Yesterday was Monday. At 8.30 am Skype hoodled and V appeared on the computer screen with another singing lesson. I’m well into my fifth year and the telescope is now reversed: once it was broad structures, these days fine detail.
I deliberately upped V’s fee at the beginning of The Plague when her other students were losing their jobs and unable to continue. Subtly she has lengthened my nominal hour, sometimes to ninety minutes. I threatened to up the fee again and we both laughed.
Often we discuss music teaching in general. How discouraging is it for her when a problem arises and – for a time – I am unable to grasp her solution? I’d noticed she often varies her approach several times when this happens. This turned out to be fundamental. If she exhausts all her approaches she tells the student – kindly, I’m sure – she can do no more.
I have a long-standing problem which is still in the balance: singing duets, my most profound desire. The idea of being “ploughed” doesn’t bear thinking about. Especially during The Plague. But V has let me indirectly know my zest for learning seems undiminished, and she approves of the work I do on my own.
The teacher/student relationship is both intense and remote. Over the years I’ve picked up odd details, especially about V's daughters, but this is one area where my journalistic curiosity is put on hold. On the other hand I’m required to inspect the shape of her mouth and even the position of her tongue when we’re dealing with tricky vowel sounds. What I can say she is infinitely patient and can also work magic. I outline a difficulty and inevitably her recommendation involves something I’d never considered.
Learning is personality as well as facts.