“with bated breath” Performance, This Friday @ 8pm

This Friday in the Dougherty Dance Theatre on the University of Oregon campus my work “with bated breath” will be featured along with choreography by Tiffany Alexandra Taylor. The work has been a collaborative process and has been a long time in the making, resulting in a 12-minute production—my longest collaborative choreographic work yet.

Winter Loft 2010
Friday, March 12th @ 8pm
Dougherty Dance Theatre
Gerlinger Annex, University of Oregon campus
Admission — $3 student/senior, $5 general admission

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“My Own” Performance at Conduit

Last weekend, on February 27th, two of my works were featured in Portland, one a premiere, at Intrinsic Environment: A dance and music collaboration. A video of My Own, with choreography by Valerie Ifill and Emily Baumann, can be found here.

A video of the other work, Tangential, which was an extended version of the piece premiered at Dance For A Reason at the Hult Center last month, will be posted soon.

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Intrinsic Environment, Tonight in Portland!!!

Tonight at Instrinsic Envirnonment: A dance and music collaboration two of my works will be performed along with choreography by Valerie Ifill: My Own, and Tangential. Choreography and music by my colleagues David C. Horton, Jeremy Schropp, and A.T. Moffett will also be on the program. Rehearsals last night looked great! Featured at Conduit Dance, Inc. The space is very intimate. Chamber dance. Beautiful.

Intrinsic Environment, Feb. 27th @ 8pm, Admission is $10
Conduit Dance, Inc.
918 SW Yamhill Avenue, Suite 401
Portland, OR 97205

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Richard Taruskin’s Wisdom

To composers imbued with a 19th-century world view, artistic traditions are transmitted ”vertically.” Nineteenth-century music historiography is an epic narrative of texts arranged in single file. It assumes that artists are primarily concerned—whether to emulate or to rebel—with the texts of their immediate precursors. These assumptions have led to an obsession with lines of stylistic influence, with stylistic pedigree, ultimately (and destructively) with stylistic purity or, worse, progress. This is the altogether anachronistic view most classical composers still imbibe in college or conservatory.

— Richard Taruskin, “A Sturdy Musical Bridge Into the Twenty-first Century”, New York Times, 24 August 1997. Reprinted in The Danger of Music and Other Anti-Utopian Essays.

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Music Theory Pedagogy 101

This is in follow up to my previous post titled Music Composition Pedagogy 101. Comments, criticism, corrections, suggestions, and overall beefs are more than welcome in the comments below.

1. There are no rules, only conventions. The language that you use in order to communicate the subject to your students essentially defines the students’ relationship to the material. Rules connote there is a right and wrong and without a lucid historically contextualized approach (which most theory courses lack—more on this later), music theory can quickly spiral into a confusing list of do’s and don’ts that appear to be universal. Numerous times I have had to mollify my fellow students’ confusion outside of the classroom walls when they have spotted a musical work that does not adhere to the “rules” taught to them in their classes. I have witnessed passionate musicians (especially pianists, who encounter harmonic writing much more frequently than many of their peers) just beginning their academic training leave the classroom with a severe distrust of their teachers because they regularly encounter music that does not adhere to the “rules” taught to them in the classroom. “Chopin, Liszt, and Rachmaninoff wrote parallel octaves for the left hand all the time!” or “All of the popular/rock music that I love uses parallel fifths.” or “But I write parallel fifths constantly in my own music.” or “What about power chords?”

Implying a right and a wrong with no accompanying sense of historical or stylistic context almost does more harm than good to budding musicians who could otherwise benefit from thorough training in the subject. The proper preparation and resolution of 7ths, chord voicings, note doublings, and harmonic progressions are not universal principles. Do not act or teach as if they are. Questions such as those recounted above should be preemptively addressed by clearly explaining what the principles in class and in theory textbooks mean historically, when they were applicable, why they were applicable, and why the students are being “forced” to learn them now. All of this should be discussed within the context of increasing the students overall creative musicianship and their understanding of the music of the past and how that music has influenced and will likely continue to influence the music of the present.

