Saxophone

By Dyan Watson

I sat on the floor and assembled my saxophone. As I adjusted thereed, I searched for a song I could play. Just as I was aboutto plunge into a blues standard, my Japanese sister handed mea book turned to a famous folk song. While I played, my Japanesehost family sang along, covering my sight-reading bloopers. Icouldn't believe it! Here I was in Japan, a 16-year-old playinga Japanese folk song on the alto saxophone - an instrument knownfor swing and bee-bop.

That night, as I tossed on my mat, I gloried in what took place.We had "jammed" together. Few words were spoken, yet we understoodeach other clearly. Music proved to be the universal language.

In the years ahead, I want to create that scene over and over.I want to teach others how to communicate with music and withother media. As a teacher, I want to help my students break downthe barriers between Blacks and Asians, Americans and Japanese,and others as well.

As a musician, I have learned that music is more than just a pastime- it models the way we can live together as people. As a Blackyouth, I realize the importance of learning to accept others'differences without losing my own identity.

Each of us is part of a symphony. In a good symphony each instrumentknows its own strengths and weaknesses. Every instrument has limitations:the euphonium can only go so high, the clarinet so low. But whenthe two instruments merge a powerful range is present, resultingin music that entices ears to come and listen.

To create great music, each instrument must give a little. Whenplaying with a flute, a trumpet shouldn't play full capacity orit will trample the gentle sounds of the flute. The trumpet mustsoften enough for the flute to be heard. The trumpet will stillbe identified as a trumpet. It has just shared itself with theflute.

Working hard to harmonize without drowning out anyone is whatcultural diversity is all about. It is about sharing my culture'shistory and myself with others while they share their historyand themselves. It is about broadening our understanding of peoplewith different backgrounds by participating in intercultural activitiessuch as study abroad.

When I traveled to Japan, I was the stranger. I was clumsy withchopsticks. I felt awkward taking my shoes off when I entereda home. Using the correct greeting presented a constant challenge.After a week, I began to adapt - things no longer seemed strangeto me. Instead, they were just different. Being totally emergedin Japanese culture helped me appreciate the differences insteadof mocking them. From crossing the street to saying hello, I learnedto accept and sometimes treasure the differences between our cultures.I also discovered many similarities.

I came back to my high school determined to know more. I wantedto match what I learned from my Japanese family with what Asian-Americanauthors wrote. I read personal accounts of the Japanese-Americanexperience - connecting the lives of the Japanese I had met withthose who were American born. I wanted to see how the culturalvalues of their motherland affected second and third generations.

Participation in this cultural experience pushes me to be open-mindedto others from various backgrounds. When I become a teacher, inmy classroom, I want my students to attain these same goals. Iwant them to know that by harmonizing, we will understand andappreciate each other more - allowing us to become better musicians- better people, who compose great symphonies.

Fall 2000