Pre-Term: Day #3

Most disappointed in myself for beginning yet another writing series and then letting it fade away two posts in. Having successfully traced back my days, I can write about them – and hopefully convey to you how much has actually transpired even before Term has begun.

I finally own my academic gown now. At Cambridge, the gown you wear depends either on what degree you already hold, or your age. Graduates of the University of Cambridge wear the gown corresponding to their Cambridge degree. As a result, as Graduate students, we have fewer variations in our style of gown as the undergraduates. The undergraduates’ gowns are so vastly different based on the course and college they are in, which makes graduation and matriculation very colourful. Outside Ryder & Amies, this institution that looks and feels quinticentially Cambridge on the inside, I saw people wearing gowns with hints of blue, and a set that was a deep blue, very distinct to others (I suspect that this is Trinity).

After a couple of appointments (banks et al), I met with some friends and went shopping for things to make my room feel like home, picking up a chest of draws/organizer, and a couple of stationery items. Wilko’s really is becoming my new favourite place and I do not think there is any other store that will compare. Barring Asda perhaps.

St. Edmund’s is being very kind and hosting a lot of Fresher’s Events adhering to the guidelines currently being supplied by the Government: the rule of six and a lot of social distancing. Today’s highlight was meeting people from the Podcasting society and discovering that was a group thing here.

The evening was just a nice, long walk (and cookies) with a fellow LLM. The diversity in this LLM class in incredible. The friend I met this evening is somebody who studied 9 years of music prior to switching over to legal education. That formal training in music must have been an incredible challenge, and the more I spoke with him, the more I came to appreciate how society can afford opportunity to people of all backgrounds – yet sometimes chooses not to. It’s difficult to imagine somebody from India studying 9 years of classical piano and then switching education streams to move onto something else, but imagine if we allowed for it by providing greater access and open-mindedness to our educational approach. How much joy would we be able to spread, if we removed the pressure of making decisions?


Four Months On: Learning the Guitar

In April, I wrote about beginning to learn the guitar through daily lessons with my best friend. In the past four months, the longest gap between lessons has been three days. Earlier this week, he flew back home, and we relived that gap of three days without speaking to each other. That break gave me an opportunity to think about where the last four months have gone musically, and all the things we’ve covered since.

My best friend and I messaged each other on WhatsApp fortnightly across my five years of law school. We never really spoke much over the phone, but the pandemic changed all that, and we’ve been speaking every day. Aside from the amount I’ve learned from him, the thing I’m most grateful for is the conversation we have each day. In a very strange way, the world placed us both in similar circumstances for a short duration – both away from our parents, desirous but unable to travel back home, figuring out living alone in these times. Daily conversation provided insight into who we were as human beings, and after 12 years living away from each other, it appears as though not much has changed between us at all. We’re both pretty much still peas in a pod, insofar as we struggled for about a week, recognized the need to develop a routine, and then set about creating that out for ourselves. It’s been a lovely reaffirmation of something I knew about our friendship already.

Turning now to the guitar, or broadly, musically.

The last four months have been really transformative. I started with the guitar just knowing I wanted to be able to strum along to songs I like listening on the radio, went through a phase – and a realization, that I could leverage the classical music I have learned to learn classical guitar as well, and finally, have reached a point where I just want to enjoy the instrument and continue to learn daily. Through all of this, my best friend, and teacher, has been the most supportive guide I could have asked for. At no point did he think I was grasping at straws beyond my reach. There have been points I’ve been over-ambitious, I think, but we’ve figured out how much time it takes me to learn a new skill with the amount of practice I put in, and we’ve amended expectations accordingly.

He’s also been incredibly patient with mistakes I’ve made and expressions of my thoughts about the instrument. We’ve approached lessons with the idea that I should be enjoying/playing songs all the time to learn more, and as a result, I’ve always been working on learning songs alongside the technical side of things.

The trip he took back home gave me the opportunity to sit and learn songs that I could perform for him, and this afternoon, I played a full song – with some out-of-tune singing, for the first time for him. It wasn’t too shabby, I was pretty thrilled, and more than anything else, for me – it was a really nice opportunity to look back at what we’ve accomplished over the last couple of months together. The song I sang, Kabhi Kabhi Aditi, has this wonderful line that says, gaana toh aata nahi hai magar phir be hum gaate hain”, which is basically, “I don’t know how to sing, but I sing anyway”, and that’s pretty much how I felt throughout.

Over the last month, what I’ve enjoyed the most is that the focus in our teaching-learning has moved onto the theory side of things. We’re covering scales and more chords now, and talking about more music theory, which has coincided with my own preparation for higher music theory grades.

On the piano side of things, I’m reasonably comfortable with what I’ve done in the last couple of months. Slowly but surely, I’m working towards a repertoire that will help a music teacher identify where I’m at in my piano journey, so when I’m in a single place for a long amount of time, I’ll be able to pick up from that level. One day I will give those examinations as well. I’ve been working on sight-reading a lot, and listening to classical music along with the orchestral scores, just to better understand how much is going on in a piece. It’s been very, very rewarding.