2. Constantly reiterate that the vast majority of music theory was created in order to understand and explain pre-existing music, and that, with relatively few exceptions, the theory has rarely preceded the music itself. When the theory has preceded the music the results speak for themselves (Schoenberg, Webern, Berg, Boulez, and Babbit are all household favorites . . . right?). Rule-driven music has its dangers (whether it is “tonal” or “atonal”), as does music that pretentiously decides to proceed without any reference to any rules or conventions whatsoever (a creative impossibility).

3. There is no “rule” more menacing to music theory students than parallel octaves and parallel fifths. Before proceeding with any other principles ensure that each student has a thorough historical understanding regarding the stylistic use of parallel fifths in medieval and early renaissance music, and the common practice trend towards prohibiting them in order to both generate independent voice-leading and distinguish the music from popular and folk idioms.

The “why” of such stylistically localized principles should always be coupled with the instruction of the principles themselves. Additionally, a discussion of how the aesthetic values of a particular culture or period contributed to the development of such musical conventions can enrich, clarify, and ultimately generate more accurately informed, thoughtful, and creative musicians. Firstly, don’t assume that your students will or ought to receive this type instruction in their other required music classes. If you do not teach it to them, chances are no one will. Secondly, do not assume that your students are not intellectually mature or curious enough to either understand or find such discussions interesting. Too much harm is done by a combination of ineffective pedagogy and the underestimating of students’ potential (of all ages!).

4. The entire class should be presented as an inquiry into the musical conventions of the past. This would solve much of the rule-based thinking that stumps and rubs many musicians the wrong way (“Hey, I thought music was art. What’s up with all these stingy rules?”). It would also serve to veer the entire enterprise of music education away from the extremely past-biased repertoire , and hopefully would direct more students attention to the fact that they live in the 21st-century, and that twelve-tone music, serialism, and minimalism are all very old news. (Can anybody else think of an art so stuck on the past that they still refer to works created over 50 years ago as “contemporary”, let alone “new”? Good grief!)

5. When 20th-century theory is presented, please follow it with a discussion of music in the latter half of the 20th-century, and then proceed with a discussion of music in the 21st-century. Talk about music now. Do your entire academic discipline a favor and blast people out of the paradigm that is so bent on the past that it more closely resembles archaeology than than a living, breathing art.

Ask your students to bring in some music of their own that was written or recorded within the past 3 years. (Yes. 3-years. Can we please stop pretending that analyzing the music of The Beatles somehow brings us all the way up to the present day? Or does The Ed Sullivan Show make you feel all hip, new, and “contemporary”?). Talk about aesthetics in popular culture, and how a lot of “popular” music values elements other than complex harmonic progressions and elegant counterpoint. A good deal of popular music (even the really popular stuff—boy bands anyone?) is significantly more complex than most concert music in terms of timbral diversity (and specificity!—the amount of care, sensitivity, and time spent by many recording engineers and producers to refine the sound of a single snare drum would blow many concert composers away. Compare this to the old “write ’snare drum’ in the score and be pleased with whatever the percussionist pulls out of the closet and puts on stage” mentality), vocal inflections, cultural borrowing, etc. All of these things are music theory, and ought to be discussed and addressed.

Do not strip popular music of its most interesting elements in an “I-told-you-this-doesn’t-compare-to-bach” fashion by merely transcribing it into conventional notation and analyzing harmonies and rhythms. You might as well give your students grapes and then talk about how they don’t have the green spikey stems or the fibrous texture of pineapples, and therefore aren’t nearly as interesting or relevant.

Contextualize. Contextualize. Contextualize. Insist on recounting the western canon’s Austro-Germanic obsession and how this has influenced aesthetic values (i.e. harmony, counterpoint, organicism). This will likely not be discussed at all in your students’ music history courses. Spill the ethnocentric beans for them.

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Beware of Illegitimization Disguised as Categorization

Beware of those who seem seem obsessed with categorization, as their clandestine project (frequently unbeknownst to them!) is often illegitimization, or devaluing something by stripping from it the very categories which empower it.

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ECCE: New Website

Although it has been in use for over a month now, I have failed to mention it here on my own blog:

ECCE (the Eugene Contemporary Chamber Ensemble), the new music ensemble which I currently direct and conduct, has a newly refurbished website that is so hot I think my own servers will fry if I post a link to it here . . . but I will anyway.

