Comments for Sam L. Richards http://www.samlrichards.com — Composer, Conductor, Collaborator, Filmmaker, Writer, Artist Wed, 10 Mar 2010 19:43:28 +0000 hourly 1 Comment on Intrinsic Environment, Tonight in Portland!!! by “My Own” Performance at Conduit | Sam L. Richards http://www.samlrichards.com/2010/02/27/intrinsic-environment-tonight-in-portland/comment-page-1/#comment-188 “My Own” Performance at Conduit | Sam L. Richards Wed, 10 Mar 2010 19:43:28 +0000 http://www.samlrichards.com/?p=821#comment-188 [...] Sam L. Richards — Composer, Conductor, Collaborator, Filmmaker, Writer, Artist Skip to content HomeAboutMusicMultimediaContact « Intrinsic Environment, Tonight in Portland!!! [...] [...] Sam L. Richards — Composer, Conductor, Collaborator, Filmmaker, Writer, Artist Skip to content HomeAboutMusicMultimediaContact « Intrinsic Environment, Tonight in Portland!!! [...]

]]> Comment on My Own by “My Own” Performance at Conduit | Sam L. Richards http://www.samlrichards.com/music/my-own/comment-page-1/#comment-187 “My Own” Performance at Conduit | Sam L. Richards Wed, 10 Mar 2010 01:08:28 +0000 http://www.samlrichards.com/?page_id=826#comment-187 [...] 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 [...] [...] 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 [...]

]]> Comment on Music Theory Pedagogy 101 by Sam L. Richards http://www.samlrichards.com/2010/02/24/music-theory-pedagogy-101/comment-page-1/#comment-177 Sam L. Richards Thu, 25 Feb 2010 07:02:26 +0000 http://www.samlrichards.com/?p=818#comment-177 Good to hear from you, Amira! I have been wondering about you and the OSB project lately. I figured that other things had eaten up all your time :) That's OK. I hope I'll have time this summer for a project like that; I'm going to be moving somewhere for a doctoral composition program (don't know where yet). I'll check out that link, and do keep in touch! Good to hear from you, Amira! I have been wondering about you and the OSB project lately. I figured that other things had eaten up all your time :) That’s OK. I hope I’ll have time this summer for a project like that; I’m going to be moving somewhere for a doctoral composition program (don’t know where yet). I’ll check out that link, and do keep in touch!

]]> Comment on Music Theory Pedagogy 101 by Amira http://www.samlrichards.com/2010/02/24/music-theory-pedagogy-101/comment-page-1/#comment-176 Amira Thu, 25 Feb 2010 04:31:54 +0000 http://www.samlrichards.com/?p=818#comment-176 Hi! Remember me? It's been awhile... OSB documentary finally found a full time editor (not me because unfortunately I have other full time job now) .... Will be looking for composition in the summer.... Not sure if you are still down (hope so, though). A-n-y-w-a-y, this post reminded me of this other post I recently read about music and formulas: Music Is What Numbers Feel Like http://bit.ly/b6AFzX ... completely different perspective and only loosely related, but thought I'd share because you may find it interesting. I hope all is well with you and your endeavors. Hi! Remember me? It’s been awhile… OSB documentary finally found a full time editor (not me because unfortunately I have other full time job now) …. Will be looking for composition in the summer…. Not sure if you are still down (hope so, though). A-n-y-w-a-y, this post reminded me of this other post I recently read about music and formulas: Music Is What Numbers Feel Like http://bit.ly/b6AFzX … completely different perspective and only loosely related, but thought I’d share because you may find it interesting. I hope all is well with you and your endeavors.

]]> Comment on Music Composition Pedagogy 101 by Music Theory Pedagogy 101 | Sam L. Richards http://www.samlrichards.com/2010/01/29/music-composition-pedagogy-101/comment-page-1/#comment-174 Music Theory Pedagogy 101 | Sam L. Richards Wed, 24 Feb 2010 18:08:32 +0000 http://www.samlrichards.com/?p=807#comment-174 [...] follow up to my previous post titled Music Composition Pedagogy 101. Comments, criticism, corrections, suggestions, and overall beefs are more than welcome in the [...] [...] follow up to my previous post titled Music Composition Pedagogy 101. Comments, criticism, corrections, suggestions, and overall beefs are more than welcome in the [...]

]]> Comment on ECCE: New Website by Sam L. Richards http://www.samlrichards.com/2010/02/11/ecce-new-website/comment-page-1/#comment-172 Sam L. Richards Tue, 23 Feb 2010 22:08:22 +0000 http://www.samlrichards.com/?p=814#comment-172 I'm going to be pursuing my doctoral degree at another school this fall, and will likely be moving out of Eugene sometime this summer, so ECCE will most certainly come under the directorship of another fine soul here in Oregon for next year. I’m going to be pursuing my doctoral degree at another school this fall, and will likely be moving out of Eugene sometime this summer, so ECCE will most certainly come under the directorship of another fine soul here in Oregon for next year.