I can’t wait to see where I go with music next, and a lot of it is down to how much joy my best friend has managed to bring to me by making it seem effortless, enjoyable, and not something to be stressed out about at all.

The Theory of Music: A Personal Arc (II)

In the first part of this personal arc, I basically explored what theory of music had become for me at the time: a personal project – something to set my mind to. I wrote that post in the first week of March, having just completed my ABRSM Grade 5 Music Theory exam – at a point where I didn’t worry too much about the result at all. Truth be told, I frankly didn’t think about the results past that first week. Too much has happened in the world generally, and to me, personally, since. The events of that week, and of that day feel like a blur in my memory, since most of my time went in preparing.

My results came in this morning, and I was elated to discover I had passed.

I was thrilled. Of course, some portion of this joy came out of passing the exam and not having to think about that Grade anymore. A larger portion, however, stemmed out of the fact that I had accomplished these results by self-studying. Mind you, these are not excellent results – I achieved a Pass. However, the satisfaction of seeing my own effort bear fruit and reflect well according to the yardstick to which I prepared is not something I’ve experienced to often before. Large swathes of material have been taught to me, or I’ve been fortunate to have good teachers for. With the ABRSM exam, I had access to the same resources everyone preparing for the examination did: the standard examination content. It felt nice to look at today’s result, and say – hey, I did that!

About 15 minutes in, after telling my parents, I had some time to step away from things and look at these results a little more carefully. Yes, I had done that. I had actually put in the effort to prepare according to the curriculum designed, and actually learn everything I was interested in learning for the exam. It was uncanny, therefore, to think about the role the Universe had played in all of this. What prompted me to look up music theory, when I was at home in December – when I could have chosen any project at all? How great was it that an exam was available in March, giving me precisely the right window of opportunity to prepare? How fortuitous was I to be able to study for that exam – and write it, exactly 7 days before the number of coronavirus cases in India began to rise?

I looked at the results a little differently. They felt blessed – like some conspiracy had worked in my favour, and I felt more grateful – not just for all of this, but for the background I had in classical music that allowed me to tap into a reservoir of knowledge while preparing for the examination. For the network that enabled me to ask my friends doubts where I had them, and for the means to afford the preparatory material and the examination itself.

When I looked beyond the results, I thought about how much this examination gave me. It gave me a chance to study and drive myself toward an objective of mine, and an opportunity to rediscover classical music in a way I had only shallow knowledge of before. I am no expert on theory today, but I loved learning all the information I picked up during the examination, and I’m eager to see how much more I can learn. It rekindled and reactivated a part of my brain I had put to ‘sleep’ mode for 6 years, since Grade 11 and my antics on FL Studio.

Aside from all of this, it got me to think closely about why I gravitated toward theory. Why does theory fascinate me? Why do I enjoy studying theory? Of course, the easy answer lay bare in front of me – these were the only examinations I was confident of preparing for without guidance. Other optional answers also felt easily accessible – that the theory examination is a prerequisite to the practical examinations with the ABRSM at higher grades, and that they help with a holistic understanding of the music we are training to play, and all sorts of things.

My love affair with the theory of music, however, pointed me to something very fundamental about the way I approach things. I thought back to Grade 11, and why I struggled with Physics the first time around. The theoretical foundations we had built in the subject at the IGCSE were toppled on their heads, and with poor guidance, coping with that change felt seismic. I thought back to things like fractions: the easy stuff that people understood in Mathematics because they could envision fractions as practical problems, but I found ridiculously difficult because they felt so abstract. I struggle with videogames that don’t have explanations for actions: which is why I couldn’t play Ratchet & Clank well, ever, but I could play Runescape reasonably okay.

It pointed me to how I prefer understanding and studying things – from the ground-up. Theoretical information somehow feels like it brings a sense of order and stability to the practical. Even if as an afterthought, or an aberration that helps to elucidate a creative passion, the theory underlying artistic license fascinates me because it suggests that things in this world as explicable. That fundamentally appeals to me, and the fact that there is a dynamism to this explanation owing to varying perspectives and schools is something I find most enjoyable.

So yes, I passed my theory of music exam, and the theory of music has become a part of my daily life. Along the way though, I had the chance to think about theories generally – and I liked that very much too.

Download Machines | How Music Got Free: The End of an Industry, the Turn of the Century, and the Patient Zero of Piracy, by Stephen Richard Witt

How Music Got Free: The End of an Industry, the Turn of the Century, and the Patient Zero of Piracy
by Stephen Richard Witt
Published by Viking (2015) 
Rating: ****


Music is a very important part of my life.  I’ve recounted my own personal history with audio forms, downloading and piracy here. I don’t download music anymore – not since Spotify and other streaming services came to India. These services have changed the way that I work in more ways than one. Finding a book that methodically recounted, and exposed a similar history was quite lovely.

