[00:00.00]Narrator: Listen to part of a conversation between a student and his music history professor.
[00:06.90]Student: So, I was wondering what I could do to improve my paper before the final draft is due.
[00:12.94]Professor: Well, Michael, I have no problem with your writing style. [00:16.71]It’s graceful and clear. [00:18.64]Eh, and it’s interesting that you are writing about your grandmother’s piano concert.
[00:24.06]Student: Yeah, when you said we had to attend a concert and write about it, I immediately thought of her. [00:28.77]I have been to lots of her concerts.[00:30.66]So I am really familiar with her music.
[00:32.31]Professor: That’s not necessarily an advantage.[00:35.34] Familiarity sometimes makes it hard to see things objectively.
[00:39.92]Student: So I shouldn’t write about my grandmother?
[00:42.39]Professor: No, no, no. I am just talking in general. [00:46.91]But as I mentioned in my comments, I’d like you to place your grandmother’s concert in… in a broader context.
[00:55.05]Student: Yeah, I saw that, but I wasn’t sure what you meant. [00:58.32]I mean, I mentioned my grandmother’s childhood, how much her parents love music, how she played the piano at all our family gatherings.
[01:06.16]Professor: Ok. I see what happened now. [01:08.98]By broader context, I mean how the concert relates to some period in music history.
[01:16.12]Student: I see. Ok. Um… I have an idea.
[01:21.74]Student: Well, as you read in my paper, my grandmother performs classical music.
[01:27.92]Student: That’s her true love. [01:29.23]But for most of her career, she performed jazz. [01:32.20]She originally studied to be a classical pianist. [01:35.19]But jazz was in its heyday back then, and when she got out of the conservatory, she was invited to join a jazz orchestra. [01:41.87]And the opportunity was just too good to turn down.
[01:44.38]Professor: Really. Well, that’s fascinating. [01:47.34]Because she probably had to reinvent her whole musical style.
[01:50.74]Student: She did. But jazz was where the money was at that time, at least for her.
[01:55.22]Professor: But she eventually went back to classical?
[01:57.95]Student: Right. But only recently.
[02:01.39]Student: So if I can show how her choices relate to what was happening in the world of music at the time…?
[02:06.53]Professor: I think that might work very nicely.
[02:09.85]Student: And if I do that, I guess I’ll have to like, interview her.
[02:15.34]Student: And I guess that would mean…
[02:17.14]Professor: You’ll have to rewrite most of your paper.
[02:21.81]Professor: Yeah. Would an extra week ease the pain?
[02:27.18]Professor: Ok. So are there other musicians in your family?
[02:31.26]Student: Yeah. My mother plays piano, too.[02:33.21]Not as well as my grandmother, but…
[02:35.32]Professor: And you?
[02:36.34]Student: I don’t play any instruments, but I sing in the university choir. [02:40.30]In fact, we are performing next week, and I have a solo.
[02:43.77]Professor: That’s great! [02:45.12]Could I tell the class about your concert?
[02:47.68]Student: Um…sure. But…about my paper… what question should I be asking my grandmother?
[02:54.16]Professor: You know what, I have a meeting now. [02:57.28]Why don’t you come to class a few minutes early tomorrow?
[03:00.40]Student: Will do.