Go check it out at www.eccenewmusic.org. ECCE has a continual call for scores and is always looking for new music my young composers from around the world. More details regarding submission can be found ECCE’s own website. I’ll post more info about our upcoming events and concerts soon. For the time being, dig in, and enjoy.

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June 19, 1995 — Untitled

This is worth reiterating:

Beach rocks jutting up from liquid churn
         pebbles in the sea
Cheek bones beneath my lover’s face
         What are they to me?
Hard things shape and hold in place
         The softness of the earth.
Bones and stones support the shape
         That rends all beauty’s birth.

— John H. Richards, June 19, 1995

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Boccherini, Performance, and the Post-Modern Musicology

The composer achieves nothing without executants. . . for while it is pleasing to hear people say, “What a beautiful work this is!” it seems to me even more so to hear them add, “Oh, how angelically they have executed it!”

- Luigi Boccherini[1]

I know that music is made to speak to the heart of man, and this is the effect that I aim at producing, if it lies within my power. Music deprived of sentiment and of passions is meaningless, and consequently the composer achieves nothing without the performers.

-Luigi Boccherini[2]

The above statements by Boccherini may initially seem rather ordinary, or even perhaps somewhat flowery and superficial, but I begin with the above quotations written in letters to Marie-Joseph Chénier because both of these statements by the composer about his own music draw attention to something that is seemingly out of the ordinary in the history in western music. They emphasize not only the performers but also the performance of a work. In this paper I will show that not only is this out of the ordinary in the traditional historical “narrative” of music, but also that in order for one to fully appreciate the music of Boccherini they must reverse the polarity of the unfortunately still ubiquitous aesthetic of music as a score, or a “text.” In the process I hope to shed some light on both the question of why Boccherini has largely been ignored by past music scholars and why, in the philosophical and aesthetic context of the late 20th and early 21st centuries, the interest in both the composer and his unique musical output has been piqued in performers and scholars alike.

Boccherini wrote at least 600 works, his most famous being the minuet from his String Quintet in E, Op. 13, No. 5. It has been rather frequently used in modern advertising and film, usually to depict or poke fun at high society. In addition to the minuet, however, he was a highly prolific and extremely inventive composer. His music is somewhat idiosyncratic and known for being highly repetitive or “cyclic” in nature and he was also extremely sensitive to subtle changes in timbre and volume. His scores are filled with specific performance instructions indicating the character, style, tempo, technique, or even the type of face that the performer is expected to make while playing the instrument.[3] He was a virtuoso cellist who frequently performed his own music and is now generally accepted to have made significant contributions to the cello repertoire and its playing technique.[4]

Despite his otherwise significant contributions to the cello repertoire, however, after the composer’s death his music slowly fell out of favor with the exception of his famous Menuet and a cello concerto that was arranged by Grützmacher at the end of the 19th century, almost one hundred years after Boccherini’s death.[5] Mendelssohn referred to a quintet of his as a “peruke,” and Spohr even went so far as to claim that “this does not deserve to be called music.”[6]

Miguel-Ángel Marín writes in an issue of Early Music dedicated to the composer that “he has occupied a relatively marginal position in music performance, writing, and scholarship throughout the 19th and 20th centuries, especially when compared to some of his contemporaries.”[7] Although the publishing of Yves Gérard’s catalogue of his complete works in 1969 has certainly helped to increase interest in the composer and his music, I believe that there are other important cultural and aesthetic issues that have been and indeed are contributing to a Boccherini revival.

Marín briefly presents a potential answer to the question of Boccherini’s decline in his editorial introduction to an issue of Early Music, suggesting that if, perhaps, Boccherini had continued his travels through Madrid and had gone on to a more noteworthy European capital he would have enjoyed a more appreciative reception after his death. This is nothing more than speculation, but it is certainly worth considering the context into which Boccherini’s music was placed after the composer was no longer alive to advertise and promote his own music through his publisher.[8]

Considering other influences which have undoubtedly had an effect on the recent interest in Boccherini, the “early music movement” which began in the late 20th century has most certainly contributed to Boccherini’s favorable re-introduction back into the musical discourse. Although much skepticism has been expressed with regard to the “early music revival”[9] perhaps one of the more obvious fruits of the movement is that works that were once forgotten and ignored (or in some cases entirely excluded from the modern repertoire!) are now reaching audiences who are willing to enthusiastically receive them. Among audiences of early music there is a palpable nostalgia for newly discovered or rarely played works, and the music of Boccherini presents no exception.