Communicating Complexity

When I read non-fiction books that hone in on specific subjects, one of the things I look out for is how well they communicate complexity, or technical information that would not ordinarily be accessed by individuals. This book begins with the discovery of the MP3 format, the science that went into understanding the frequencies the human ear could hear and the compression that was used to produce the output necessary. My knowledge of this is relatively reasonable given my usage of audio production software and a few of my friendships, but what I particularly admired in this book was the kind of simplicity with which chains in a logical sequence of sentences were formed. The filler sentences, the ones that establish context and provide examples and analogies: those are the crucial pieces of information we latch onto in order to understand something better, and Witt does a great job of breaking down some barriers for us there.

Picking Narratives

I highlighted this in another review recently, but it was great to see three figures form such an integral part of this story: first, a researcher, second, someone within the industry, and finally, a pirate. Piracy provides access to a lot of information, but it’s also disrupted industries and forced companies and law to innovate mechanism to prevent the stifling of incentives to produce, or create. These three narratives provide a lot of relatable information and contextualize things to time, since there is now a reference point for when things in the book are taking place, or how they’re actually impacting people.


A book worth reading. The only thing I found disappointing within the book was the lack of discussion of the freely accessible, legal art that’s come out of compression. The Creative Commons license, under which Soundcloud, for example, helps artists protect a original content was almost non-existent throughout the book. This would have felt more complete had it discussed the subject, which I personally believe is an extremely integral part of what piracy has done.

Musical Lineage

As readers of this blog will be aware, my music tastes have been altered slightly in the last 6 months, what with my rediscovery of how much I enjoyed classical music. Yesterday, while spending time on the internet, I discovered this fascinating piano teacher family tree. You can take a look here to contextualize this post.

I’m enjoying this classical music wave so much that I genuinely hope that the love affair I have going on continues for a long while. However, in the fear that perhaps it won’t, I’m consuming a fair amount of it while I definitively know that I enjoy it. Seeing this piano teacher family tree type diagram was quite astonishing.

When I started going for lessons again, in January, I learned about Hanon and Czerny. I’m yet to procure my copy of their exercises, but my teacher told me about their prominence, and how much their exercises help develop finger independence and strength, and how long they’ve been in use for. It surprised me that I had not learned about them earlier, given how many piano lessons I had gone to. I spent a large amount of time reading about these composers and their techniques, and I was floored by how they conceptualized all of these drills. It’s pretty easy to think about, but to sit and notate, and see demonstrable results – and start a school of thought based on pure technique is quite something, and a feat I found worthy of admiration.

This graphic sort of put their influence into perspective. Particularly Czerny. There are so many influential, incredible concert pianists and composers who have been taught by him or by his pupils – and in the same school of thought, no doubt. I sat on my piano in the evening after that, and at the moment, I’m learning Beethoven’s Moonlight Sonata again, and it blew my mind that Beethoven taught Czerny who then taught so many people.

It shows you the whole “six degrees of separation” theory in action. There is a minute possibility that my own entry into the world of the instrument is perhaps 14 or 15 degrees down from Czerny, given his influence. If that is so, no matter where the influence comes from, perhaps I can channel that spirit into me the next time I have music flowing through my fingers.

Classical Music, Declassified | Language of the Spirit: An Introduction to Classical Music by Jan Swafford

Language of the Spirit: An Introduction to Classical Music,
by Jan Swafford
Published by Basic Books (2017)
Rating: **** 


By December, 2019, I had decided that one of the things I wanted to do in 2020 was to get back to classical music more seriously. For several years, between Grade 6 and Grade 10, classical music had consumed large chunks of my time: amidst theory lessons and piano lessons, all I was learning was classical pieces for examinations, or music in method books, all composed by famous composers. It was only in one of my later theory lessons that my music teacher at the time introduced me to the different periods of music composition. That revelation coincided with the time I was learning about literary periods, and the overlap was quite a phenomenon for my young mind.

Of course as time passed, my interest weaned off, and I stopped my piano lessons and everything that went along with it. For a while, therefore, I played the same 3 pieces I learned for exams in 2011 every time someone asked me to perform. Anyway, long story short, I figured that if I was going to get back to classical music, I ought to educate myself about it’s history and relevance, to some degree. Enter Jan Swafford.

Short Chapters 

One of the classiest things to do. With non-fiction books that present brief histories of, or introductions to individual subjects or niche areas, there’s often this desire to cover everything in the field, which stems out of the author’s own passion for the subject. I know that if I wrote a non-fiction book, for example, I’d want to cover everything imaginable about the subject. However, very often, that slips into making the book inaccessible to the general public – an outcome that isn’t the most desirable when you are trying to influence or improve general visibility for a craft.

