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Play with reckless abandon. Like you haven’t a care in the world.
This is a mindset learned from more than one teacher and is one that I teach to students myself. In the right circumstance it can provide the spark to inspire better playing. It can help a student to break out of their shell and find a creative muse.
Another similar concept is “creative not-caring.” Again, it is an inspirational catch-phrase meant to draw out the best in a student. Be creative and play from the heart, the notion goes, without worrying about consequences.
Sometimes the mind can be a noisy place. Motivational phrases can help redirect it towards a more productive place, quieting a judgmental inner voice. They can even help to divert fear, doubt and self-loathing.
Taken to the extreme
One problem that happened to me though was that for a period of time, I took these tidbits of wisdom too literally. Like Admiral Faragutt, it was damn the torpedoes — full steam ahead!
Years later a comment came back to me — it went something like “Bruce is a good musician, but when he plays, he sounds angry.” At the time this comment hurt my feelings a little bit, without even really understanding what it meant.
I was a bit lost.
Years later I figured it out — reckless abandon can backfire. While it is fun to throw caution to the wind and go for it, in the context of a larger ensemble it can upset the natural flow if taken too literally. It can morph into playing with blinders on and even adversarial ensemble playing.
Mindfulness
Without completely realizing it, I was rocking the boat — and not in a good way. A balance to this extreme I eventually found, is mindfulness.
The main difference between it and recklessness is that one is based in instinct and passion, the other in reflection and contemplation. Both are equally valid teaching and playing philosophies that exist on the same continuum.
Semantics
When I began to write this post, it started with the simple graphic at top. Unable to put into words what I was feeling, it helped to flesh it out the concept of a continuum.
Perhaps this is all just word-play, but when teaching mental concepts to students, semantics can be a slippery slope. Even the most inspirational and logical advice can be taken to an extreme, as I have learned — the hard way.
Wearing many hats
For some, a more balanced approach may be necessary.
Playing with reckless abandon has its merits, but it is not a complete picture. Being a musician requires a large wardrobe of costumes to wear and lots of flexibility.
Costume changes can happen at a moment’s notice. One second you might be a clown, or a prince or princess, then suddenly morph into an elephant or even a mouse.
In any case, don’t be caught wearing the outfit of a reckless and angry barbarian when a peaceful monk is called for.