While the early music movement has certainly presented the music of the composer to a larger audience I would also like to argue that a simultaneous paradigmatic shift in the musicological discourse has ultimately created an intellectual environment in which Boccherini’s unique music can flourish and be appreciated by post-modern listeners, researchers, and performers.

Before the skepticism of post-modernism crept into the mainstream musical discourse, however, musicology relied heavily on strict enlightenment ideals of objectivity and positivist assertions. In 1863 Friedrich Chrysander maintained that musicology should be considered a science in its own right, implying that it was not a discourse of subjective aesthetic critiques, but, rather, that it was an enterprise of fact-finding and procedural analysis in order to reveal the truth. With this type of methodological foundation musicology has proceeded with the underlying modernist assumption that the value of a musical work lies in the facts that may be ascertained from it.

That musicology was an enterprise initiated with an inherent Austro-German bent is a topic that has been written about widely by music scholars and critics.[10] The systematic study of music and its history was originally undertaken by those with a rationalist and positivist perspective and a vested nationalist interest. With this historical frame of reference these scholars proceeded to confront the musical past, riddled with a multiplicity of places, persons, and their associated values, and selectively write and propagate work that was centered around particular people who worked within particular places and who adhered to particular values. They essentially sought to create an intelligible historical “narrative” out of an otherwise unintelligible mass of apparent facts.[11]

The resulting narrative has for well over a century functioned as the core of  the western musical perspective, serving as a foundation for not only study, but also performance, education, and perhaps most importantly, aesthetic judgments. In an attempt to be objectively descriptive early musicologists inevitably became prescriptive, choosing (out of relative necessity, I might add) who to include and who to direct more time and attention to as they created an apparently sensible account of the past and how it led to their present. It is important to realize, however, that it is not the narrative itself that is being called into question, but, rather, it is the adoption of a particular narrative to the mutual exclusion of others that has become problematic.

Restated: the problem is not that musicology has created a historical narrative that contains a bias, the problem, rather, is that those who created this narrative and the majority of those who inherited it are not aware of this bias, and that, as a result, alternatives to the traditional Austro-Germanic narrative are regarded as not only secondary in their importance, but ultimately inferior.

Considering the positivist interests of early musicologists, their interest in supposedly objective “facts” is something that should not be ignored. The natural place to look for musical “facts,” besides the dates, names, and anecdotes about individuals, is the score itself. The score, therefore, was consciously adopted as the immutable document that could serve as the heart of any critical discourse surrounding the musical creation. The score could be engraved, printed, distributed, bought, and sold, and regardless of social or cultural context it would remain the same. By clinging to the musical artifact which was apparently the least subjective, as it was, after all, a corporeal physical object that could be easily reproduced and carefully studied, musicologists set an implied aesthetic standard from which composer’s and theorists could proceed. The score became the “text” of musical discourse.

The significance of this may not be apparent until we remind ourselves that we are discussing the art that is perceived with the ears, a fact that at this point in history may be more obvious to the layman than the musician. Yet the emphasis on the score as the “work” itself as opposed to an emphasis on the hearing of it, encouraged composers and theorists (both consciously and subconsciously) to create the score in the first place as the primary object of art.

This resulted not necessarily in scores that were “pleasing to the eye,” but in scores that contained elements that were easily perceived with the eye. Music was reduced to simple elements that could be discussed independently of one another like pitch, rhythm, and structure. It can, in fact, be argued that serialism was not only an aesthetic reaction to cultural expectations in 20th century Europe, but that total serialism was the direct result of an explicit emphasis on the score as artwork.[12] The master composer “hides up” their encrypted musical secrets in the score almost entirely for the sake of the theorist who drools at the prospect of discovering them.

This concept is certainly not only applicable to serialist works. The Austro-Germanic narrative, not surprisingly, happens to include and place great value on composers whom have cared a great deal about pitch, rhythm, and structure; the very elements that are readily apparent in the score.

