Mar 052012
 

Remember last year when I was all hot and bothered about the arts patronage opportunities afforded by the Kickstarter platform? Well, it happened. With help from my friend Tim Rosenberg, I put together a consortium to commission a work for solo alto saxophone. It’s totally done now, YAY!!!!!1!!!!1!!!! The piece is called alone together and will be premiered by Tim at the NASA biennial in a couple weeks.

alone together

first system of alone together

I just sent an email to my Kickstarter backers with a PDF of the score, and hard copies are going in the mail today. Right after I finished sending the PDF out, I checked my usual web comics and found this gem on Married to the Sea:

Married to the Sea

Married to the Sea, 5 March 2012

This was today’s comic! I swear I didn’t plan that.

Nov 072011
 

So, I don’t know if you’ve noticed, but I’m a geek. I probably spend more time thinking about the web than most people. I probably spend a lot more time thinking about the web than most of my students. This can lead to problems when I say things like, “Sure, use as many web sources in your research project as you’d like. Just use your best judgement in evaluating what would make a credible source.”

In my MUS 218 World Music classes today, we talked about how to determine whether a web page might be reliable enough to be cited in a research paper. Here’s my presentation (Google Docs presentations). I’m publishing it here in part because someone might find it useful. However, I’m mostly sharing this with the world because I know there are lots of people who have spent more time thinking about this stuff than I have, and I’m hoping they might be willing to help me refine it. Please let me know what you think in the comments!

 

(PS – I know the GDocs embedded version chops off a little bit of the right side of each slide. Go fullscreen to fix it if you like.)

Jul 092011
 

I happened to be reading a book by Brian Christian called The Most Human Human 1, which deals a lot with human language, when I wrote that last blog post/rant about the way musicians talk and write about music. In the book, Christian cites a George Orwell essay called Politics and the English Language. I happen to like Orwell, so I checked it out. I found a couple of passages that I thought related to my last post so I thought I’d share.

A man may take to drink because he feels himself to be a failure, and then fail all the more completely because he drinks. It is rather the same thing that is happening to the English language. It becomes ugly and inaccurate because our thoughts are foolish, but the slovenliness of our language makes it easier for us to have foolish thoughts.

Orwell is demonstrating how “ugly and inaccurate” language affects politics, but I think it affects the arts as well. By writing thoughtlessly about music, our language becomes less meaningful. Without meaningful language to describe music, we will conceive and thus create thoughtless music. Orwell posits that this kind of writing “consists less and less of WORDS chosen for the sake of their meaning, and more and more of PHRASES tacked together like the sections of a prefabricated hen-house.” (emphasis in original)

He gives five examples of what he calls typical political writing and then lists several common shortfalls demonstrated in the examples. Two of them, “pretentious diction” and “meaningless words” are my biggest pet peeves in arts writing. I won’t copy them here; you can check out the essay for yourself. The underlying issue is that people are just putting these word-Legos together because they fist, not because they make a worthwhile thought.

As I have tried to show, modern writing at its worst does not consist in picking out words for the sake of their meaning and inventing images in order to make the meaning clearer. It consists in gumming together long strips of words which have already been set in order by someone else, and making the results presentable by sheer humbug. The attraction of this way of writing, is that it is easy. It is easier–even quicker, once you have the habit–to say IN MY OPINION IT IS A NOT UNJUSTIFIABLE ASSUMPTION THAT than to say I THINK.

See! George agrees with me!

Notes:

  1. The Most Human Human is about an annual computer science competition called the Loebner Prize, in which software developers compete in the Turing Test. Alan Turing proposed the test in 1950 as a standard for evaluating a computer’s ability to exhibit intelligent behavior by conversing with a human. Christian discusses what the research involved in developing these chat bots tells us about what it means to be human.
Jul 052011
 

I may have mentioned this before in this space, but I’ll say it again: I like words. I like them a lot. Some people have said and written in the past that music is impossible to describe in words. I would never say that putting important and insightful ideas about music into words is easy, but it’s far from impossible. You’ve probably heard the absurdism “Writing about music is like dancing about architecture.” Alex Ross, whose writings about music are among the best in English today, tackles the issue in the preface to his most recent book, Listen to This.