Swafford keeps his chapters short and crisp, with a lucid writing style and dry wit that sparks off the page and keeps the pages turning. One of the more helpful things is the fact that he doesn’t seek to delve into a historical overview of every significant piece in an era or by a particular composer. He writes about the pieces that appeal to him – displaying a bias toward choral pieces, but that nevertheless allows him to explain the characteristic features of the piece by the composer.

Additionally, along with short chapters, the thing I admired was the selection of recommended pieces neatly highlighted in Bold, allowing for optional (yet highly recommended) listening alongside the reading. This book consumed me. Quite honestly, it left me wondering why books didn’t come with recommended soundtracks or playlists, and whether I could embark on another quest: to create playlists for the books I read – to capture the mood and emotion of the book most appropriately. That is, however, for another day.


Swafford is a composer himself. Another peril of having an expert write a book meant for beginners is the prospect of highly technical language. I’m not a complete beginner to music theory, however, there is jargon that is consistently beyond me. I am not an expert, and would not have liked for this book to have assumed any knowledge. To my surprise, the book assumed nothing. From start to finish, it felt as though someone had clasped my hand and walked me across all the 88-keys of a piano, teaching me what each sounded like and meant, but also helping me build the vocabulary into my own lexicon.

Swafford does a magnificent job structurally, building through and weaving more famous composers with less publicly known faces, allowing you to appreciate the breadth and depth of technique employed by these composers.

What I wish the book contained though was a little more contextual information at the beginning of each ‘era’ so to speak – to place and locate it precisely in history. The issue with exploring composers is that at times (quite often), their histories overlap, leading to repetition. This is not a fatal flaw, nonetheless, I did feel that it compromised my own reading of the subject.


I’m looking forward to reading his more “heavy” work, The Vintage Guide to Classical Music, very soon. This is definitely a good starting point for anybody interested in understanding classical music better, or for anybody seeking some good classical music recommendations.

Learning the Guitar

I received a guitar in May 2017, from a kind-hearted neighbour who was also left-handed, and heard about my desire to pick up the instrument. Being left-handed presents interesting challenges when it comes to certain circumstances: hockey is learned a little differently, as are all stringed instruments – and I had never figured out how to get around the entire need to have a different kind of guitar if I ever wanted to learn. My neighbour sorted out the dilemma, which then meant I didn’t have too much of an excuse. There was nothing stopping me from actively learning the instrument as such. I had the internet, a lot of friends who played the guitar, and the instrument itself.

However, May 2017 was the last summer I properly spent in this city – in my house. Since then life has been a little bit of a whirlwind, and I never thought I’d have the time to sit and follow through on one of these whims and passions at University. Of course, my piano lessons since January have changed my perspective drastically, but at the time I didn’t feel that it was worthwhile transporting a guitar to Gujarat. Leaving it in Bangalore meant infrequent access, so most of my desire remained intact but unperturbed and not acted upon.

I’ve had a penchant for portable instruments for a very long time. This stems out of the fact that the piano isn’t portable and largely relies upon the existence of a piano in a particular place to be able to perform. I’m not much of a performer – I dislike performances because I feel like my relationship with the piano stems out of more struggle than anything else, and it’s difficult to showcase that struggle through a performance of any kind. However, I feel like I would perform more if I had a portable instrument with me. In a circuitous attempt to rewire my brain, I told myself I’d learn a portable instrument one day. The guitar, the violin, a flute, perhaps? Or even a trumpet, or a saxophone. My love of instruments means I’d like to be learning new ones constantly.

This quarantine period has really been a boon for me. University not figuring out online classes has given me the time to practice my piano for a few hours and spend time on all of these new drills that I’ve learned over the past few months. Aside from that, my friends are also free – and my childhood friends have really rallied around me to help me out with this guitar learning business. They’re taking it really seriously, which means I’m spending time actually practicing properly as well. It’s gotten to a point where we discuss things about the instrument: on design and theory, aside from figuring out more practical mechanics and exercises to help me along on the journey. I find this really fascinating because these folks are people who have obviously played the instrument for years, but neither of them are teachers or anything of the sort – but they’re putting in the effort to understand things I’m struggling with and tapping into their own memories to help me improve upon these basic chords. It’s been about 10 days now, and we’ve covered so much already, I’m super excited about it all.

The other really fun thing about this entire project and involving my friends in it is that there’s a shared joy in sharing that knowledge they possess. It’s also given us a fascinating, fascinating way to connect each day. We catch up at the end of my day, and at the beginning of theirs, talk about what the past 24 hours have brought us – and then move on with the lessons. It’s fabulous.

Turning now to the entire performance thing. I realized this evening that I won’t actually get to perform the guitar as much because even though it’s portable and there are more guitars lying around than any other instrument – my left-handedness means I’ll need to have my own instrument around at all points to play. The circuitous route hasn’t borne fruit for me after all.

All jokes aside though, hopefully I’ll be a little Paul McCartney soon. Or an Otis Rush.