Heinrich Schenker[13] developed an analytical method which depends entirely on structural elements perceived in the score. Schenkerian analysis emerged simultaneously with the rise of the twelve-tone structuralist obsession as articulated by Schoenberg. Any piece of tonal music may be “reduced” down to its fundamental structure or Ursatz, ultimately revealing how the work is simply the prolongation of the tonic triad.

This method of analysis is particularly troubling to the sensitive musician who, for the first time witnesses a work of great personal meaning “reduced” and mechanically represented as a graph. With great efficiency the “surface” of the music is stripped away and the “meaning” underneath the surface, as represented by a prolongation of “structural sopranos” typically represented by a descending stepwise motion to the final cadential moment in the work.

Not only does this process tend to pull the heartstrings of those musicians of the emotional ilk, but it also conveniently sweeps away any element that is not readily apparent in the notation of the work. This necessarily limits the scope of this type of analysis to pitch, and over-arching structure. At higher levels of musical abstraction even the rhythm is ignored.

The problem is that this type of analysis is largely self-referential, and while making claim to exhibit the genius of various composers throughout history it is also fiercely exclusive by nature of its preference for music that doesn’t value the same structural coherence that is so elegantly presented by its own means. Alastair Williams summarizes this dilemma:

Schenkerian methodology, with its structural preoccupations, is intimately linked to the values built into the reception history of the Austro-German canon. In a circular process, it prizes music characterized by structural coherence, and by honing analytical tools to find these features reaffirms the prestige of the same music, placing Bach and Beethoven at the centre of its orbit. Geared to a particular repertoire, the values built into the technique not only enhance this canon, but serve to exclude musics that fail to meet these criteria, typically musics more firmly rooted in performance than text.[14]

This preference for self-referential justification has its roots in Enlightenment understanding and aesthetic ideals. Organicism, as famously articulated by Goethe, values those things which form themselves according to their own distinct set of laws.[15] Even now, musical composition students are frequently asked to justify their aesthetic decisions based on a reference to other elements within the context of the work itself. If the decision can be justified with a clear reference to some other motivic or thematic element contained within the score then the student is usually “off-the-hook.”[16] Schoenberg, looking back at the canon which preceded him, painstakingly codified his thoughts on the matter and by outlining a self-referential ideology that has reigned in music ever since: “[To reduce] music to a condition of what could be called pure structural substance, in which every element justifies its existence through its relation to a governing structural principle.” [17] Subotnik points this out in her now famous article, “Toward a Deconstruction of Structural Listening,” and goes on to emphasize that this valuing of the structure of the work is an appreciation which is intended to rely solely upon the work itself and should not rely on any culturally specific knowledge or otherwise “extra-musical” knowledge.

That music is, by its nature, performed and heard seems to be a virtue that is entirely lost in this modernist obsession (either implicit or explicit) with musical structure. The performance is practically an afterthought, a mere formality inherited by the tradition. Architecture reigns supreme. Unfortunately this tends to not bode very well for the ears of modernist audiences, as evidenced by the type of concert programming encountered in classical music institutions throughout the western world. The tonal Austro-German canon reigns supreme and tapers off beginning with works written in the early 20th century.

Even frequent concert-goers quickly tire listening to musical compositions that sound as if little or no attention was paid to how a work was going to sound. When music enters the realm of nearly pure “architecture” I cannot help but murmur that if the composer was primarily interested in architecture then perhaps they should concern themselves with designing buildings instead of music. Often the internal “system” of a work may readily be ascertained by looking at the score (or not!) but may be difficult or even impossible for the listener to hear. Alastair Williams points out that these types of “constructivist compositions are . . . afflicted by a . . . lacuna between their built-in systems and the sometimes arbitrary-sounding events perceived by the listener.”[18] I do not think that it is an over-generalization to claim that many of the difficulties listeners encounter with 20th-century music are due to structure-centered narrative of music history created over a century ago.

Above I have outlined some fundamental results of the application of structuralist and modernist philosophies to music. These philosophies slowly grew out of the obsession with rationality in the Enlightenment and found their way into aesthetic principles that came to be prized through the romantic era. Eduard Hanslick famously took the side of Brahms in the War of the Romantics emphasizing that music is expressive through its form and downplaying the significance of “extra-musical” associations. Schenker reaffirmed this aesthetic as a theorist looking at the music of the past, and Schoenberg codified the structuralist aesthetic looking to the future as a composer. It persisted to create what is known as the second Viennese school of composers and on through the second world war as total serialism; all the while both composers and musicologists staking claim to the long structuralist history of composers as their forebears.

