some classical music

songs and mum had some classical music cassettes which I listened to over and

cassettes which I listened to over and

cassettes which I listened to over and over again back in England at the age of

over again back in England at the age of

over again back in England at the age of 11 when I started to play the flute a

11 when I started to play the flute a

11 when I started to play the flute a music teacher one day called me into his

music teacher one day called me into his

music teacher one day called me into his room and asked me challenged me to make

room and asked me challenged me to make

room and asked me challenged me to make something up at the piano

something up at the piano

something up at the piano to make something up on the flute while

to make something up on the flute while

to make something up on the flute while he accompanied me at the piano that

he accompanied me at the piano that

he accompanied me at the piano that simple intervention without any

simple intervention without any

simple intervention without any elaboration or discussion opened up a

elaboration or discussion opened up a

elaboration or discussion opened up a whole new realm of music for me where I

whole new realm of music for me where I

whole new realm of music for me where I realized that it was possible for me to

realized that it was possible for me to

realized that it was possible for me to have my own musical ideas and that to

have my own musical ideas and that to

have my own musical ideas and that to play these spontaneously was called

play these spontaneously was called

play these spontaneously was called improvisation sooner soon after that I

improvisation sooner soon after that I

improvisation sooner soon after that I joined the music group at my local

joined the music group at my local

joined the music group at my local church and over the months and years I

church and over the months and years I

church and over the months and years I learned to improvise playing in the

learned to improvise playing in the

learned to improvise playing in the church services at first I would just

church services at first I would just

church services at first I would just start off playing the melodies by ear

start off playing the melodies by ear

start off playing the melodies by ear that everyone was singing and then I

that everyone was singing and then I

that everyone was singing and then I would start improvising in my own small

would start improvising in my own small

would start improvising in my own small way trying to find more and more

way trying to find more and more

way trying to find more and more beautiful ways through the music this

beautiful ways through the music this

beautiful ways through the music this was the best way to learn to improvise

was the best way to learn to improvise

was the best way to learn to improvise no one was telling me what to do no one

no one was telling me what to do no one

no one was telling me what to do no one was telling me what to do next just be

was telling me what to do next just be

was telling me what to do next just be in my ears

in my ears

in my ears searching for more and more beautiful

searching for more and more beautiful

searching for more and more beautiful music there is a school of thinking

music there is a school of thinking

music there is a school of thinking however that says you need to learn your

however that says you need to learn your

however that says you need to learn your scales and your arpeggios and some music

scales and your arpeggios and some music

scales and your arpeggios and some music theory before you can learn to improvise

