Breathing…Listening
One of the aspects I most value about being a professor of music is the structure and norms that guide classroom discussions. Although the traditional classroom model has faced considerable criticism in recent years, when implemented effectively, it provides genuine space and structure to facilitate meaningful dialogue.
As the teacher, I know that when I am speaking, I won’t be interrupted and that my listeners are fully present—not distracted by phones or multitasking. They are seated, often taking notes, and deeply engaged. This environment allows me to feel calm and composed, knowing that I can express my thoughts fully and clearly. As a result, I think and communicate more effectively.
When my students speak, I make sure to listen with my entire being—my ears, face, body, mind, intellect, and heart. I remain still, breathe deeply and steadily, and focus intently on their words. This attentiveness is essential for my own understanding, for the student speaking, and to model this behavior for the class. It’s important that the student not only be heard but also feel heard, not only be understood but also feel understood.
When I respond, if a response is needed or desired, I first articulate an understanding of what the student has said and offer an affirmation of its value. Only after I’ve acknowledged and legitimized their contribution do I offer my perspective, even if it’s one of disagreement. This disagreement is always built upon the foundation of respecting and recognizing the merit of their viewpoint. I model this behavior deliberately to encourage a classroom culture grounded in respect and active listening.
Of course, not every teaching environment is identical. Ensemble and performance classes, as well as private lessons, involve a slightly different dynamic. However, the same principles of deep listening and thoughtful engagement apply. I continually remind myself, even after years of practice, to breathe, to listen actively, and to seek a deeper understanding of my students’ thoughts and motivations. Done well, these discussions develop a rhythm and flow that energizes both me and my students. Time flies, learning happens, and I leave the classroom inspired, eager for our next meeting.
Listening, like breathing, requires practice and intention. While both can occur automatically, true depth and quality only come with conscious effort. So, I pose these two essential questions to my students: Are you breathing deeply? Are you truly listening? Genuine musical engagement begins with doing both.