And this is where we return to Boccherini. Recall the quotations which we opened with. Boccherini emphasizes that his musical work is a performance not a text. He clearly outlines his symbiotic relationship with the performers of his own music. It is this reversal of musicological thinking that is the aesthetic focus of Boccherini’s own work.

Boccherini’s music frequently employs repetitive ideas.[19] Repetition looks rather plain and ordinary in the score and is often used to pass the asinine judgement that the composer could not come up with anything else so he/she merely repeated the same figure to their own demise.

Boccherini’s music is filled with timbral inventiveness[20], taking full advantage of both instrumental combinations and the unique timbral characteristics of each instruments’ range. Timbral subtleties are certainly not something that are easily perceived on the page. Although the names of the instruments may be read and carefully noted, the produced effect when the score is performed is often an entirely different matter, a point of particular importance when considering that the timbral subtleties that are so often called for in Boccherini’s music are meant to be produced on the instruments from his time period.

Boccherini’s music is filled with dynamic and character markings indicating to the performer both the extreme and the subtle.[21] Dynamics are something that are often felt in addition to being heard. The “score-reader” with the keen ability to feel the dynamic markings in the music and how they create phrases and how they will ultimately affect the listener (and in Boccherini’s case, the performer!) is few and far between.

In summary, Boccherini’s music is meant to be performed and heard. An observation that, again, may appear to be more obvious to the layman than the accomplished musician. In another letter Boccherini writes that the “[performers] must feel in their hearts all that [the composer] has notated.” His is a music of sound and physical affect, an aesthetic that values the performance as opposed to the text, precisely the opposite of the kind of music that the Austro-German canon originally sought to include. Elisabeth LeGuin writes in the introduction of Boccherini’s Body, that “to put the performer always first, front and center, inverts an established order of musicological thinking.”

I regard this as a primary reason that Boccherini’s music was once almost entirely forgotten and is now experiencing a revival. Musicology is now accepting a multiplicity of discourses due to a post-modern criticism of the structuralist conception of the music-historical narrative. Boccherini adhered to an aesthetic that was not easily revealed by theorist pencil pushing or attempts at score decryption. His music is meant to be performed, and “is made to speak to the heart of man.”

How ironic it is that Boccherini’s most famous work, the Minuet, is so often used in contemporary film and advertising to depict a sort of “posh” antiquity—a pretentious return to a more civilized time, valuing the superficial elements of life— and yet it is actually a piece of music created by a composer who much more closely relates to current aesthetic trends in art and music than the old-world fineries that he is implicitly and falsely purported to represent.


Bibliography

Applegate, Celia, and Pamela Maxine Potter. Music and German National Identity. Chicago: University of Chicago Press, 2002.

Bergeron, Katherine, and Philip Vilas Bohlman. Disciplining Music: Musicology and Its Canons. Chicago: University of Chicago Press, 1992.

Chanan, Michael. Musica Practica: The Social Practice of Western Music from Gregorian Chant to Postmodernism. London: Verso, 1994.

Dell’Antonio, Andrew. Beyond Structural Listening?: Postmodern Modes of Hearing. Berkeley: University of California Press, 2004.

Frisch, Walter. German Modernism: Music and the Arts. California studies in 20th-century music, 3. Berkeley: University of California Press, 2005.

Gérard, Yves, and Germaine de Rothschild. Thematic, Bibliographical, and Critical Catalogue of the Works of Luigi Boccherini. London: Oxford University Press, 1969.

Heartz, Daniel. “The Young Boccherini: Lucca, Vienna, and the Electoral Courts.”             Journal of Musicology 13, no. 1 (1995): 103-116.

Jerold, Beverly. “Colloquy.” Journal of the American Musicological Society 59,             no. 3 (2006): 800-804.

Kerman, Joseph. Contemplating Music: Challenges to Musicology. Cambridge, Mass: Harvard University Press, 1985.

Korsyn, Kevin Ernest. Decentering Music: A Critique of Contemporary Musical Research. Oxford: Oxford University Press, 2003.

