"Another thing that I don't like to do is show too much how it goes. I do it once in a blue moon. Sometimes there are lessons when I don't pick up a violin at all"
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Perlman is pushing back against the modern hunger for receipts: the demand that mastery must be constantly demonstrated, explained, and packaged into “how-to” content. “Show too much how it goes” reads like a quiet refusal of virtuosity as performance-for-consumption. Coming from one of the most recognizable violinists alive, it lands as both self-protection and pedagogy. He’s saying: if I can do it, I don’t need to prove it; if you want to learn it, watching me isn’t the same as doing it.
The slyest move is the admission that some lessons happen when he doesn’t touch the instrument. That’s not romantic mysticism; it’s a practical philosophy of craft. He’s pointing to the invisible parts of musicianship that don’t fit on a staff line: listening, phrasing ideas away from the violin, studying scores, absorbing other players, letting the nervous system reset. In an era that treats practice like a virtue signal (hours logged, clips posted), Perlman reframes restraint as professionalism. “Once in a blue moon” is a boundary, not a flex.
There’s also a teacher’s subtext: over-demonstration can create dependency. Students may imitate tone and gesture without building the internal ear that actually guides intonation and musical choice. By withholding the play-by-play, Perlman forces attention back onto the student’s listening and imagination - the real instruments being trained. The context is master-apprentice culture meeting media culture, and Perlman choosing the old-school truth: technique is teachable, but artistry can’t be spoon-fed.
The slyest move is the admission that some lessons happen when he doesn’t touch the instrument. That’s not romantic mysticism; it’s a practical philosophy of craft. He’s pointing to the invisible parts of musicianship that don’t fit on a staff line: listening, phrasing ideas away from the violin, studying scores, absorbing other players, letting the nervous system reset. In an era that treats practice like a virtue signal (hours logged, clips posted), Perlman reframes restraint as professionalism. “Once in a blue moon” is a boundary, not a flex.
There’s also a teacher’s subtext: over-demonstration can create dependency. Students may imitate tone and gesture without building the internal ear that actually guides intonation and musical choice. By withholding the play-by-play, Perlman forces attention back onto the student’s listening and imagination - the real instruments being trained. The context is master-apprentice culture meeting media culture, and Perlman choosing the old-school truth: technique is teachable, but artistry can’t be spoon-fed.
Quote Details
| Topic | Music |
|---|---|
| Source | Help us find the source |
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