Strong Language: Communicating Through Music

Many students who apply to Tufts have some background in music. Maybe you played an instrument for many years, or you taught yourself piano to play some of your favorite songs, or even released some of your own work at one point. Regardless of your background, Tufts is here to support you in continuing to pursue your passions and expand your abilities. From private lessons to our Combined Degree program with the New England Conservatory, there are a variety of musical options available for you at Tufts.

BY VALERIA VELASQUEZ ’23

A personal anecdote: I am no stranger to the Granoff Music Center, Tufts’ home for all things music. I have spent hours in the quaint and cozy Lilly Music Library typing away at an essay and have had plenty of frantic last-minute practice sessions. I have attended performances open to the entire community and stimulating lecture series connecting music to other fields. Often, while I’m in a practice room, I’ll take a break and gently place down my accordion, overhearing the person in the room next to me playing something that stirs my emotions. I am in awe of how hard-working and talented other musicians are, making me ponder my relationship to my instrument and what drew me to pursue music again in the first place. My relationship with music is certainly not as extensive or timeconsuming as it is for the countless Tufts students who feel that music is their lifelong calling. Yet, it is one of the defining parts of my Tufts experience. Ask a musician what it means to them, and you will get a thoughtful answer. For many, music is a language that allows people to express what words cannot. It’s a way to process feelings and work your creative muscle—a habit that becomes deeply ingrained. For others, music is simply a means to unwind and relax. With how powerful music can be, it is no surprise students seek to study it formally or prioritize making music outside of their classes. At Tufts, students are encouraged to take advantage of the unique environment of higher education and pursue their deepest passions and interests fully. Whether you have always wanted to major in music, create a band, or simply hone your skills, there are multiple ways to pursue music here. Seeking to learn more about the music scene and the musicians that make it so special, I embarked on a journey to survey how Jumbos explore their love for music.

For Stephanie Rifkin ’23, who has played piano her entire life, there was never a question of whether she would major in music. When going through the college application process, she recalls feeling overwhelmed and daunted by the rigid structure of many conservatory programs, noticing a lack of musical options outside of the traditional Western canon. “At that time, I was beginning to want to explore different areas of music, and I remember looking at these programs trying to find ways to squeeze in classes that interested me around the set requirements,” she states. Realizing that the piano performance track was not the best fit, Stephanie began researching music programs at liberal arts schools, where she could major in music and explore other academic interests. Now, Stephanie is majoring in both history and music, sound and culture. In her own words, the Department of Music allows an exploratory approach due to its open structure and wide variety of course offerings that explore different music fields. “What this allows you to do is create a concentration around whatever interests you. You’re not boxed into studying only Western classical music—in fact, you can avoid learning anything about it if you so desire,” she explains.

Stephanie has directly benefited from the music, sound, and culture major’s open structure since the beginning of her time at Tufts when she remembers struggling in her relationship with music and piano playing. “What I really needed was an educational experience that was going to allow me to have a relationship with music that was beneficial for me,” she reflects. Through the encouragement of her advisor and meeting friends, Stephanie was introduced to a wide variety of course offerings which allowed her the exploration that would strengthen her relationship with music. “I have more of a sense of what I like now than I did coming into college. I’ve found that I really enjoy being in a context where I’m making a valuable contribution, but not all the attention is on me,” she adds. Another reflection regarding her academic journey is about the nature of double majoring. Though Stephanie has thoroughly enjoyed majoring in history, she firmly believes that students end up having a primary major and a secondary major and tend to devote more time to one than the other. For Stephanie, that primary major has ended up being music, sound, and culture, as she has taken many courses more than the 10-course requirement.

