They're not particular whether you're playing a flat 5th or a ruptured 129th as long as they can dance.
Dizzy GillespieRead
I always try to teach by example and not force my ideas on a young musician. One of the reasons we're here is to be a part of this process of exchange.
Interpretation
Teaching is most effective when done through example rather than imposition.
Dizzy Gillespie emphasizes the importance of leading by example in education, particularly in the realm of music. Instead of imposing his ideas on young musicians, he advocates for a collaborative and organic exchange of knowledge, fostering a learning environment where students can explore and develop their own musical identity.
In practice
In a workshop with young musicians, I shared my experiences rather than dictating what they should do.
They're not particular whether you're playing a flat 5th or a ruptured 129th as long as they can dance.
How do I know why Miles walks off the stage? Why don't you ask him? And besides, maybe we'd all like to be like Miles, and just haven't got the guts.
I'd like to play for you one of my compositions, my only composition.
Learn to play the piano, man, and then you can figure out crazy solos of your own.
I don't care much about music. What I like is sounds.
They're not particular about whether you're playing a flatted fifth or a ruptured 129th as long as they can dance to it.
Deftly they opened the brain of a child, and it was full of flying dreams.
As Olafsson showed me, White can win... It's hard to believe. I stayed up all night analysing, finally convicing myself, and, incidentally, learning a lot about Rook and Pawn endings in the process.
I was unloading sides of beef down on the docks when I decided enough was enough. By then, I'd done a lot of reading on my own, so I persuaded New York University to enroll me.
The Spirit is not given to make Bible study needless, but to make it effective.
English, as a subject, never really got over its upstart nature. It tries to bulk itself up with hopeless jargon and specious complexity, tries to imitate subjects it can never be.
Reading, because we control it, is adaptable to our needs and rhythms. We are free to indulge our subjective associative impulse; the term I coin for this is deep reading: the slow and meditative possession of a book. We don't just read the words, we dream our lives in their vicinity. The printed page becomes a kind of wrought-iron fence we crawl through, returning, once we have wandered, to the very place we started.
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