Lachlan took himself a wife from the indigent people, but after discovering basic bio-mechanical incompatibilities, he sent him back to his troupe, and got a replacement with tits, etc.
Soon Lachlan and his new wife Bruce (now you see the basis of the misunderstanding)
This reminds of the time I posted a song here with wifey on vocals, and someone told me that my voice reminded him of Bill Somethingorother from Be-Bop DeLuxe (I think..??)
Be that as it may - it was meant as a compliment, but I've been calling her Bill ever since
Someone once told me I looked like a skinny Warren Haynes. I guess that was a compliment? Sure wish I could play like him! Then again I was surrounded by wal-mart employees one time only to find out later that an APB had been put out that Travis Tritt was walking around the store with his arm full of diapers. New ones not soiled ones
Einstein said, "I can see further because I stand on the backs of giants", and that reinforces Mike's point about teaching music.
Smith said; "The trouble with an educated student, is that one has to spend so much time un-educating him", which gives another point of view.
Music theory is just a reference point. They are not rules.
There are many great musicians that had very little written concept of music theory. Wes Montgomery and SRV were not music readers. Both of them had huge ears and a wonderful sonic mastery of music.
But what about the rest of us? Can we learn what they did on the guitar buy using music theory to explain their technique and what they were hearing when they played? You bet. Does that make me better than them on the guitar? No way.
It is just music theory.... no more, no less. So along with learning theory, we must learn how to express ourselves in a way that is greater than our limited past experience. We must learn to be creative. We must learn to create in a way that is personally gratifying and socially exciting.
It is in the teaching of creativity that music theory falls flat. This is where we need to work hardest as teachers. We need to teach creative thought processes.
This is what I work hardest on as a teacher. This is where most school systems fail. Music theory is just a tool like a piece of charcoal is to an artist or grammer is to a writer. But the tools alone will not make a great artist, writer or musician. It is the creative use of the tools that can produce great work. Can you produce great work without the tools? Sure. I can turn a screw with a butter knife. But it is a lot easier with a screw driver.
A: Come in. M: Ah, Is this the right room for an argument? A: I told you once. M: No you haven’t. A: Yes I have. M: When? A: Just now. M: No you didn’t. A: Yes I did. M: You didn’t A: I did! M: You didn’t! A: I’m telling you I did! M: You did not!! A: Oh, I’m sorry, just one moment. Is this a five minute argument or the full half hour? M: Oh, just the five minutes. A: Ah, thank you. Anyway, I did. M: You most certainly did not. A: Look, let’s get this thing clear; I quite definitely told you. M: No you did not. A: Yes I did. M: No you didn’t. A: Yes I did. M: No you didn’t. A: Yes I did. M: No you didn’t. A: Yes I did. M: You didn’t. A: Did. M: Oh look, this isn’t an argument. A: Yes it is. M: No it isn’t. It’s just contradiction. A: No it isn’t. M: It is! A: It is not. M: Look, you just contradicted me. A: I did not. M: Oh you did!! A: No, no, no. M: You did just then. A: Nonsense! M: Oh, this is futile! A: No it isn’t. M: I came here for a good argument. A: No you didn’t; no, you came here for an argument. M: An argument isn’t just contradiction. A: It can be. M: No it can’t. An argument is a connected series of statements intended to establish a proposition. A: No it isn’t. M: Yes it is! It’s not just contradiction. A: Look, if I argue with you, I must take up a contrary position. M: Yes, but that’s not just saying 'No it isn’t.' A: Yes it is! M: No it isn’t!
A: Yes it is! M: Argument is an intellectual process. Contradiction is just the automatic gainsaying of any statement the other person makes. (short pause) A: No it isn’t. M: It is. A: Not at all. M: Now look. A: (Rings bell) Good Morning. M: What? A: That’s it. Good morning. M: I was just getting interested. A: Sorry, the five minutes is up. M: That was never five minutes! A: I’m afraid it was. M: It wasn’t. Pause A: I’m sorry, but I’m not allowed to argue anymore. M: What?! A: If you want me to go on arguing, you’ll have to pay for another five minutes. M: Yes, but that was never five minutes, just now. Oh come on! A: (Hums) M: Look, this is ridiculous. A: I’m sorry, but I’m not allowed to argue unless you’ve paid! M: Oh, all right. (pays money) A: Thank you. short pause M: Well? A: Well what? M: That wasn’t really five minutes, just now. A: I told you, I’m not allowed to argue unless you’ve paid. M: I just paid! A: No you didn’t. M: I DID! A: No you didn’t. M: Look, I don’t want to argue about that. A: Well, you didn’t pay. M: Aha. If I didn’t pay, why are you arguing? I Got you! A: No you haven’t. M: Yes I have. If you’re arguing, I must have paid. A: Not necessarily. I could be arguing in my spare time. M: Oh I’ve had enough of this. A: No you haven’t. M: Oh Shut up.