Certainly, music criticism is a curious and dubious science, its jargon ranging from the wooden (“Beethoven’s Fifth begins with three Gs and an E-flat”) to the purple (“Beethoven’s Fifth begins with fate knocking at the door”). But it is no more dubious than any other kind of criticism. Every art form fights the noose of verbal description. Writing about dance is like singing about architecture; writing about writing is like making buildings about dance.

I fought the urge there to give a longer quote from Ross because his writing is so engaging it can be hard to find a point at which to cut him off. Seriously, you need to get this guy’s writings.

Words

"Magnetic Poetry" by Natalie Roberts (surrealmuse on Flickr)

Anyway, given that writing about the arts is a “curious and dubious science,” I’m prepared to accept many ways of doing things. But please, can we just rein things in a little bit? Don’t use words unless they mean the thing that you mean. I heard a very bright person recently describe a part of a work as being “asynchronous” (not at the same time), when he really meant that it was “asymmetrical” (not the same on both sides). Obviously, this was likely a simple mistake for this guy, and I still have a great deal of intellectual respect for him.

However, composers need to figure out how to talk about their music. I’m as guilty as anyone. In my last post, which I’m embarassed to say was two months ago, I linked to a Michigan Radio story that included an interview of me. When I sat down with the reporter (Jennifer Guerra), I struggled to describe my music to her. In the story, she quipped that my “elevator pitch” could use a bit of work. She was right.

A friend of mine recently described a piece of his on Twitter as being “abstract.” First of all, the artificially-imposed brevity of Twitter can be both a rhetorical blessing and descriptive curse. I understand that it’s not easy to describe a new piece, even without the 140-character restriction. However what could my friend possibly have meant by “abstract”? Was he just trying to tell non-musicians that it’s scary-angsty-dissonant music? If so, is that really the thing you want to squeeze into your 140 characters? Let us assume, for now, that my friend was trying to make his music sound appealing rather than threatening (an assertion which it would be fair to doubt). To me, especially in art, “abstract” means the opposite of “concrete” or “representational.” In this sense, isn’t most music abstract? Surely, Bach was not writing the Goldberg variations to represent sounds heard in nature, right? Of course there is quite an expansive continuum between abstract and representational, but I think most music, especially music that doesn’t use any sampled “found sounds,” falls much closer to the abstract end.

We have to remember that as composers, when we write about our music, our audience has likely never heard it and in some cases never will. When words are all we’ve got (and I think they’re pretty damn good), we have to choose them more carefully. Composers and musicians, how do you describe your music? Is it as big a struggle for you as it seems to me?

Nov 292010
 

This is a follow-up to my last post about teaching philosophy statements. That post yielded some solid advice from my friends Patrick Dell (public school choir director) and Matt Schoendorff (instructor at Wayne State University), the latter of whom was kind enough to send me the teaching philosophy he’s been working on and using over the last couple of years.

I had some time to think about my teaching philosophy statement over the Thanksgiving weekend. I basically have no idea what I’m doing with regard to the length or scope or detail or really much of anything with regard to this document. Basically what I’m saying is this: I’d appreciate your thoughts in the comments.

David MacDonald, composer
Teaching Philosophy Statement

Before entering formal music training, we are all used to hearing music and reacting to it on an emotional level. We talk about how music makes us feel. I believe that we all also have the capacity to engage with music intellectually. To put it as simply as possible, this is what I strive to teach students, to think about music, not just feel about it. Thinking about music allows us to talk and write about music in meaningful, objective ways. We can then use those observations to understand why music makes us feel a certain way, or at least what it is about the music that makes us feel that way. This is as important to composers, performers, conductors, educators, and audience members. The goal of any theory course I teach is to give students cognitive tools they can use in any of those pursuits.

To teach that, I try to surround every concept I teach in music theory with thoughtfully selected musical examples. Abstractions, like scales in whole notes or triads in close position, are useful distillations of complex ideas. However, I’ve never lost a class’s attention faster than when I begin and end with abstractions. There are challenges to using real-world musical excerpts. For instance, composers don’t necessarily follow the “rules” exactly all the time. This can cause some consternation in students, but I think it’s worth that small amount of difficulty to present real art in the classroom. It also allows them to develop an appropriately nuanced understanding of music.