Kramer, Lawrence. Music As Cultural Practice, 1800-1900. California studies in 19th century music, 8. Berkeley: University of California Press, 1990.

Kramer, Lawrence. Classical Music and Postmodern Knowledge. Berkeley: University of California Press, 1995.

Le Guin, Elisabeth. Boccherini’s Body: An Essay in Carnal Musicology. Berkeley: University of California Press, 2006.

Le Guin, Elisabeth. “’One Says That One Weeps, but One Does Not Weep’: Sensible, Grotesque, and Mechanical embodiments in Boccherini’s Chamber Music.” Journal of the American Musicological Society, Vol. 55, No. 2 (2002): 207-254.

Lyotard, Jean François. The Postmodern Condition: A Report on Knowledge. Theory and history of literature, v. 10. Minneapolis: University of Minnesota Press, 1984.

Marín, Miguel-Ángel. “Luigi Boccherini, two centuries on.” Early Music 33, no. 2  (2005): 163-164.

Rothschild, Germaine de. Luigi Boccherini; His Life and Work. London: Oxford University Press, 1965.

Sarup, Madan. An Introductory Guide to Post-Structuralism and Postmodernism. Athens: University of Georgia Press, 1993.

Speck, Christian. “Boccherini as cellist and his music for cello.” Early Music 33, no. 2 (2005): 191-210

Subotnik, Rose Rosengard. Developing Variations: Style and Ideology in Western Music. Minneapolis: University of Minnesota Press, 1991.

Subotnik, Rose Rosengard. Deconstructive Variations: Music and Reason in Western Society. Minneapolis: University of Minnesota Press, 1996.

Taruskin, Richard. Text and Act: Essays on Music and Performance. New York: Oxford University Press, 1995.

Williams, Alastair. Constructing Musicology. Aldershot: Ashgate, 2001.


Footnotes

[1] Le Guin, Elisabeth Boccherini’s Body: An Essay in Carnal Musicology. Berkeley: University of California Press, 2006.

[2] Rothschild, Germaine de. Luigi Boccherini; His Life and Work. London: Oxford University Press, 1965.

[3] Le Guin, Elisabeth. “’One Says That One Weeps, but One Does Not Weep’: Sensible, Grotesque, and Mechanical embodiments in Boccherini’s Chamber Music.” Journal of the American Musicological Society, Vol. 55, No. 2 (2002): 207-254.

[4] Speck, Christian. “Boccherini as cellist and his music for cello.” Early Music 33, no. 2 (2005): 191-210

[5] Marín, p. 163

[6] Rothchild, p. 89

[7] Marín, Miguel-Ángel. “Luigi Boccherini, two centuries on.” Early Music 33, no. 2 (2005): 163-164.

[8] The complete correspondance of Boccherini with his publisher, Pleyel, is published as an appendix in Rothchild’s biography of the compsoser.

[9] See Richard Taruskin’s thorough analysis of this topic and it’s relation to “authentic” performance practice in Text and Act.

[10] Vincent Duckles, et al. “Musicology.” In Grove Music Online. Oxford Music Online, http://0-www.oxfordmusiconline.com.janus.uoregon.edu/subscriber/article/grove/music/46710 (accessed January 30, 2010).
Also Williams, Alastair. Constructing Musicology. Aldershot: Ashgate, 2001.

[11] See Lyotard’s work in “The Postmodern Condition” for how the concept of a “narrative” is used here and how he places it under intense scrutiny.

[12] Griffiths, Paul. “Serialism.” In Grove Music Online. Oxford Music Online, http://0-www.oxfordmusiconline.com.janus.uoregon.edu/subscriber/article/grove/music/25459 (accessed January 30, 2010).

[13] Although Schenker’s work is typically applied to “tonal” works it may be argued that Allan Forte’s work may serve a similar analytical function to post-tonal and serialist music.

[14] Williams, Alastair. Constructing Musicology. Aldershot: Ashgate, 2001.

