Regardless of the direction people ultimately choose for themselves, the actions of their families often influence their behaviors as they grow up. No exception to this is the decision to begin the study of music. Whether a family is entirely composed of musicians, or just full of encouragement that spurs the trying of new things, family has a profound influence on young musicians.

Sophomore Alexandra Cubero-Matos, a singer and pianist in the CHS jazz band, was musically compelled by her brother Danny, a 2011 graduate from Pioneer, who played jazz guitar.

However, the choice to take up piano and singing was personal for her.
“Singing has always been a part of me, but my mom got me into the guitar when I was four because my brother played it,” said Cubero-Matos. “When [Danny and I] were younger, we played duets on the guitar in concerts and we still sometimes play when we get the chance.”

CHS Jazz Director Jack Wagner also experienced direct influence from his family to begin playing an instrument, which remained with him through adulthood. “My father played the saxophone and clarinet in marching band in high school, and he still had his instrument laying around [when I was growing up] and he’d pull it out once every few months and play my mom’s favorite love songs,” said Wagner. “When I got to fourth grade, they asked me if I thought I’d like to do something like that…so that’s what led me to [the clarinet] and saxophone…but I didn’t get into studying all these other instruments until I started education.”

The musical environment that Wagner experienced cultivated the seeds of jazz for him, which later reemerged after he transformed from a student of physics in Boston to a student of jazz and education outside New York City.

“My uncle gave me a jazz cassette with Dexter Gordon on one side and Sonny Rollins on the other, around fifth or sixth grade. I was also in an elementary jazz band at school, which was one of the few that even existed—I was very fortunate,” said Wagner. “[In college,] originally I was a physics major, but I was studying with this amazing tenor player in Boston, and he really turned me onto the heaviest, most artful jazz there was…so I transferred outside New York City and studied jazz and started getting into teaching, and I though that I could probably put these two things together.”

CHS freshman Oren Levin, a jazz pianist and guitarist, also began with music at a young age. Like Cubero-Matos, he too has a brother, Erez, in the jazz band. However, his introduction to music differs from Wagner in that choosing to begin an instrument was an independent decision, though he credits his family’s musical climate for driving him to music.

“My parents didn’t ‘pick’ either [instruments] for me. I remember I played whatever I felt like playing at the time, really. I grew up in a very musical environment. Music was always playing—Greek, Arabic, all kinds—it all really caught my attention and was fun to play.”

Like any endeavor that a person chooses to concentrate on, music does require a certain amount of support from the family so that musicians can maintain their focus.
“I get plenty of support from my family,” said Daniel Sagher, a junior who plays guitar in the jazz band and bass on the side. “Not just financially—like paying for lessons and camps—but they’re emotionally supportive, too.”

Sagher’s parents also recognize the benefit of music education to a student and that the advantages of being a musician are clear. “[My parents] think playing music is helpful for academics and other life. Their support of me musically has helped me with discipline in other subjects,” said Sagher. “Not just in music, but like math, for example—if I practice it myself, I improve. They’ve never had to push me. Practice makes perfect, and I got that from music.”

Cubero-Matos also recognized that the support of her family and musician brother was beneficial to her. “My mom is always pushing me forward when it gets tough. She’ll stay up late with me on weekends before [jazz] tests, helping me out on the piano,” said Cubero-Matos. “In middle school, [Danny] would help me with talent shows and such by accompanying me. Danny was always a great help and made me want to keep going. He is how I grew up on jazz—almost everything I know about it is because of him.”

Wagner also noticed that having musicians in a student’s family does affect students as musicians who come into the jazz program, some with a head-start with exposure to jazz. “[We] have some cool cases where kids will have parents who are really into jazz and are showing them some stuff ahead of time and that gets their interest going—they come in with higher skills than you would expect for a ninth grader,” explained Wagner.

Whether one is a musician who is a product of a musical upbringing or just of an encouraging family, the experience of being supported by those closest to him or her is an asset to success as a musician.

“My parents are more music enthusiasts than musicians, but they’ve always been supportive,” said Sagher. Levin added that maintaining his studies as he grew up was a worthwhile decision. “Music was always a way I’ve used to express myself since I was younger. I’m glad that I’ve continued with it—I’ve always wanted and want to learn more about it.”