(A)
After several futile attempts to teach the role of theme,
or the prominent repeated melody, in classical music, the
teacher was at wit’s end. Having reminded her students
many times that composers like Wagner depended on the
listeners’ remembering the earlier theme to recognize its
later use, (a) she was determined to make her students
understand that themes recur throughout a piece.
(B)
She knew that her class had little trouble with simple
variations and could easily identify themes that were
repeated in a similar way. But when the theme showed
much variation, the students’ attention focused on the new
detail to such an extent that they no longer ‘heard’ the
basic theme. For a week or two, the teacher worried about
the problem. Other teachers advised (b) her to go on with
something else, but she continued to search for a solution.
(C)
The following day in class, (c) she asked how many
students had tape recorders. A dozen or so students said,
“I do.” The teacher said excitedly, “I have an idea. Let’s
play Beethoven’s Eroica again. One of you can record the
theme when it’s first introduced. Then later, someone else
can record it the second time it appears. Finally, we’ll
have another person record when it appears next. Then we
can start all three tape recorders at exactly the same time
to see if the recordings fit!” Her students looked at (d) her
in surprise. Suddenly, however, delight appeared on their
faces. And so it was done. When they played the recordings
simultaneously, the sounds blended sufficiently for the
students to recognize their commonality.
(D)
With this problem in mind, one afternoon during the
lunch hour, she noticed a group of students gathered in a
corner of the school yard. Several girls were moving their
bodies rhythmically. Curious, she drew closer and found
that the students were listening to a new rock hit. A girl
in the center of the group held a tape recorder in (e) her
hand. At that moment, a sudden inspiration took hold.