When I use examples, I think it is just as important to let them hear the music as it is to look at the score. I am always emphasizing the difference between music, which is made up of sounds, and the score, which is made up of visual symbols on paper. After all, most of the time when we’re experiencing music we don’t have the score in front of us. For example, when I have taught sonata form, I have begun by playing a recording and talking about the sections and cadences as they went by. It is important for students to connect the skills they develop in their written theory classes with those that they develop in their aural skills classes.

I use a broad range of evaluations and assessments, but the ones that I find most valuable and reliable are those that require some creative problem solving. For example, not just writing out a scale, but writing a melody that uses the scale or analyzing pieces that stretch the strict definitions of forms discussed in class. Larger assignments would include small compositions and writing assignments.

The final goal of any theory class is to equip students with the critical thinking skills they need to deal intellectually with music whether or not they have the score in front of them. They won’t always have a conductor or a teacher to explain a piece of music to them. In fact, in many cases, they will have to be the ones doing the explaining. I try to get students to a level of understanding at which they feel comfortable engaging intellectually with the kinds of music they may actually encounter in these situations as they go on to become well-rounded  and thoughtful performers, composers, educators, and listeners.

Nov 172010
 

No, no. Not teaching about philosophy. Philosophy about teaching. As an undergrad at the University of Missouri, most of my friends were music education majors. I saw them go through a lot of assignments about developing a teaching philosophy. These assignments were universally loathed. On the rare occasions they were mentioned in social settings, I gathered that these were multi-page BS-fests full of buzz words and devoid of anything meaningful.

Imagine my reaction when perusing the application requirements for a number of newly posted professorships included some form of “a statement of the applicant’s philosophy of teaching.” Gah! Five effing years of graduate school, ostensibly in preparation for a university teaching position, and nobody ever thought to teach me this?! I’m still not sure if I’m madder that I have to write this extra document, or that none of my professors have done more than acknowledge the existence of such documents. 1

One of the first things I do these days when I find myself in this kind of dilemma is tweet about it, especially when I’m pretty sure some of my friends have been through the same thing. I did this in my usual snarky way. Responses came in pretty quickly from friends who teach music at just about every level from grade school to college. My very good friend and frequent intellectual sparring partner Tim Rosenberg, who has a music education degree and is currently teaching saxophone at Ithaca College, told me I should take this task more seriously. He told me that “[A] teaching philosophy is important and describes why you act the way you do while teaching. Writing them is a clarifying experience.” Normally I’m all about clarity, but people who talk about “clarifying experiences” are usually trying to sell you something herbal. Though, the more I thought about it, the more I realized that he was (as he is on an alarmingly regular basis) completely right. 2 Part of the reason I blog is to clarify my thoughts for myself. As E. M. Forster famously wrote, “How can I tell what I think till I see what I say?”

Another sure fire helper, after my friends and colleagues, is the all-knowing Google, through which I found this extremely helpful article from the Chronicle of Higher Education in 2003. There are quite a lot of people writing on the web about teaching philosophies, but almost none of them are about higher education. Later that evening, my friend Matt Schoendorff, who also holds a music ed degree and is currently teaching at Wayne State University, was kind enough to send me the document he’s been including in his recent job applications.

So, the more I think about it, the less I’m dreading writing this thing. I’ll continue posting my thoughts as I gather them. Check back in the next few days for a fully(ish)-cooked teaching philosophy. Here’s where I’m starting:

1. This note from Tim:

“Start by outlining, sans buzzwords, about why you teach and why it’s important. Then move to how you teach and why you do it that way.”

2. This excerpt from the Chronicle article I found:

If you’re still feeling overwhelmed by the task at hand, try to focus on concrete questions, as opposed to the abstract question of “What’s my philosophy?” says Mr. Kaplan 3.

“Breaking down that broad question into component parts — for example, What do you believe about teaching? What do you believe about learning? Why? How is that played out in your classroom? How does student identity and background make a difference in how you teach? What do you still struggle with in terms of teaching and student learning? — is often easier,” he says. “Those more concrete questions get you thinking, and then you can decide what you want to expand on.”

Notes:

  1. To be fair to my professors, my research indicates that requiring teaching philosophy statements of university job applicants is a relatively new development. I doubt most of them had to write anything like them when they were applying for their current jobs in higher education. But I”m still mad about it. They should be teaching me about academia as it is, not as it was, right?
  2. Congratulations, Tim, on finishing your document! I can’t wait to read it.
  3. Matt Kaplan of the Center for Research on Learning and Teaching at the University of Michigan