My father is one of the most dedicated teachers I have ever come across. Since more or less 50 years he has tought the violin, starting at the tender age of 17, and now, after retiring from playing in the Berlin Philharmonic Orchestra for 43 years, he will still have his students at the UdK in Berlin as well as his work with the German Youth Orchestra to make a smooth transition into full retirement (as if this would ever happen…). His dedication and enthusiasm for teaching has made a very big impression on me with a very funny affect: I love to teach, and I grab any possibility of a masterclass to teach – nevertheless because of my father’s dedication I refuse to take a teaching position. I would not be able to fulfill it with the same responsability and care he has shown and which I am convinced is necessary; students seek and need a lot of attention and help, and with me travelling extensively and trying to be as dedicated a father as I can be, I know some of the three things (family, playing, teaching) if not all three would suffer.
This said it might explain why I agreed to accept to teach two masterclasses and play two concerts in two rather different cities within 34 hours this passed weekend: on Saturday I tought four (highly gifted) cellists from the New World Symphony from 11am-2pm in Miami Beach, played the same evening the second concert of our Haydn D Major, flew Sunday very early (after a delightful late-night party with the young players of this highly inspiring orchestra – their Brahms IV had great passion and emotion in a way of a youth orchestra, but with the perfection of a professional group) to Montreal, rehearsed with Cecile Licad and played an afternoon recital, attended the reception afterwards and then tought 4 students of Matt Haimowitz from 7-9pm.
To be honest I feel rather inadequate at teaching; I know that I can analyze technical problems very well, and because of the excellent teachers I had (especially Markus Nyikos in Berlin) I can also explain and solve them. But as soon as it comes to music I feel much less able to help the players. Different reasons: first of all I don’t really like any kind of pretentious talk about music – using metaphors and images which sound good in theory and might make the teacher look good don’t really help the student much, at least in my experience. Well, let me rephrase it: I have heard numerous times empty musical comments from teachers, conductors and musicians in my life that I have become a bit allergic against meaningless images. But there are some who are masters in using them, and I have greatest respect when somebody manages to put a musical thought into words in a way, that a gifted student (or orchestra musician) can actually change the way he or her plays a certain phrase.
Carlos […]