Another way to pursue music at Tufts is through the music minor, a six-course exploration for students who want to make music a substantial presence in their coursework. Despite having played piano since the age of five, junior Danny Rodriguez ’24 did not expect to be studying music in an academic setting in college. However, he quickly realized he wanted to continue with music in some form, leading him to play percussion with Tufts’ Wind Ensemble. Craving new musical opportunities and wanting to gain experience in a new instrument, Danny joined Tufts’ Klezmer Ensemble, which specializes in traditional Eastern European Jewish music. There, he was introduced to his future accordion instructor Professor Michael McLaughlin, who he cites as one of the primary reasons he continued to take music classes. “Klezmer was cool because there you just get a lead sheet—you have to have a pencil in that class because you’re constantly writing and improvising,” he explains. “You make it up as you go. It was totally different from anything I’d ever done before.”

The variety and uniqueness of music ensembles is one of the most salient aspects of the Tufts music scene. Aside from Klezmer, there are various other musical ensembles such as the Early Music Ensemble which specializes in 16th-century Italian and 17th-century English music, the Arab Music Ensemble, and Kiniwe the African music and dance ensemble. However, outside this list of ensembles that the Music Department runs, many student-run ensembles expand the number of musical opportunities. One of these is called the Freshman Fifteen, a jazz big band that is spearheaded by music major Ben Lanzi ’23. Although only gaining interest in jazz and music shortly before coming to Tufts, Ben quickly became interested in pursuing music in college. The early beginnings of the Freshman Fifteen were born in the Granoff lobby during orientation week when Ben and a couple of his friends threw around the idea of starting a band. “I didn’t know what starting a band looked like—I didn’t really know anything about jazz. Most kids who play jazz in college have been playing since middle school. They come in with much technical and musical knowledge. I did not, but I was passionate about it.” What was once a ragtag group of friends jamming out has developed into a full-on big band with eighteen members, an executive board, and funding from the Tufts Community Union to finance performances and the purchase of sheet music. Ben’s commitment to this group marked his time at Tufts. As a result, he has picked up a lot of valuable lessons about leadership, administration, and musicianship. He encourages students to take up space and initiative. “When you’re at an institution like this, you can make things happen and create new musical spaces,” he states before boldly adding: “If something doesn’t exist, do it, and don’t be afraid to be a little annoying.”

Aside from the music, sound, and culture major and minor, students who want to study music at a conservatory and have the traditional college experience at the same time can take advantage of the Tufts/New England Conservatory (NEC) Five-Year Dual Degree program. Sophomore Mofe Akinyanmi ’26 is one of the students on this track, majoring in composition at the NEC and sociology at Tufts. Though Mofe acknowledges that her schedule and commute between the Tufts Medford Campus and the Conservatory in Boston often make for a hectic schedule, she notes that with a little planning and determination, this is not an obstacle. She believes that the program is a great fit for her, as she deeply wanted to participate in a traditional college setting while also experiencing the high level of musicianship and creative environment that characterizes the NEC. Though Mofe has plenty of musical opportunities and commitments at the NEC, she also participates in Tufts’ local band scene, one that she highlights is rich in history and tradition. “Tracy Chapman went to Tufts, Juliana Hatfield went to Tufts graduate school. We have a really strong history of having bands, musicians, and students who aren’t studying music but are passionate about playing it,” she says. “Tufts also has studio spaces where students can go in and record music with all kinds of very good equipment— it’s an awesome resource for everyone, especially for bands,” she adds. Currently, Mofe plays guitar and sings for Chowder, a band that specializes in rock and indie music. Chowder began in the fall of Mofe’s first year, and the group began performing the following semester. Since then, Chowder has performed around Tufts and the Greater Boston area and even gone on tour, which Mofe cites as one of her favorite experiences with the band. “Through the band community at Tufts, I’ve found people who are just as passionate about music, which provides a great setting for collaboration and making art,” she concludes.

Tufts is a place where musical opportunities and music education are not bound by a rigid set of expectations and forces. Students are encouraged to take advantage of the school’s resources and the unique environment that Tufts provides. In college, students are at a particular time in their lives where passionate, like-minded individuals surround them—a unique environment that is not always accessible later in life. Here, we are encouraged to reexamine our understandings and identities, finetune our skills, and discover new possibilities, which we can take far beyond our undergraduate careers.