Let’s make music together

This entry is part 5 of 17 in the series Guiding Hands

There was a requirement for every music school applicant to have a secondary area of study, either in singing or a second instrument. I started taking voice lessons with a reputable teacher midway through high school. After a few months, she didn’t think I was making good enough progress. Prof. Wu and mom then decided that flute would be a safe thing to try.

Feeling defeated from my brief stint with vocal study, I went to Mr. Xue Yaowu (薛耀武)[1] not sure what would happen next. My fear dissipated as soon as I entered his apartment. He was unlike any other music teacher that I had: casual—jeans-and-T-shirt casual, upbeat and kind to his students. Full of energy, his love for life and work was apparent.

He was separated from his family during the Sino-Japanese war at the age of ten and spend part of his youth in an orphanage. After graduating from high school, he entered the Military Music School in Shanghai. In 1948, he went to Taiwan with the Nationalist military. What he might have lacked in academic training, he made up with performing experiences. He and Mrs. Xue, a violinist, were both members of Taiwan Provincial Symphony Orchestra (now National Taiwan Symphony Orchestra). After the arrival of children, she stayed home mostly while he continued teaching and performing. In 1972, he received Rockefeller Foundation Fellowship to pursue advanced study in the States.

Mr. Xue’s main instrument was clarinet but was adept at flute playing as well. Because of the shortage of woodwind teachers in those years, he took on the challenge of training the young players. There were always students coming and going at his home. Many of them have gone on to become successful performers and teachers.

Mr. Xue was passionate about chamber music. Whenever he could find time, he was practicing or planning rehearsals and performances with his colleagues. From him, I learned a lot about chamber music literature: the composers, the major works, and the artists. I became aware of the importance of listening to various recording of the same work; I became familiar with the names of leading performers.

From time to time, I would play duets with other students. I never quite saw the point of practicing (piano or anything else) hours on end alone. Playing with friends, on the other hand, was totally fun. Mr. Xue would encourage me to accompany other students at the piano. Although it would take me years to acquire the skills and knowledge necessary to become a competent collaborator, these early attempts opened the doors for me.

It was in his studio that I first heard music of Poulenc, Hindemith. Their works might have become standard repertoire by late twentieth century but were completely new to me. The strange sounding dissonances gradually sunk in and became well-designed characteristics.

One day, Mr. Xue told me that the son of his old friend Hiao-Tsiun Ma (馬孝駿), a cellist, would be giving chamber music concerts with his Harvard classmates. He highly recommended that I attended the concert. I asked for permission to be off campus for one night so I could be there for the performance. It was the first time I heard Yo-Yo Ma live in concert. He was nineteen years old and was on his way to become an international star.

I learned to make reasonable sound out of the head joint and began playing exercises within weeks. My basic musical training also helped me to learn repertoire with no problem. Very soon, I became part of the “family.” Mrs. Xue, a wonderful cook, would have me stay for lunch or dinner. I was shy at first but quickly became comfortable spending time there. Their children, a son Hér-bìh (和璧) and a daughter Gan-ju (紺珠), were only a little younger than me. Although they were both musically inclined, only Hér-bìh decided to pursue a career in music. I was enlisted to give him piano lessons. It was a little strange “teaching” the son of my teacher. But things worked out OK. After graduating from Taipei Hwa Kang Art School (華崗藝校), Hér-bìh studied cello at Musashino Academia Musicae in Tokyo. There he met and married a lovely Japanese violist.

For years, I would send Christmas greetings to Mr. and Mrs. Xue. I even asked mom to drop by for a visit once, wanting to make sure that they were still living at the same place. When I finally returned to Taiwan in 2004 after securing my permanent residency, I realized that, after Mr. Xue’s retirement, they moved to Kaohsiung to be with Hér-bìh and my greeting cards had not reached them for almost a decade. Mrs. Xue had passed away in 1997. Months before my visit, Hér-bìh also died unexpectedly of heart attack. Unable to make a trip down south that summer, I was hoping to see Mr. Xue in my next visit. Sadly, a month later, he passed away. Even though I, by chance, reconnected with Gan-ju in New Jersey, it would forever be my regret to not have gone to Kaohsiung that summer.


[1] Xue Yaowu: Photo and biography in Chinese

Discipline

This entry is part 4 of 17 in the series Guiding Hands

Lots of things happened in the months before I turned 13. I was accepted to Wesley Girls’ High; I was anxiously getting ready to leave home. During this transitional period, Prof. Wu sent me to work with Ms. Lin Pai-Ho (林百合) a well-known pedagogue. A successful teacher of her own right, Ms. Lin was close friends with many other teachers. She knew their technical and stylistic preferences well. Henceforth she became the go-to person when another pair of ears and hands were needed.

Ms. Lin came from a musical family. Two of her sisters were also piano teachers. A tall lady, when standing by the piano, she always seemed like a giant statue towering over me. Even with big glasses softening her facial features, there was still a seriousness about her. Yet, even back then, I knew that she cared about all her students deeply.

In the years that I studied with her, Ms. Lin moved a few times. Every apartment that she lived in had a few small rooms where upright pianos were placed for students to practice or warmup for lessons. From time to time, Ms. Lin would get tied up with other students’ need and forgot that I was still practicing and waiting. It was in those little rooms, facing the piano alone for long hours, that I gradually figured out how my fingers and arms worked. I graduated from lifting fingers to playing scales; from simple pieces to more demanding works.

Knowing that I had limited time to practice at school during the week, Ms. Lin often had me over to do some extra work on weekends. Her goal was to set me on the right path so I could eventually return to working with Prof. Wu. She was patient and very detail-oriented. Still, my slow progress often frustrated her. Whenever she asked me if I was serious about continuing, I knew that I must work harder—not so much about spending more time at the keyboard, but more about working correctly.

I learned the importance of tenacity and organization in those years. Listening to the sounds of other students playing through the doors, I knew there were many kids more talented than I was. I understood that, in order to be competitive, I must work effectively. Studying music became a conscious choice and an enterprise for me.

I remained in contact with Ms. Lin years after coming to the States. After retiring, she picked up Chinese calligraphy and painting. One holiday season, I received a collection of postcards with her artworks. From time to time, I would pull these cards out of my drawer and imagine the beautiful hand movements that created them.

墨蝦 (Fresh Water Shrimps), 2000
蟠桃何紅點頦 (Peach and Rubythroat), 2000
香遠益清 (Lotus Pond), 2001