Sharing Music

When I was younger, I watched a lot of these shows that weren’t animated. Lizzie McGuire, Hannah Montana, That’s So Raven, The Suite Life of Zack and Cody, and several others (Boy Meets World, Naturally, Sadie – the list is really endless). These shows had several on-point cultural references for the times, things I can only truly appreciate now looking back at those references. They were also my first window to life in North American high schools, and ended up becoming the kind of things I imagined my “high school life” would be – even though this was not remotely true. For starters, kids in those shows never studied for anything. There was no academic conversation whatsoever. How inaccurate, and deeply deceiving.

However, one of the most common tropes surrounded the manner in which high school romances, and romances in general developed in those shows. While the chit-chat and the romantic tension was built up carefully, there was always the exchange of music. Most frequently, this took place through a cassette or a CD. A mixtape of music conveyed so much in these shows.  They were tools to tell someone how you feel about them, to tell someone the kind of music they reminded you about, or to share with them music that you found fascinating – to move the romantic tension along.

Even a book I read recently, Eleanor & Park, continued that trope. The protagonists clearly had a romantic relationship ongoing, and Park made a mixtape of music he enjoyed to share with Eleanor, to create a fresh point of conversation with her.

To my mind then, mixtapes and music offered up the perfect way to show someone you cared about them. The identity that music possessed was so intertwined with this idea of appreciation for me – because it was physically impossible to think about sworn enemies exchanging a mixtape before war to convey how much they detested each other.

Today I had the opportunity to receive music recommendations from a friend, and give music recommendations to another friend. While this wasn’t romantic by any stretch of the imagination, all I experienced today was the joy that coincides and is so well-contained when you share music with someone. Long may this continue.

The Theory of Music: A Personal Arc

When things go south, I find solace in work. I do always think about things – I think long and hard, and I think things through. I’m a compulsive overthinker. It is my hamartia, I’m aware of that. Work consoles me. It gives me the opportunity to shut my brain away from the thinking when it’s counterproductive. It allows me to shut out the outside world and concentrate wholly on efforts that are entirely within my sphere of control to try to achieve ends I’m searching for. It gives me space to think about other things for some time before I go back to thinking about everything else. When things weren’t going well for me because of my actions at the end of 2019, I went home and after some time, decided to try to find things to put my mind to.

My history with music is documented too much on this blog. Quick recap: went to lessons, dropped out of lessons, posted stuff on Soundcloud, stopped playing for a while, resumed lessons now.

When I started studying music, my teacher made me study music theory – to prepare me for exams from the board that I was learning from at the time. I didn’t enjoy it. Especially Grade 1. I sort of knew most of it, so it never felt like I was learning anything new at all. At that age, I struggled to see how the knowledge contributed to my ability to understand music or my playing in any manner. There was also a large amount of homework to do each week, which didn’t materially help my levels of satisfaction. Grade 2 was a little better but we stopped midway through because my practical examinations needed a lot more in terms of my time and attention given that I was skipping Grades. Getting older has given me some maturity in terms of appreciating holistic knowledge. I enjoy knowing things to the most complete point I am capable of, and searching for gaps in my knowledge to plug them in with information. It feels like continuous improvement that I can materially see, and it gives me an enormous amount of satisfaction.

So when, in winter, I resolved to relearn my piano playing, I decided not to half-ass it this time. I committed to going to lessons properly. I wanted to learn how to read music again, because it’s a skill that’s equally as fascinating as being able to understand how to play music by ear. I also have come to realize that music, and most pieces of education aren’t things you can separate from each other. As you study portions of things, you sort of build overlapping competencies that help you along the way. I’ll explain and illustrate with two examples.

  1. The Musical Example: Learning scales and playing scales repeatedly. While useful in their own right, and a component of most examinations, playing scales repeatedly and perfecting them can get boring. Then you leave lessons and you’re trying to figure out pieces by ear – as you hear them. It’s easier to identify your keys and the key the song is in because you know what the scales sound like, note to note, and what notes are in the scale and out of the scale. It’s easier to identify progressions because you understand the tone and pitch any given key produces. If you didn’t play scales, I doubt you’d figure that out as easily.
  2. The Non-Musical Example: Studying the multiplication of fractions is extremely frustrating because it is difficult to see any practical use to when you will have to multiply fractions in your life. It is reasonable that you will come across some circumstance where you multiply fractions with whole numbers (here are three halves of a cake, how many whole cakes can we make?, for example), but fractions being multiplied against each other seems slightly less realistic. It’s, however, close to impossible to engage with calculus without being good with this skill. I learned this the hard way in Grade 11 and was reminded of one very bad evening in Grade 7 where my father and mother berated me for not knowing how to multiply fractions the day before my Math exam (after studying it for the whole year), and then taught the skill to me painfully well.

