Working In The Arts

Yesterday I had the opportunity to attend a screening of the short documentary, Conducting Life, about Roderick Cox, a man who grew up here in Macon, GA who went on to become an associate conductor for the Minnesota Orchestra. Now based in Berlin, he works internationally as a guest conductor.

The documentary recounts his pursuit of music from adverse conditions. He talks about coming home from school excited to practice only to find that his keyboard had been pawned to pay utility bills. He approached Zelma Redding, widow of Otis Redding, for money to buy a French horn for school.

What interested me most was the insight into the career arc toward becoming a conductor. I have often seen documentaries or fictionalized depictions of classical musicians competing for places in an orchestra, but I really don’t recall having seen much about conductors. There is footage of him being coached at the program at Northwestern University and by Robert Spano at the Aspen Music Festival.  It was amusing to watch him get instructed to be a little more expressive in these classes and then see footage of him conducting in Minnesota and other places where he cranks it up to 11+ with such full body involvement that you hope he does yoga stretching before he gets on stage.

If anything I think the documentary didn’t go deeply enough into work he did to achieve his current position. While it does show him disappointed at not being hired at various orchestras, I can’t imagine he was only auditioning at some of the bigger name organizations like Atlanta, Cleveland, LA and Salt Lake City before ending up at Minnesota, though that might have been the case.

Admittedly, in the Q&A after the screening, Cox admitted he was a somewhat reluctant participant in the documentary. He thought it was only going to be a profile piece while he was at Aspen only to find that the director was interested enough in his story to follow him around for seven more years. So he may not have afforded the filmmakers with the access they needed to make a more detailed movie.

The Q&A afterward revealed a very humble, introspective and funny person. He gave a lot of credit to different people who helped him thus far in his career. He made it very clear that while the documentary shows Otis Redding Foundation helping him buy a French horn, the reality was that when he wanted to go to England, Spain, and France to learn to be a better conductor, the foundation helped him out each time.  He also talked about a difficult experience familiar to a lot of people who pursue arts careers where he was auditioning for major classical music institutions and friends were sending him job listings for middle school band teachers.  He was also very funny while being politic in answering about the additional challenges in conducting operas and the fact that people in his hometown can circumvent his management to contract him to conduct.

If you have the opportunity, check out the documentary at a festival or see Roderick Cox at an orchestra near you.

There was an article on The Conversation website back in March by Elisabeth Gruner discussing how she stopped giving grades on student papers in favor of comments and wished she had done so sooner.

I was reminded of Robert Pirsig’s book Zen and the Art of Motorcycle Maintenance where he mentions doing the same thing in his classes at Montana State University in the late 1950s. Pirsig’s students reacted much like Gruner’s did some 70 years later. Basically, they freak out at the prospect of not being given a grade.

I have written about Pirsig’s book before, though it has been about 15 years since my last reference to it. My experiences since then have somewhat supplemented my perspective. In recent years I have been writing on the idea that just because you can measure it, doesn’t mean the resulting data is an accurate depiction of value.

In the same way, a grade doesn’t really help you master content and improve. While an instructor can obviously provide a grade and comments, as Gruner notes, students will flip past all the comments to find the grade and then they are done.

Granted, students always have the option of ignoring comments and choose not to improve their skills. But that is a choice all humans have when faced with critique and not limited to educational settings.

The other issue is that grades and comments are only a measure of your level of mastery at a moment in time.

As I mention in my post from 15 years ago, I wrote a paper based on Pirsig’s book arguing for comments on papers in favor of grades. My professor took me at my word and didn’t give me a grade until after we discussed her comments. (She was obligated by the school to provide a grade, I didn’t feel the need for one.)

Another professor commented on another paper I wrote, observing that the grammatical mistakes were legion, but that I had done a fantastic job of capturing the voice and flavor of the work upon which I based my composition.

There was a grade on that paper. I don’t remember what it was, but I remember the comment. Arguably, my writing skills have improved since then. There have been many factors which have contributed to my higher standard of writing, but it really wasn’t the grades. Memories of my educational experience and how I professors dealt with me are what have endured.

In a similar manner, measures of value that are often applied to the arts like economic impact are meaningless.  How does economic impact inform organizational decision making? How does knowing the economic impact number influence how those in the community conduct their lives?

There is a lot of other data which will help organizations strive to do better or effect change. There are other ways in which people’s lives will be impacted by an arts organization. The value of all this can be examined and observed over the course of years.

Something I wanted to call attention to that is somewhat unrelated to my point about the relevance of grades and certain metrics used to measure organizational value. I feel this is important to note for people who want to read Pirsig, or my early posts on his book, and take some lessons from his experience with grading.

In Pirsig’s book, when he talks about his experience eliminating grading in the classroom, he mentions that the A & B students’ work improved, C students either improved a bit or stayed average, and D & F students basically kept sinking.  Basically, the idea was that the students’ natural talent and work ethic were a constant regardless of whether they were graded.

Gruner has different perspective which I think is a reflection of the differences between who got to attend university in 1958 and 2020s.

My studies confirmed my sense that sometimes what I was really grading was a student’s background. Students with educational privilege came into my classroom already prepared to write A or B papers, while others often had not had the instruction that would enable them to do so. The 14 weeks they spent in my class could not make up for the years of educational privilege their peers had enjoyed.

While I know that background influences the degree to which people are prepared for an educational experience, until I read that paragraph, my recollection of Pirsig’s observations about grading dominated my perspective.