Between sets at a gig in San Francisco, I happened to run into an old friend who is an impassioned writer, hardcore blues enthusiast, and college-level journalism professor. We started chatting, and I asked how his job was going.
He shrugged. “You know ... it’s going.”
“That doesn’t sound very encouraging,” I responded. “What’s going on?”
“Well, to be honest, it is a little discouraging these days. A lot of my students have really poor reading skills. Some of them are practically illiterate — no kidding — and yet they seem to believe they have what it takes to be a journalist.”
“Wow. So what do you do for them?”
“I just do my best, but the problem actually goes beyond their reading skills. Many of them seem incapable of critical thinking, as if they’ve hardly read any books or newspapers. Seriously — a number of my students couldn’t name the candidates in the last election if you put a gun to their heads, and they’re of voting age! We’re raising generations of ignorant adults, which I find very frightening.”
I shook my head and went back onstage to start the next set.
The following morning, in a case of unforeseen synchronicity, DRUM! publisher Phil Hood emailed a link to an educational drumming site. “It’s interesting how they emphasize that there’s ‘no scary theory or sight-reading’ in the lesson videos,” he wrote.
It struck a nerve. Every so often after I post a link on Facebook to a notational drum lesson from our website someone responds, “What, no video?” I’m always tempted to write back, “What, you’ve never bothered to take a couple of hours to learn to read drum notation? How serious about drumming are you?” Of course, instead, I let the comment float away into cyberspace.
But as that thought swirled around with the memory of my previous night’s conversation, I wrote back to Phil: “It’s a compelling sales pitch — but I think it’s kind of irresponsible. It’s not at all that hard to learn to read music; especially drum notation. When you encourage young drummers to skip that step in their development, you’ve denied them access to a library of tried-and-tested pedagogy that has helped generations of drummers become better players and professionals.
“I believe mentors should do exactly the opposite — excite the desire for education and improvement by pointing students toward the best resources and skills rather than hyping get-rich-quick schemes.”
Take it from me — you won’t get rich by skipping a vital step in your development. I can’t tell you how much I regret never learning to play brushes believably, for example. How many more opportunities would I have had if I had studied Latin drumming or learned to play to a click earlier in my career?
My list goes on. What’s on yours?