Christopher Livingston

8/23/16

Questions on Hoffer Ch. 3.

1. Music, since even some its earliest beginnings, has been made and played for one

large reason: Human enjoyment and reaction. Not only has it become such a staple of

human life, it has become so second nature to some that it's like breathing in and out. But

music is not made just to fill that air and silence in the background. Music is an essential

quality for living and its more than just a luxury some take for granted. I like to take the

example of taking music out of all the places that the book gave. Imagine movies, car

rides, weddings, and ceremonies all without music. Things have become a whole lot less

interesting. Music is more than just the noise in the background. Its an important part for

a higher quality of life.

2. Going back to the last example, people use and hear music almost everywhere,

and that music is not free. One of the best ways to see how much our culture actually

supports music is by how much of a standard we hold for musical performers. Some

musical performers are paid a lot to fill a concert hall for even just one night. Even for the

people not enjoying concerts they are still either at home listening to music on the

television or singing along with the choir at church. We keep music in our daily lives for

a reason, because people value that higher quality of living.

3. The book gives us five different characteristics between aesthetic and ordinary

experiences.
a. Aesthetic experiences are not practical: Meaning things are valued

for their insight, psychological satisfaction, and enjoyment. An aesthetic

experience is an end in itself; it is done only for the value derived from doing it.
b. Aesthetic experiences involve both intellect and emotion: Meaning

your reactions through emotion and/or intellect causes stronger emotions by

experiencing it than other things.

 Christopher Livingston
8/23/16

c. Aesthetic experiences are experiences: By listening to a song or

seeing a piece of art you are undergoing and experience of your own. No one is

going to just understand something and be done with something at first quick

glance. Music and art is something you have to indulge yourself in and experience

what is going on.

d. Aesthetic experiences require focusing attention on the object

being contemplated: One cannot just think of the end and what will happen after.

One must put their focus on what is happening now and enjoy it and what it is

trying to convey to the listener or the observer.

e. Aesthetic experiences are not confined to considerations of beauty:

Not all aesthetic experiences are beautiful in the usual sense of that word. In most

parts what seems ugly to the naked eye can be most beautiful. I let some children,

while working at the YMCA, listen to Schoenbergs String Quartet No. 2, Op. 10.

At first they all cringed in their seats. After they listened I asked what they

thought was going on and what it reminded them of. They all gave answers of

nightmares and the such. After giving them an explanation that was suitable for

their age about what was going on during Schoenbergs life they finally made that

connection and saw the piece in a different light.

4. The book gives us an abundance of examples saying what would they really know?

Not much.

a. Their repertoire and knowledge of music would be confined to

what they hear on the radio.

b. Their performance skills would remain largely undeveloped.
c. Their listening skills would be largely undeveloped.
d. Most of them would be unable to use music notation at all.
 Christopher Livingston
8/23/16

e. They would not learn to play an instrument or participate in an

instrumental or vocal ensemble.

f. They would be unable to make informed judgements about what

they listen to.

g. Because of limited experiences with music, they would probably

not learn to enjoy music that is artistic in nature.

Back to the last question it is sad to think that so many students, and even adults

today, can not listen to certain art music and understand or feel why the music is doing what its

doing. I feel a loss for understanding can be one of the worst things to lose when living in a

world filled with music.

5. I believe that when trying to defend or fight for music in schools that nonmusical

reasons are great points to have, and should be rather abundant in your argument. Trying to tell

others that we should have music just for sake or music, and going off our own emotions will

only get so far. We need to relate the idea to catch more peoples attention. Saying the class will

form a better understanding of music is a great point to give, but also saying that Music has

been around in schools since medieval universities, and helps form better citizens in the

community brings in more of the ears of the people that dont appreciate music as much as we

do. Should it be your entire case? No. Can it be great incentive? Yes.