There are several other examples which prove this. For me, given the purpose with which I was starting (restarting) the piano studies, it felt difficult to ignore the theory aspects. I couldn’t put myself through lessons and I really wanted a challenge, so in December, I decided to self-study for the Music Theory Grade 5 examination. This was quite a stretch, given that I had only ever looked at the material for Grade 1 and 2 before. However, given that I was older, and that I had the time, and the fact that Grade 5, at least with the ABRSM is a precondition to attempting the higher Grades of any practical examinations, I was really motivated to give this a good shot.

If anyone’s attempting this, please visit this reddit link which is a question I asked about self-studying through to Grade 5 and some community answers which helped me prioritize my studying. Here’s the reddit link.

Over the past 2 months, I’ve been studying for a solid two hours each day, apart from lean patches and weekends I’ve taken off, and it’s been the most fulfilling journey imaginable. Last evening though, I got really scared. The exam was this morning and my usual fear of failing an examination came through in all its force. Of course, I turned to my dad. My dad reminded me I had done all of this for hobby purposes. He also wisely informed me there was no consequence to failing this exam. Truly, nothing. The exam and achieving the Grade would be a great affirmation of the studying I had done, but nothing prohibited a retake, and nothing took away from the kind of knowledge I gained – which was why I started this entire journey in the first place. I wanted to understand my classical music better, I wanted to know what went behind what composers think through and why some things sound better than others. That took the load off.

This morning, I basically told myself I just wanted to enjoy the exam. I walked out two hours later having had the happiest two hours I’ve had in a while, because I could figure out the questions. I understood the language they were written in, and the phrases they used – which meant that my studying had served its purpose. I read through some music and read through some more and imagined what it sounded like, which checked another box in my head. Of course, I answered 7 music theory questions, which was incredibly satisfying and fulfilling in its own right.

I don’t know if I’ll pass or not. I haven’t thought about it. There is a chance I will fail. I’m not worried. For the first time in my life, I’m actually not mortified at the thought of failing this exam. I’ll be disappointed if I fail, yes, but I’m not looking at this in terms of life and death, which is often how I’ve viewed exams.

This evening, after finishing up my work for the day, I started figuring out how to study for Grade 6, Grade 7 and Grade 8. I’ll work my way up through the material, and one day, give that Grade 8 exam. I’m looking forward to learning new things in music theory that felt intuitive but I couldn’t place my finger on (apparently that’s what the higher Grades are like).

I’m also considering working through the material from other boards – just to get a better-rounded view of this music theory business. It excites me. I’m very pleased that I took the decision to study all of this in December. It’s brought me closer to an art I knew I lost when I stopped my lessons – and it’s made me feel an incredible sense of attachment to a subject I felt (and feel) a large sense of imposter syndrome about.

Someone I knew once told me I was a passionfruit because I got incredibly passionate about the projects I took up. This feels like an adequate representation of that.

Hobby Immersion

Offlate I’ve had more time on my hands – in terms of fully being in my control of how I spend my time each day, than I have in recent memory. It’s probably been about 4-odd years since I felt this way. That has seen a return to some hobbies, and a return to a lot of things I wanted to be doing. I can’t say that this is what I’d like to be doing a couple of years from now, but what I can say is that it’s bringing me a lot of joy at the moment. A couple of things I’m doing way more than I’ve done in the past few years are: reading, playing the piano, and exercising. The only one of these I’ve actually done to a reasonable level at University has been reading, so the other two take a lot of effort to actually get around to and do. Each day I search for something new to inspire me to pick it up and actually do; instead of ideating it.

One of the consistent things I’ve found inspirational is knowledge. I really enjoy hearing people talk about the stuff they know about both classical music and exercising. I love reading about it too. This has also become something that’s true of my reading. I love reading more because there’s so much to read, but because I’m continuously motivated by the people who’ve read more – who write and share the stuff they’ve read. I’m inspired, to say the least. All of this has led to this realization that there’s an endless, boundless amount of any activity you could be doing.

That has me a little worried.

Specifically because one of the things I’ve observed about these individuals who talk/share their experience with any activity is that they’re all “qualified”, so to speak. People who write academically about books; or who review books professionally – they all seem to come from a position of authority/specialization because they’ve devoted their time to that craft. This is true of exercising and of music too – all those commentators who commentate on what music represents, and coach on how to run better, none of them are amateurs or hobbyists. What I found a little more worrying is the kind of nuanced specialisms there are. Let’s take books as an example: there are these people who write only about Science Fiction. But then it goes one level deeper: they write exclusively about African Science Fiction, or Chinese Science Fiction. That’s all they seem to read & comment on.

Last evening I was wondering whether hobbyists are demotivated from picking things up because of how endless hobbies seem; or owing to the kind of specialists there are in a field. Then I got around to thinking about whether I want to reach that kind of specialization: given that I enjoy listening/consuming media commentaries thrown to me by these specialists (irrespective of whether I agree/disagree with their outcomes).