]]> Comment on ECCE: New Website by Ethan Gans-Morse http://www.samlrichards.com/2010/02/11/ecce-new-website/comment-page-1/#comment-171 Ethan Gans-Morse Tue, 23 Feb 2010 21:51:28 +0000 http://www.samlrichards.com/?p=814#comment-171 Looks fantastic! Are you going to continue to direct ECCE after this academic year? Bravo and keep up the good work! Looks fantastic! Are you going to continue to direct ECCE after this academic year? Bravo and keep up the good work!

]]> Comment on Music Composition Pedagogy 101 by Ben http://www.samlrichards.com/2010/01/29/music-composition-pedagogy-101/comment-page-1/#comment-168 Ben Sun, 21 Feb 2010 01:24:26 +0000 http://www.samlrichards.com/?p=807#comment-168 Makes sense. I guess to me the distinction is helpful and needn't be (and shouldn't be, as you are saying) one of importance. In the perennial words of Mr. Dorsey, "DUDE WORD!" Makes sense. I guess to me the distinction is helpful and needn’t be (and shouldn’t be, as you are saying) one of importance.

In the perennial words of Mr. Dorsey, “DUDE WORD!”

]]> Comment on Music Composition Pedagogy 101 by Sam L. Richards http://www.samlrichards.com/2010/01/29/music-composition-pedagogy-101/comment-page-1/#comment-167 Sam L. Richards Sun, 21 Feb 2010 00:32:15 +0000 http://www.samlrichards.com/?p=807#comment-167 I've learned that making a conceptual distinction between composition and pre-composition elicits an unnecessary degree of anxiety from me, as by making that very distinction it somehow makes the act of sitting down at a table with manuscript paper and writing notes more of a legitimate part of the process than any other part of the process, which I simply don't believe. I personally find it helpful (and productive) to consider doodling in notebooks and doing artistic research (reading, listening, etc.) and actually writing out notes to be of equal importance. When I flatten the playing field like that I find that I don't fear any part of the process more than any other, because none is more legitimate than any other. Is the activity itself different? Yes, but one's approach to the activities should be identical, otherwise "pitch-'n'-rhythm" pencil pushing unnecessarily boils to the top as the most significant part of the process, which I not only find to be terribly pretentious, but also counterproductive. I’ve learned that making a conceptual distinction between composition and pre-composition elicits an unnecessary degree of anxiety from me, as by making that very distinction it somehow makes the act of sitting down at a table with manuscript paper and writing notes more of a legitimate part of the process than any other part of the process, which I simply don’t believe. I personally find it helpful (and productive) to consider doodling in notebooks and doing artistic research (reading, listening, etc.) and actually writing out notes to be of equal importance. When I flatten the playing field like that I find that I don’t fear any part of the process more than any other, because none is more legitimate than any other. Is the activity itself different? Yes, but one’s approach to the activities should be identical, otherwise “pitch-’n'-rhythm” pencil pushing unnecessarily boils to the top as the most significant part of the process, which I not only find to be terribly pretentious, but also counterproductive.

]]> Comment on Music Composition Pedagogy 101 by Ben http://www.samlrichards.com/2010/01/29/music-composition-pedagogy-101/comment-page-1/#comment-166 Ben Sun, 21 Feb 2010 00:12:51 +0000 http://www.samlrichards.com/?p=807#comment-166 Wonderful! Although I'd want you to clarify what you mean by "the notion of pre-compositional work is generally counterproductive." If you mean that we shouldn't make a rigid and judgmental distinction between productive composition and the activities that precede productive composition, then I completely agree (and I do believe that's what you mean). However, many of the activities you mention, including brainstorming, reading, etc., are pre-composition to me insofar as I understand "composition" as being the actual process of construction of the musical structure/piece/artwork. Workers in hard hats with hammers, cranes lifting and placing steel beams, as opposed to an architect with a pencil and a vision.....both lead to the creation of a building, but I think it's pedagogically helpful to make the distinction on at least SOME level - just not on a "notes and measures are progress, ideas are not progress" level. I think I see what you mean, though. Next up, theory pedagogy 101! Wonderful! Although I’d want you to clarify what you mean by “the notion of pre-compositional work is generally counterproductive.” If you mean that we shouldn’t make a rigid and judgmental distinction between productive composition and the activities that precede productive composition, then I completely agree (and I do believe that’s what you mean). However, many of the activities you mention, including brainstorming, reading, etc., are pre-composition to me insofar as I understand “composition” as being the actual process of construction of the musical structure/piece/artwork. Workers in hard hats with hammers, cranes lifting and placing steel beams, as opposed to an architect with a pencil and a vision…..both lead to the creation of a building, but I think it’s pedagogically helpful to make the distinction on at least SOME level – just not on a “notes and measures are progress, ideas are not progress” level. I think I see what you mean, though.

Next up, theory pedagogy 101!

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