Tempo

Daylight Saving Time ended on Sunday.  Clocks on all the devices in my room reset automatically.  But the ones in the kitchen needed manual adjustments.  Somehow, working around the apartment, I got confused.  For a brief moment, I panicked about not managing my time well.

Every year, we adjust our clocks following the changes of seasons—and temperatures.  The linkage between time and weather always reminds me of the Italian word “tempo.”  It means “time.”  One would ask, “Non ho molto tempo.” (“I don’t have much time.”). It also means “weather”—as in “Fa bel tempo oggi” (The weather is nice today).

For the written portion of my doctoral candidacy exam, I was to review then newly published The Tempo Indications of Mozart by Jean Pierre Marty.  Although Marty assigned metronomic markings for each tempo/meter combination, his arguments were based on the understanding of the meaning of Mozart’s tempo indications.  I opened the review exploring the meaning of “tempo”—a simple word that musicians live with every day.

If we were lucky, our teachers would have taught us how each term would be linked to a certain speed, as marked on old-fashioned metronome.  The truth is most of the words that the composers put down at the beginning of their compositions have more to do with its character than a performance speed. Allegro means cheerful; vivace means lively; andante means walking; largo means broad, so on and so forth. They can be further qualified by words such as molto (very), non troppo (not too much), grazioso (gracious), maestoso (majestic), sostenuto (sustained), etc.  So, instead of thinking about “speed,” it is more suitable to consider the “temperament” of the composition.

Robert Schumann often broke away from the traditional Italian markings and turned to his native German.  In Davidsbündlertänze (Dances of the League of David), Op. 6, one finds Lebhaft (lively), innig (intimate), mit Humor (with humor), ungeduldig (eager/impatient), einfach (simple), and wild und lustig (wild and funny).  Hugo Wolf took it much further, abandoning Italian markings all together.  For “Liebe mir im Busen zündet einen Brand” (Love in my bosom ignites a fire), he wrote “Äusserst rasch, mit leidenschaftlichstem Ausdruck” (Extremely rapid, with the most passionate expression); “Schlafendes Jesuskind” (Sleeping Jesus Child), “Sehr getragen und weihevoll” (Very sustained and ceremonially).

Claude Debussy frequently gave detailed directions throughout his compositions.  At the beginning of  “Soirée dans Grenade” (Evening in Granada), the second piece of his suite Estampes, he wrote “Mouvement de Habanera –Commencer lentement dans un rythme nonchalamment gracieux” (Movement of Habanera—beginning slowly in a rhythm nonchalantly gracious).  Then, he gently guided the performer by saying “Retenu” (hold back) . . . , “Tempo giusto” (proper tempo) . . . , “Tempo rubato” (flexible tempo) . . . , “Très rythmé” (very rhythmic) . . . , “Tempo primo—avec plus d’abandon (First tempo—with more abandonment).  Toward the end of the piece, he asked twice for “Léger et lointain” (light and distant) as everything quietly faded into the night.

Erich Leinsdorf in his thoughtful book The Composer’s Advocate: A Radical Orthodoxy for Musicians wrote about the importance of understand composer’s chosen words.  These words lead the performers as well as the audience into the right atmosphere—the right tempo, the very thing that Mozart considered to be the most important to music making.  Let’s always hope for the perfect “tempo.”

Why?

This entry is part 23 of 28 in the series Goldfish

Memorizing new materials and taking exams always come easily to me.  Since, traditionally, Asian education systems leaned heavily on rote learning, I had little problem earning good grades at school.  However, the “aha” moment always struck me weeks or months after I first learned something—perhaps because I was younger than most of my classmates.  It didn’t take me long to realize that there was a huge difference between knowing something and understanding something.  I also figured out that, if I understood the reason behind a certain thing, I could easily apply it to similar things.  So, I became a perpetual “terrible two,” always asking “WHY?”

Curiosity opened up endless possibilities for me.  It turned the world into a playground of knowledge.  It guided me through years of academic studies.  It gave me the freedom to reproduce composer’s ideas on solid ground.

On a few occasions, my inquisitive approach had become obstructive.  Mom suggested for dad to teach me German when I was in high school.  We sat down with the textbook.  Dad showed me the four cases:  nominative, accusative, dative and genitive.  He showed me how the articles and pronouns would change based on genders, cases and numbers.  Instead of accepting the rules, I asked him; “Why?”  This went on for the entire lesson.  Dad thought I was the most impossible student that he had ever had.  I never had another session with him.

As a participant of a summer festival, I had the opportunity to work with a prominent artist.  Every time he instructed me to try certain things, I would ask ‘Why?”  He was FURIOUS with me for asking stupid questions.  However, he did provide extended answers to all my stupid questions.  Many things that I learned that summer had turned into useful tools for me.  Did he think I was challenging his authority?  Perhaps.  What I gained from the experience far outweighed the momentary humiliation.

For as long as my mind is clear, I will continue asking: “Why?”