For a while I lingered on my answer being yes: I’d like to exhibit some sort of preference, or niche, in every hobby I take up. I look at my consumption of the piano at the moment: I’m loving every moment of it, but I’m playing for an hour, reading music theory for a couple of hours, and listening/reading about classical music for a while each day. It’s extremely immersive – but it’s also super general; there’s no specialism there at all. For me to develop a preference for an era in classical music, for example – I’d have to first find an era I like, and then begin to consume that era’s music with a particular obsession. Being a specialist requires some form of obsession or the other. I could be wrong, but you need to be dedicated, you need to truly love the art form you’re calling yourself a specialist in.

For me: in a lot of ways, that felt, well, counterintuitive to what the idea of a hobby is. I don’t want to be too serious about it; I just want to enjoy it. I want to enjoy the generality, the gaining of knowledge and experience in the hobby. I’d like to remain at ease, without pressure of any kind in any of my hobbies. I’d like to be a generalist, I guess. Even in my reading, I don’t feel like I’d like to be walled within having preferences for genres. In exercising, I don’t want to restrict myself to a particular kind of activity.

That doesn’t mean I don’t want to take my hobbies seriously. I still want to immerse myself in them as much as I can.

At the end of this very, very elaborate thinkpost, I have but one conclusion. This thinking was pointless. Like most things, figuring out how I want to enjoy something or what it brings me, or how I’d like to interact with it means I need to do – not think.

Analysis is sometimes useless.

I did, however, get a blog post out of it. It’s a brainfart of a blog post, but it is a blog post all the same.

Catchy Tunes

Our brain is ridiculously wondrous in its sheer complexity. One of the things that I’ve been trying to figure out is how my brain classifies different kinds of music as being catchy – and how each of us has such uniquely different tastes in music, or the kind of music that we end up humming along to/that we find catchy. More specifically, how despite all of these variations in our tastes, pop radio ends up ensuring that we end up humming along to the same tunes. It’d be extremely difficult, for example, to find someone who didn’t find the song “Happy” peppy and upbeat – whose rhythm was lodged in their brain immediately upon a first listening. This is similar of other songs too – “Moves Like Jagger” is another one that comes to mind immediately.

Okay, I’m not thinking about this remotely as academically as I make it sound in the above paragraph – I just re-read what I had written. Honestly, what I’m trying to understand is why this song – “Sing It With Me“, which has an incredibly humorous/cute music video is absolutely stuck in my head. I first heard it yesterday, and it’s been playing on loop throughout the day. Quite literally, every minute of my run today was spent listening to this song, which is not something I’m used to.

The science community owes me an explanation. I don’t particularly take issue with the fact that the song is stuck in my head – because I quite like it, honestly, but I feel like this is going to be on loop for a while now, or at least till I find another song to replace it.

I’m probably going to spend the rest of the day reading about this. Leads, as always are welcome.


I took a break in posting this because I wanted to see if I could at least contribute an amalgam of some observations from what I’ve read. Apparently most catchy songs do a couple of things:

  1. Start off lower than the highest pitch they will eventually reach;
  2. Have a lot of repetitions in patten;
  3. Have a consistent rhythm/bassline; and, shockingly
  4. Apparently resemble earlier, well-known pieces of music, like nursery rhymes.

This means two things:

  1. I’m now trying to figure out how many songs I’ve heard fit the bill (the answer is, several)
  2. I now feel like I have the tools to clearly make a pop song that gets stuck in everyone’s brains.

Old Dog, New Tricks | Play It Again, by Alan Rusbridger


First off, I must apologize for the title. I tried long and hard to find something more suitable, but nothing felt quite as right as this did. Apologies, Mr. Rusbridger, if you do read this.

Secondly, some context. This marvelous book was recommended to me by the genie that is Goodreads, thanks not in small part to my recent completion of another book on classical music (which I should hopefully review shortly), and the fact that Year of Wonder is now a book I am currently reading. My own history with classical music is long and storied. It forms a part of a poem, and a blogpost from early 2016. At present, I am falling in love with it all over again. I’ve begun piano classes, I listen to more classical pieces, I’m engaging with my own study of music theory – and I’m enjoying every bit of it. However, it has been 6 years since I properly attended lessons and focused on technique instead of playing things by the ear. As a consequence, my dexterity is something I am relearning. In that sense, finding this book felt like more than a coincidence. My review might therefore be coloured by this experience.

Plot Summary 

Pretty straightforward really. Rusbridger explains it in a video he recorded, which you can see here. In a series of diary-style entries, Rusbridger recounts taking up the challenge to learn and play Chopin’s Ballade No.1 in G minor Op. 23, which is one of the most daunting pieces of music ever written. There are added layers to the challenge, though. First, he gave up the piano when he was 16, and took it up as a serious hobby only past the age of 40. Second, he’s got a day-job (and not any day-job. At the time, he was Editor-in-Chief of The Guardian). Third, he wants to learn it in a year – committing to do so by giving himself 20 minutes a day of dedicated practice. To anybody, developing a habit over the course of a year by attempting it for just 20 minutes of a day sounds ludicrous enough. To commit to learning a fresh piece of music – and something that lasts 10 whole minutes isn’t just committing to a habit – it’s committing to teaching yourself something new that develops on past knowledge, which is incredible.

