[00:00.00]NARRATOR: Listen to part of a conversation between a student and his music history professor. [00:06.90]MALE STUDENT: So, I—I was wondering what I could do to improve my paper before the final draft is due.[00:12.94]FEMALE PROFESSOR: Well, Michael, I—I have no problem with your writing style; [00:16.71]it's graceful and clear... [00:18.64]um, and it's interesting that you're writing about your grandmother's piano concert.
[00:24.06]MALE STUDENT: Yeah, when you said we had to attend a concert and write about it, I immediately thought of her. [00:28.77]I've been to lots of her concerts, [00:30.66] so I'm really familiar with her music.
[00:32.31]FEMALE PROFESSOR: That's not necessarily an advantage; [00:35.34]familiarity sometimes makes it hard to see things objectively.
[00:39.92]MALE STUDENT: So I shouldn't write about my grandmother?[00:42.39]FEMALE PROFESSOR: No, no—no, I'm 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—in a broader context.[00:55.05]MALE STUDENT: Yeah, I—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 loved music, how she played piano at all our family gatherings?
[01:06.16]FEMALE 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]MALE STUDENT: I see. OK, Um, I have an idea?[01:20.24]FEMALE PROFESSOR: OK.[01:21.74]MALE STUDENT: Well, as you read in my paper, my grandmother performs[01:26.82]FEMALE PROFESSOR: Yes.[01:27.92]MALE 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]FEMALE PROFESSOR: Really? Well that's fascinating, [01:47.34] because she probably had to reinvent her whole musical style.[01:50.74]MALE STUDENT: She did. But jazz was where the money was at that time. At least for her.[01:55.22]FEMALE PROFESSOR: But she eventually went back to classical.[01:57.95]MALE STUDENT: Right—but only recently.[02:00.21]FEMALE PROFESSOR: OK?[02:01.39]MALE 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]FEMALE PROFESSOR: I think that might work very nicely.[02:09.85]MALE STUDENT: And if I do that, I guess I'll have to like, interview her?[02:14.39]FEMALE PROFESSOR: Right.[02:15.34]MALE STUDENT: And I guess that'd mean?
[02:17.14]FEMALE PROFESSOR: You'll have to rewrite most of your paper.[02:20.71]MALE STUDENT: Ouch.[02:21.81]FEMALE PROFESSOR: Yeah. Would an extra week ease the pain?
[02:25.72]MALE STUDENT: Definitely.
[02:27.18]FEMALE PROFESSOR: Ok. So are there other musicians in your family?
[02:31.26]MALE STUDENT: Yeah. My mother plays piano, too. [02:33.21]Not as well as my grandmother, but?[02:35.32]FEMALE PROFESSOR: And you?
[02:36.34]MALE 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]FEMALE PROFESSOR: That's great! [02:45.12]Could I tell the class about your concert? [02:47.68]MALE STUDENT: Um...sure. But...what about my paper? what question should I be asking my grandmother?
[02:54.16]FEMALE 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]MALE STUDENT: Will do.
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