[15] Suhrkamp ed., vol 12, p. 121; trans. Douglas Miller, Scientific Studies

[16] This is based entirely on my own observations and experiences while studying music within academic institutions. My own experiences have been corroborated with other students who have studied at a wide variety of musical institutions. It is worth noting that this desire to justify each element within the score is a methodology that runs across stylistic boundaries and is ever-present in even the most avant-garde circles. It would be a fascinating and insightful quantitative study to analyze how these tendencies towards organicism, and particularly structural cohesion in musical elements are valued across cultural boundaries, and particularly in societies whose aesthetic trends have developed wholly independent of the Austro-German musical canon.

[17] Subotnik, Rose Rosengard. Deconstructive Variations: Music and Reason in Western Society. Minneapolis: University of Minnesota Press, 1996.

[18] Williams, Alastair. Constructing Musicology. Aldershot: Ashgate, 2001.

[19] Rothschild, p. 39

[20] LeGuin, p. 2

[21] ibid, p. 2

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Music Composition Pedagogy 101

1. Before anything else (including asking to see what music the student has written that week, monologuing, critiquing, nit-picking, or nose-picking) ask the student if there is anything in particular that they would like to discuss, present, or ask about. Asking simple questions like this can avoid an enormous waste of time for both you and the student. Items brought up by the student can, of course, include the music that they have been working on, but should not be limited to it. If the student has no particular questions or concerns, then one way to proceed is to ask if they have written any new music since the last lesson.  If the answer is “no”, see principle 2. below.

2. If your student shows up without anything new to show, do not make them feel guilty for it. Guilt rarely acts as a catalyst for the creation of honest and engaging art, and ultimately, in order to be productive, the artist needs to feel responsible to themselves, not to you. Simply because there is no music to look at does not mean that your time as a teacher has been wasted or that, in the face of blank measures, there isn’t anything you can teach the student. You ought to know the student well enough that when no new music is shown to you, you have pertinent material and relevant ideas to teach that can benefit the student and yourself.

Encourage, inspire, and discuss why progress was not made. Offer artistic guidance, if necessary. This may include a discussion of the creative process, idea formation, working habits, fears, sensitivities, or personal dilemmas. If, after careful and sensitive prodding, the reason for not making any progress is simply a lack of time, then openly share some of your own artistic insights, interests, or things that have inspired you in the past or in the present. It is sometimes, but not always appropriate to reschedule the lesson. Making art is often a challenging intellectual and emotional endeavor, and students need more from you than mere composition technique that correlates directly with their current musical output. If you can’t think of anything to offer your students in this type of situation, then either find something to offer, or stop teaching composition.

3. If your student has written new music, be certain to ask relevant clarifying questions before you assume that the a) the piece is complete b) the presentation of it has been refined or c) that there has not been any additional work done other than what is right in front of your nose.

Ask whether what you are looking at is a sketch or if it is considered complete. Before assuming that you understand what you are looking at, ask the student to describe it to you, point things out for you, and clarify the ideas for you. Detailed and mostly superfluous and largely unhelpful monologues can be avoided if you ask straightforward questions about the students work before you assume that you fully comprehend what the student is showing you. Do not disregard things on the page that you can’t read, or don’t understand. Scribbles, sketches, or words jotted in the margins can often be more important to the development of the student and their work than the ideas expressed in music notation.

The autonomous artwork has been dead for quite some time (I think the notion that it ever lived is nothing more than a fantasy), so look beyond the pitches, harmonies, and rhythms for a potential discussion of connotation, or “meaning.” “Extra-musical” work should be encouraged, recognized, and discussed regularly as part of the composition lesson (see the latter part of point #2). This can include brainstorming, writing, researching, drawing, filming, reading, etc. The notion of pre-compositional work is generally counterproductive. Any work that contributes to the development of the composer is good work, and should be recognized and lauded as such.

4. Composition consists of much more than the mastery of a craft. It is more than the teaching of harmonic, rhythmic, and musical narrative. It is more than technique. It is art. All the compositional technique in the world will do absolutely nothing to create music that is insightful, intriguing, engaging, and relevant. Interesting art is a reflection (though sometimes an unexpected one!) of the ideas, interests, and intentions of the artist. Many students don’t possess very many ideas—teach them how to obtain and develop them. Many students don’t have any intense interests—show them how to discover and magnify them. Many students don’t have clear artistic intentions—encourage and aid the student in their personal journey so that they can clarify their intentions (to themselves, if not anyone else).

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