In my last post, I revisited my 20th Century recollections of college theory class, attempting to create a composition via a 21st Century program, Inside Music. The physical/technical process was completely new to me, but the product sounded like it could have been written centuries ago, which was the point. In the past few weeks of reading, playing, listening and learning, I've again come to appreciate my musical and educational roots, and look for the new shoots I'll be sending out in the next few weeks, as I begin a new school year.
I am in a unique position this year as I will be teaching general, instrumental, and vocal music to K-8 students, instrumental and vocal music at the high school level, and directing a chorus and an orchestra at the college level. K-college and everything in-between. What a unique perspective, watching and listening to very young children engaged in their first musical experiences, introducing elementary and middle school students to the world of music and how it affects their world, challenging young adults in high school and college to work toward their potential as they experience the range of emotions included in both the process and product of preparing and performing the work of those great masters of centuries-old music, along with the great geniuses of our time.
Roots, shoots, hoots, toots... let the music begin!
After a week back in the land of real life, I'm finding it harder and harder to carve out that time to listen, learn, practice, compose, etc. I did return to a practice composition in the "Layers and Counterpoint" lesson (A-5), remembering that I liked it, but felt like it wasn't quite "finished." It was, however due, but that was another blog...
As I listened again and again, I felt good about it overall, having avoided the dreaded parallel fifths and octaves on which every first-time counterpointist undoubtably errs. I almost went there, but the tiny, nagging voice of my freshman theory professor made its way from the recesses of my memory to the front of my ears, screaming (in a not-so-tiny voice) "DON'T DO IT!!! BACH would NEVER do that!" How many of us protested, insisting that it sounded good, and that's how we wanted it to sound, only to be reminded that unless our last name was "Bach" it simply wasn't done.
I had composed my chorale, (over a fixed Bach bass line, of course) having assigned SATB "voices" to the score, and when they played back (bet you thought I'd go for the "playbacH thing there - ha!) it had a really unpleasing sound. I thought about what other instrumentation might have been appropriate, and though I secretly desired to set it for saxophone quartet, I played it straight and set it for brass choir. Much better, and you can check it out below.
Among my lessons learned were to consider for which instruments you might be composing, and to be sure that the key is accessible and in an appropriate range for your players. Also, be aware of individual intonation considerations for those instruments. Pros can handle this stuff, but can our younger students? I also learned to be thankful for the professors I had 30 years ago, who taught me well in theory, composition, and orchestration, and for my new teachers who, in a cutting edge kind of way, still remind me to go "Bach to basics" when approaching counterpoint.
At one point in my young life, I wanted to be a paleontologist. Seriously. Actually, I wanted to be a dinosaur; specifically, a Brontosaurus. Tyrannosaurus Rex was just too mean, and the Stegosaurus was too spiky (also, the first to drop in that Stravinsky scene in "Fantasia"). I thought the Brontosaurus had it all, moving through the jungle at an easy pace, munching on leaves (I always liked salad), taking in the big picture... being a dinosaur sounded pretty good. But back to Stravinsky - maybe not so good.
I seem to hear the word "dinosaur" a lot lately, and thought about it last week while immersed in 21st Century music/technology coursework. It's easy to get left behind in this fast-changing world of technology, especially in an educational setting. Some teachers choose to learn about and utilize what is available, and others are required to use it for instruction and/or communication. Some try but get stuck in the mud, others dig their feet in and refuse to budge. Thankfully, I was surrounded by a bunch of Velociraptors ("swift-seizers") who set a pretty quick (but achievable) pace in our classes and conversations.
No machine can take the place of a human being when facilitating the education of a child, but our students are living in this high-tech climate that is still changing, and we've got to keep up with that climate change or we'll be stuck in that mud and left behind. I just can't get Stravinsky out of my mind, and think that maybe I don't want to be a Brontosaurus after all. No "Jurassic Janet" here. In a 5 hour Garage Band session today, I definitely had my moments of plodding along, but ultimately made steady progress toward the future. It's pretty hot.
By the time I got in last night it was already this morning, so as our composition class comes to a close, it seems like a good time for me to compose this final post of the week. The fact that I'm blogging at all would indicate that I've learned SO much more than composition, but make no mistake; I've learned a lot about compositional elements, methods, and inspirations. I've been engaged in a variety of activities, some for my personal progress as a composer, but mostly to gain ideas about how to offer my students of all ages and musical ability the opportunity to think, feel, and work as a composer. Inside Music is a tremendous educational tool that offers almost endless possibilities, and I'm very excited about incorporating lessons and activities into my classes in the coming year. Long after the school year begins, listening to this trio I composed in class this week will bring me back to this room; the learning, conversations, creative time, and making great music with great people. Maybe not done, but due... here's my first project!
"Whether you think you can or think you can't, you're right." (H. Ford) This was one of our inspirational thoughts for the day in Inside Music class with Matt Podd. This program is amazing, as is the class, and we're experiencing the art and science of composition though learning, listening, practicing, creating, sharing, assessing, critiquing, discovering, and yes, enjoying!
So many musicians and music teachers are hesitant to embrace the technology available to us and to our students, and I frequently hear those two little words: "I can't." (Or even "I won't.") During Beethoven's lifetime, keyboards grew by more than two octaves. Imagine him grumbling about having to use all those extra keys. Look at a Baroque recorder and a modern flute - need I say more? Compare a sackbut to a trombone. Now I love a good sackbut tune, but you get my point. Technology can be defined in many ways: "The branch of knowledge that deals with the creation and use of technical means and their interrelation with life, society, and the environment..." or "The sum of the ways in which social groups provide themselves with the material objects of their civilization." (note the relationship to life, society, civilization)
With every passing hour today, and with every task that I completed, skill I mastered, and composition I created, I sat back for a moment, smiled, and said to myself: "I can." (and I'm right!)
These past two days have been one musical/technological wonder after another. I'm impressed, excited, in and out of my element, hopeful, and just blown away by the possibilities presented by these tools, programs, apps, etc.
Then I spend a couple of hours singing really great music with really great musicians and totally appreciate that thankfully, some things just never change.
"Da Capo" indeed, and I am already liking this Monday morning! First session at the MusicCOMP Music and Multimedia Summer Institute - Blogging!
From the top, I find myself taking in the view of this seemingly endless array of technology options, how they apply to music and music education, how they enhance communication, and how they support the learners and consumers among us. (The view of Burlington and Lake Champlain from our classroom window is pretty impressive too!)
From the top, I take the plunge and dive into this new pool of bloggers; waters that I have previously only tested with one very hesitant toe. Thankfully, I am among colleagues, new and old friends, and teachers who facilitate our learning with wisdom, experience, and the ultimate life-saver... patience.
I have a feeling that my personal coda is many, many measures away...