To give you a spoiler alert: yes, he manages to play it, and rather successfully, I might add. There are snippets of his playing in the video I’ve linked above.

The Writing 

I’ve often found that diary-style entries face the arduous challenge of establishing context in as few words as possible before developing plot, or rather, furthering plot in a manner that is engaging, yet succinct. Some preliminary comments on length and style before analyzing the writing itself.

Some books written as journal or diary entries end up writing these extracts at length. They feel well-edited, meticulously-crafted – that the thoughts come in a structured manner, or a structured flow at all points of time. While it is arguable that journal/diary writers do spend time thinking about what they wish to write about, I often feel that there is an erosion of the unfiltered thought that takes place when they are crafted to be literary. There’s a beauty to the natural flow of thought when somebody sits down with a pen and paper to write – the brain hops, skips, and jumps, and you can see that with the writing. It feels organic, and natural, with stops that are as abrupt as these thoughts themselves. There is no doubt to Rusbridger’s talent in the English language (he studied at Cambridge and was a journalist, for goodness sakes’), but what I loved here is that the diary entries never felt too long. While we do not know whether these were extracts culled out of longer pieces of writing from each day, there’s a flow to the book that feels like I could’ve sat and written it at home.

This does two things for me: one, it makes it incredibly easy to read, even when it’s discussing something like the art of choosing which piano to buy – something that is incredibly boring if you cannot hear the tone of the pianos being compared and the subtle differences in tone. Two, it makes the amateur portion of his piano playing feel more genuine. You can see that this is something he is incredibly passionate about – (at least this one project), but having the writing laid out in a very amateur-like way makes it feel more relatable.

Interweaving Subplots and Interviews 

The book would have been incredibly boring to the general public if it was exclusively about him learning new sections of the piece each day, with stylistic changes being described as if you understand everything about how the piano is to be played. It would make for excellent technical reading, and I wouldn’t mind reading that too, but that’s for another day. There’s a lot going on in Rusbridger’s life, as I pointed out. There is success not only in the fact that he does play the piece at the end of the book, but that he doggedly and determinedly ensures he gets in as much practice as possible whenever he finds the time.

It’s evident that he needs to make the time for this hobby. He explains, at different junctures, the WikiLeaks stories, the phone hacking scandals, and other stories – including the rescue of a Guardian reporter from Libya (where he conceives the title of the book). All of this means that pages turn not exclusively because you’re interested in finding out more about his journey with the piece, but also because you’re trying to figure out whether or not he’s succeeding in the other things that are the top of the priority list for the paper and for him.

While that is admirable, what I enjoyed even more was the fact that he presented the art of learning this piece in a very holistic manner. It isn’t him self-learning, or self-teaching the piece. In technicality, once you learn how to read music, you can pretty much learn how to play anything – for playing sakes’. It’s clear that he doesn’t want this. He enrols in regular lessons, which you can see changes his perspective on the piece by giving him an observer to play to every time he visits. There are nuggets of information from professional pianists whom he has the opportunity to spend time with (as a result of his day-job), and all their interpretations offers him with the chance to look at the music through his own eyes – and reflect in the music a story that he connects with, which I think is beautiful. He also speaks to neuroscientists to understand the art of memory and learning an instrument better in an attempt to figure out what the easiest way to commit the piece to his brain would be.

All of this portrays Western classical music and its performance as being so much more than the random notes and squiggles on a staff. Indeed, in various moments, Rusbridger taps into his historical knowledge to offer different views on the context and meaning of Chopin, which I absolutely adored.

The Personality 

This would’ve also been a little less interesting if the writing didn’t allow the personal side of the story to shine through. I’ve stated above how personal the challenge itself becomes, but Rusbridger takes that one step forward, involving the reader in several aspects and decisions he’s taking on the fly. This includes the fact that he ends up building a music room in his house, he buys a piano, and he attends a couple of amateur piano conferences. There is humour interspersed in his own reflections of the kind of mountain he’s trying to climb – all of which really allows you to see who Rusbridge is beyond this singular focus he has for a year.


Listen to a performance of Chopin’s Ballade. Then read the book. It’s a wonderful exposition of how immersive classical music, or any hobby can be really. For me, it’s deepened my own resolve to learn the piano to enjoy it as much as I possibly can, given the history I’ve got with the instrument. It’s also convinced me that I can learn new things at any age, and I’m never going to be dissuaded by my age as an excuse to learn a skill I’m interested in. Without much doubt, this book earns ***** (5 stars).