Friday, January 23, 2009

Newfound Music Festival - Thursday Daytime Events

The Newfound Music Festival begins on Wednesday evening with a concert sponsored by the Sound Symposium. There are concerts on Thursday, Friday, and Saturday evenings as well, and below you will find the Thursday schedule. Almost all classes are cancelled that day, so I hope that you will take the opportunity to attend as many of the presentations as you can.










































Time

Location

Presentation

9:00

Eleanor Mews Jerrett Instrumental Room

"In C" - Terry Riley's Minimalist Classic –
It’s a JAM!
Bring your instrument or voice!

Chris Miller, conductor

MU 2025

Melanie Redmond:

Pedagogical Considerations in Selected Piano Works by Clifford Crawley

10:00

Charles W. Hutton Choral Room

Panel Discussion:
Ki Adams, Paul Bendzsa, Scott Godin,
Andrea Rose & Clark Ross:

Bringing Your Creativity to the Classroom

MU 2025

Ian Sutherland:
Contemporary Sonic and Visual Arts
as
Sites for Knowing

11:00

Petro-Canada Hall

Larysa Kuzmenko:


Retrospective I

12:00

School of Music Lobby

SMS Lunch


Mingle and chat about the day,
hosted by the student music society!


Eleanor Mews Jerrett Instrumental Room

Paul Bendzsa & Richard Blenkinsopp:


Interface; spatial music

1:00

DF Cook


Recital Hall

Postprandial Recital
Talented students perform music
from the recent past

MU 2025

Scott Godin:
Composing
for High School Band


2:00

Charles W. Hutton Choral Room

Clark Ross:
John Weinzweig;

Composer – Maverick


DF Cook


Recital Hall

Chamber Orchestra
Open Rehearsal with
conductor Vernon Regehr and
composer Clifford Crawley


3:00

Petro-Canada Hall

Larysa Kuzmenko: 
Retrospective II

MU 2025

Leila Qashu:
Negotiating gender through dance
among Arsi Oromo youths in Ethiopia

Thursday, January 22, 2009

Atonality = Noise?

All comments that I have read in response to my previous entry were very thoughtful, and today's blog entry grows from one of those comments.

Simon wrote, "It's unfortunate that so much atonal music that we're exposed to (at least in my experience) forces us to equate it with noise."

I suspect that many fellow students would agree with this sentiment, and it has made me wonder how true that is, and why, if true, that might be the case.

I think that we are exposed to far more atonal music than we may perhaps realize; it has been used in the soundtracks to many movies and TV shows, but because the music's function is to serve the the drama, we tend not to process the fact that it is atonal.

On the other hand, I would guess that most music students' conscious exposure to atonality comes in the context of history and theory classes, and I wonder if there is something about the way we are teaching these classes that would lead many (or at least some) students to "equate it with noise."

What do you think?

Sunday, January 18, 2009

Atonal — Even the word sounds unpleasant!

    I find above all that the expression, 'atonal music,' is most unfortunate--it is on a par with calling flying 'the art of not falling,' or swimming 'the art of not drowning.' Arnold Schoenberg, Style and Idea, p.210
Do you have an unpleasant connotation with the word, "atonal?"

If you do, you're not alone; many people who have some understanding of what "tonality" means don't seem to feel very warm and fuzzy about the concept of atonality.

But, strictly speaking, all that is meant by the word is that the music in question is not based on tonality. It doesn't really tell us anything about what the music is based on.

A quick primer on tonality, from Wikipedia:
    Tonality is a system of music in which specific hierarchical pitch relationships are based on a key "center" or tonic. The term tonalité originated with Alexandre-Étienne Choron (1810) and was borrowed by François-Joseph Fétis in 1840 (Reti, 1958; Simms 1975, 119; Judd, 1998; Dahlhaus 1990). Although Fétis used it as a general term for a system of musical organization and spoke of "types de tonalités" rather than a single system, today the term is most often used to refer to Major-Minor tonality (also called diatonic tonality, common practice tonality, or functional tonality), the system of musical organization of the common practice period, and of Western-influenced popular music throughout much of the world today. [Emphasis mine.]
The "common practice period" is generally understood to refer to the baroque, classical, and romantic periods of European music history, roughly spanning 1600 to 1900. So, using this definition, "atonal" could be applied to medieval plainchant, renaissance masses, most Debussy piano preludes, etc., or it could be referring to a work that involves hitting the keys of a piano with an aluminum (so as not to mar the surface of the bat) baseball bat with reckless abandon. It could be referring to "Le Marteau Sans Maitre" by Pierre Boulez, or to "L'histoire du Soldat" by Igor Stravinsky, or to minimalist works by Steve Reich, Philip Glass, and John Adams, or even parts of "Toontown Follies" by yours truly.

