Dr. Katrin Meidell is Assistant Professor of Viola at Ball State University in Muncie, Indiana. Previously she taught at Texas Tech University and Texas Woman’s University. She has performed with the Indianapolis and Fort Worth Symphonies, the Fort Wayne and Boston Philharmonics, and freelance orchestras throughout Indiana, Texas, and Oklahoma. She currently serves as principal viola of the Anderson Symphony Orchestra (IN) and, during the 2012-2013 season, served as principal viola of the Lubbock Symphony Orchestra (TX).
Recently, I purchased a home. It was built in the 1960s, and a lot of the features in the house seem to be original, or at least a good twenty to thirty years old. The house has great bones but really needed some updating. So, for the last few weeks, I have been painting, changing fixtures, replacing outlets and light switches, cleaning, and dealing with many other hands-on home-sprucing activities. As you may imagine, I have not had much desire or energy to practice the viola while doing all of this. But, throughout all of this, I did discover something interesting related to my viola-playing career.
See, as a violist, I think all of the time while I am playing, whether it be rehearsing with my trio or an orchestra, preparing for a solo recital, or especially when warming up. Other than the obvious things like, “What notes and dynamics am I playing?” I am constantly thinking about the following things: my bow hold, releasing unwanted tension in my shoulders or other parts of my body, which fingering will be easiest for the upcoming passage (or inversely, which will provide the greatest shifting or vibrato challenge—especially in boring orchestral parts!), whether or not I am clenching my jaw, vibrato connection between notes, “release and plop,”1 and a whole host of other considerations. is kind of “thought multi-tasking” within my brain is probably a normal occurrence for most musicians and one of the reasons I love to do “simple” activities, such as cycling, where there is basically only one thing to think about to execute the task accurately—staying upright!
So, a few weeks ago, as I was painting the trim in my living room, I was struck by how uncomfortable I was, up on the ladder, compressing myself toward the ceiling to get the edge of the paintbrush perfectly aligned with the trim, so as not to get any paint onto the ceiling. But I was getting paint on the ceiling, and it was so frustrating! Why was my normally steady hand so inaccurate? Why was I unable to execute this relatively simple task? And why did I care SO much if a little off-white trim paint got onto the white ceiling? I took a break and gave myself a chance to think about all of this.
See, this is my first house, and I care. As a perfectionist in just about all of the tasks I undertake, correctly painting the room in which I will spend the most time while at home is important. To me, the stakes were high. Because of this, I had been seriously clenching my jaw and had been holding tension throughout my body in an unconscious effort to control my motions and to do well.
High stakes and the desire to perform well: Sounds like any audition or performance situation, does it not? It turns out that, in my mind, painting the trim in my new living room was on the same level as performing the viola well. I climbed back up on my ladder and immediately felt my jaw clench. The ladder had taken on the likeness of the stage, and the painting had taken on the likeness of performing. I loosened my jaw, considered my body position, and decided to stand on the lower step so that I was not as contorted as before. I realized that I had been holding my breath while painting, so I made a conscious effort to breathe and continued to focus on my breathing as I again began to paint.
The “thought multi-tasking” that I mentioned earlier is something I often discuss with my students. Too often, students only think about one or two things while playing, and more often than not, they do not actively listen to the sounds they are producing. In an attempt to increase their awareness of many of the factors required to play the viola well, I ask them to list six items that they are trying to address. For example: stacked body (feet under knees under hips under shoulders), vibrato connection, relaxed jaw, loose thumbs, relaxed shifts, and breathe. I have them write these six items on a piece of paper and leave that paper on the music stand next to their music. I ask them to scan the paper before they start playing and in every rest or long note. As they start to memorize the six items, I ask them to imagine a cube, with an always-bouncing ball inside of it. Each surface of the cube contains one of these items, and each time the ball bounces against a surface, the student thinks about or executes the item listed on that surface. Because the ball within the cube does not bounce in the same order, the “thought multi-tasking” could go something like: “relaxed jaw, stacked body, loose thumbs, relaxed jaw, vibrato connection, relaxed shifts, loose thumbs, breathe, vibrato connection, etc.” It is difficult to do at first, and starting with a smaller list is perhaps a good idea. But in my experience, this “thought multi-tasking” is what helps students progress more quickly than if they get stuck in only two or three thoughts.
Many years ago, a friend of mine gave me a mobile to which you could attach your own photographs. For a long time, it had pictures of good friends from college, but shortly after starting my job at Ball State, I thought that the mobile would be a perfect “thought multi-tasking” reminder. I created colorful cards with eight of the most common requests I make of my students: relaxed jaw, loose thumbs, squishy knees (misspelled on the mobile! I always spell it “squooshy”), breathe, taffy bow (i.e., right arm weight), round fingers (right pinky), center, and release and plop. The mobile now hangs in my office, right in eyesight of the music stand at which my students perform. With the room’s airflow, the mobile gently vacillates, so that different ideas are visible at different times. Since I hung it, many students have commented that a specific idea comes into sight and they remember to focus on that item. It is a fun and decorative element in my office that also serves a useful purpose.
As I stood there on my ladder-stage, holding my paintbrush-viola, I discovered that my mind had been in a place where I thought of myself as a novice painter, worried about my execution and afraid of making mistakes. Instead of thinking about the task, I was thinking about the judgment that I, as the outside observer of the finished work, would pass. All of the same unconscious habits that I had as a young violist were active in this novel venue. I was tense and mildly nervous, uncomfortable, unbalanced on my feet, and way too worried about the outcome of my painting. e task of painting the trim had taken on the resemblance of a scary viola audition. But then I realized that I could handle this otherwise-simple task by drawing on the years of experience I had in a much more difficult endeavor. My “thought multi-tasking” went something like: “breathe, relaxed jaw, slow stroke, breathe, balance,” and I was able to execute my trim-painting much more accurately than I had been able to before I started actively thinking about what I was doing and how my body was doing it.
When I look at my new living room now, I am quite proud of how it turned out. The paint is beautiful—especially the trim.
1. “Release and plop” is a Karen Tuttle Coordination reminder for loose finger action.
Reprinted courtesy of the Journal of the American Viola Society.