Today, however, the teaching of music—even at the great conservatories—is often a more mechanical affair. The problem, Bob Abramson says, lies in what these students have been taught about what matters musically—not experimentation, but repetition; not invention, but perfection. His students come to Juilliard knowing how to decode the symbols of music but not knowing how to infuse them with meaning. “We teach reading without literacy,” he says.