It could refer to music that is as deeply moving and beautiful as any music ever composed, or it could be applied to very harsh, disturbing music.

"Atonal" doesn't necessarily equate with "highly dissonant" any more than "tonal" automatically means "consonant." Dissonance and consonance are essential aspects of tonality, but they are essential aspects of much atonal music as well.

Explore the various sonorities that can be created by the scales and modes that you created for our first project of the semester. There is no ban on the use of major or minor triads; I am hoping that your scales will lead you to discover other sonorities that you like and feel can be used in your compositions, and if some of the sonorities happen to be major or minor, so be it! No problem!

But just try to use them in ways that go beyond their use in the context of tonality.

Class Business — Odds and Ends

  • If Mu4100 students want to comment on a blog from last term, please go ahead. Comments on class blogs from either semester will 'count' towards the class blog participation requirement mark, as long as the comments are made this semester; that's why I posted the list of links in my previous blog entry.

  • If you haven't already done so, please send me a quick E-mail with your blog's URL, or, if you're using the same blog as last semester, just let me know. I'll post links to student blogs on the right side of this page, as I did last term.

  • If you haven't started your weekly journals, now would be a good time to do so. Bear in mind that I will be counting student journal entries on a weekly basis this semester, because (as explained in my outline) waiting until the semester is over to post all your journals defeats the purpose of the exercise. One paragraph, once a week; that's all you need.

  • Good luck with everything!

Monday, January 5, 2009

Blog Index — Organized by Topic

Below is an index of most of the blogs I posted last term. I omitted entries that I didn't think would be very interesting or relevant, mostly because they contained information specific to the Fall-2008 composition course, like reminders of deadlines, concert congratulations, order of class presentation, etc.

Feel free to browse these — you may find some that give you ideas about composition techniques, or that contain useful things to think about when composing. In particular, I hope you will read the first two. They are loosely organized by topic.


Why Atonal Music?
Express yourself?
Writing a Play
Creative Angst... Welcome to the club!
Notation Software Woes

On musical detail
Musical detail addendum
Nuts and bolts [more on musical detail]

Kandinsky's Theories (1)
Kandinsky's Theories (2)
Kandinsky's Theories (3)

Project 1 - More Details
Project 2: Using Musical Clichés in Creating Art Music
Project 2: Using a musical style or gesture as a point of departure
Project 2: Recontextualizing and atonality

Composition Issues (9-part series)

1. Originality and Quality of Initial Musical Ideas
1.1. The quality of ideas may not matter very much in determining the quality of the complete composition that emerges from them; and
1.2. The degree to which these ideas are original may not matter very much. Shocking, isn't it?

2. How do you Develop Compositional Craft?
2.1. Study the music of others.
2.2. Compose as much as you can.
2.3. Invite criticism from others.

3.1. Live with it for a while.
3.2. What's it about?
3.3. Does it change character?
3.4. What is its function within the context of the piece?
3.5. Structural Analysis.
3.6. Harmonic (or Pitch, Scale, etc.) Analysis.




7.1. Less is more, vs. More is more.
7.2. Always leave them wanting more, vs. Give them what they want.
7.3. Don't treat the listener like an idiot, vs. There's a sucker born every minute.
7.4. There can be 'too much of a good thing,' vs. If you have a good idea, then stick with it!
7.5. The George Costanza approach.

8.1. The three models for composers' roles.
8.2. Mastery or Mystery?
8.3. The value of a plan.
8.4. Getting stuck, and possible workarounds.
8.5. Don't obsess!
8.6. Challenges = Opportunities for inspired solutions!