theory before you can learn to improvise

theory before you can learn to improvise I’m not so sure about this in his book

I’m not so sure about this in his book

I’m not so sure about this in his book improvise for real David Reed suggested

improvise for real David Reed suggested

improvise for real David Reed suggested just the opposite that it’s through

just the opposite that it’s through

just the opposite that it’s through improvisation itself that music theory

improvisation itself that music theory

improvisation itself that music theory can best be explored and understood

can best be explored and understood

can best be explored and understood certainly that was my experience

certainly that was my experience

certainly that was my experience technique and creativity were being

technique and creativity were being

technique and creativity were being developed simultaneously one challenging

developed simultaneously one challenging

developed simultaneously one challenging and inspiring the other I believe that

and inspiring the other I believe that

and inspiring the other I believe that just as we don’t need to be taught to

just as we don’t need to be taught to

just as we don’t need to be taught to express our thoughts through language so

express our thoughts through language so

express our thoughts through language so – in music improvisation is something

– in music improvisation is something

– in music improvisation is something that given the right environment will

that given the right environment will

that given the right environment will arise naturally this is radical let it

arise naturally this is radical let it

arise naturally this is radical let it sink in a moment improvising might be as

sink in a moment improvising might be as

sink in a moment improvising might be as simple as opening your mouth and saying

simple as opening your mouth and saying

simple as opening your mouth and saying what’s on your mind I’d like each of you

what’s on your mind I’d like each of you

what’s on your mind I’d like each of you now to hear that you are musical

now to hear that you are musical

now to hear that you are musical improvisers even if you’ve never played

improvisers even if you’ve never played

improvisers even if you’ve never played an instrument you all have a musically

an instrument you all have a musically

an instrument you all have a musically playful mind that is unlike anyone elses

playful mind that is unlike anyone elses

playful mind that is unlike anyone elses I’m going to start singing a musical

I’m going to start singing a musical

I’m going to start singing a musical phrase and I’m going to stop halfway

phrase and I’m going to stop halfway

phrase and I’m going to stop halfway through although the accompaniment is

through although the accompaniment is

through although the accompaniment is going to continue when I stop I’d like

going to continue when I stop I’d like

going to continue when I stop I’d like you all just to listen to what you hear

you all just to listen to what you hear

you all just to listen to what you hear inside your head don’t try to make

inside your head don’t try to make

inside your head don’t try to make anything up and don’t sing out loud just

anything up and don’t sing out loud just

anything up and don’t sing out loud just listen here we go

now I have no idea if anything was

now I have no idea if anything was happening but I have a strong suspicion

happening but I have a strong suspicion

happening but I have a strong suspicion that many of you heard some kind of

that many of you heard some kind of

that many of you heard some kind of musical response and that it was natural

musical response and that it was natural

musical response and that it was natural it wasn’t coaxed out it was your brain

it wasn’t coaxed out it was your brain

it wasn’t coaxed out it was your brain being playful now we’re going to do it

being playful now we’re going to do it

being playful now we’re going to do it again this time I’d like you all to sing

again this time I’d like you all to sing

again this time I’d like you all to sing out loud it’s going to sound mildly

out loud it’s going to sound mildly

out loud it’s going to sound mildly gently chaotic though don’t feel don’t

gently chaotic though don’t feel don’t

gently chaotic though don’t feel don’t sing something if you don’t if you don’t

sing something if you don’t if you don’t

sing something if you don’t if you don’t want to if you don’t hear anything at

want to if you don’t hear anything at

want to if you don’t hear anything at all but the phrases I believe will

all but the phrases I believe will

all but the phrases I believe will encourage some kind of response and it’s

encourage some kind of response and it’s

encourage some kind of response and it’s it’s effortless I would say here we go

it’s effortless I would say here we go

it’s effortless I would say here we go so straight in one two

I wouldn’t want you to think that I’ve

I wouldn’t want you to think that I’ve been teaching this new method for years

been teaching this new method for years

been teaching this new method for years and years despite all the fun that I’ve

and years despite all the fun that I’ve

and years despite all the fun that I’ve had as an improvising musician I’ve

had as an improvising musician I’ve

had as an improvising musician I’ve always found it quite a struggle to

always found it quite a struggle to

always found it quite a struggle to teach playing by ear and improvising

teach playing by ear and improvising

teach playing by ear and improvising especially when you’re working with

especially when you’re working with

especially when you’re working with large groups of students but this year

large groups of students but this year

large groups of students but this year I’m co-teaching beginner band and my

I’m co-teaching beginner band and my

I’m co-teaching beginner band and my colleague and I are experimenting with a

colleague and I are experimenting with a

colleague and I are experimenting with a whole range of new approaches with our

whole range of new approaches with our

whole range of new approaches with our grade six students so this is very much

grade six students so this is very much

grade six students so this is very much a work in progress what I am sure of is

a work in progress what I am sure of is

a work in progress what I am sure of is that as instrumental teachers we need to

that as instrumental teachers we need to

that as instrumental teachers we need to start showing our students that there is

start showing our students that there is

start showing our students that there is more to music than simply playing pieces

more to music than simply playing pieces

more to music than simply playing pieces however great these pieces are there is

however great these pieces are there is

however great these pieces are there is a world of curiosity and creativity

a world of curiosity and creativity

a world of curiosity and creativity where the young student can enjoy the

where the young student can enjoy the

where the young student can enjoy the independence of playing by ear and the

independence of playing by ear and the

independence of playing by ear and the excitement of improvising how do we do

excitement of improvising how do we do

excitement of improvising how do we do this the challenge is to put curiosity

this the challenge is to put curiosity

this the challenge is to put curiosity creativity and self-expression at the

creativity and self-expression at the

creativity and self-expression at the heart of instrumental teaching right

heart of instrumental teaching right

heart of instrumental teaching right from day one and why do we do this

from day one and why do we do this

from day one and why do we do this because experiencing your instrument as

because experiencing your instrument as

because experiencing your instrument as an extension of your imagination and

an extension of your imagination and

an extension of your imagination and being able to play alongside empathic

being able to play alongside empathic

being able to play alongside empathic musicians is simply incredible to adopt

musicians is simply incredible to adopt

musicians is simply incredible to adopt a skiing metaphor for a moment as I

a skiing metaphor for a moment as I

a skiing metaphor for a moment as I close I like to think that music and in

close I like to think that music and in

close I like to think that music and in fact any kind of endeavor becomes truly

fact any kind of endeavor becomes truly

fact any kind of endeavor becomes truly fun when you are able to go off piste

fun when you are able to go off piste

fun when you are able to go off piste when you’re able to experience an

when you’re able to experience an

when you’re able to experience an activity as being fresh and uncharted I

activity as being fresh and uncharted I

activity as being fresh and uncharted I asked some of my students recently why

asked some of my students recently why

asked some of my students recently why they like to go off piste when they’re

they like to go off piste when they’re

they like to go off piste when they’re skiing and one girl answered because

skiing and one girl answered because

skiing and one girl answered because you’re not following a path laid out in

you’re not following a path laid out in

you’re not following a path laid out in front of you you can make up your own

front of you you can make up your own

front of you you can make up your own path you can make your own path now that

path you can make your own path now that

path you can make your own path now that sounds like fun thank

up until now every word of this talk has

up until now every word of this talk has been carefully memorized mostly

been carefully memorized mostly

been carefully memorized mostly successfully including what I’m saying

successfully including what I’m saying

successfully including what I’m saying right now but I’d like to finish by

right now but I’d like to finish by

right now but I’d like to finish by going off-piste

going off-piste

going off-piste myself with Lee borsch Mulder’s on

myself with Lee borsch Mulder’s on

myself with Lee borsch Mulder’s on guitar and Joseph fetcher on double bass

guitar and Joseph fetcher on double bass

guitar and Joseph fetcher on double bass we’re going to play the jazz standard

we’re going to play the jazz standard it

we’re going to play the jazz standard it could happen to you after I’ve played

could happen to you after I’ve played

could happen to you after I’ve played the melody that’s when I go off piste

the melody that’s when I go off piste

the melody that’s when I go off piste I’ve really no idea what’s going to

I’ve really no idea what’s going to

I’ve really no idea what’s going to happen at that point but I cannot wait

happen at that point but I cannot wait

happen at that point but I cannot wait to find out thank you

[Music]

[Music] ah

ah

ah [Music]