Posts Tagged “Music Education”

I haven’t written a pure blog entry in a long time… It’s been mostly concert announcements and the like. But it’s Academic Job Season again. Which makes me think of the Abbott and Costello “Who’s On First?” variation from the old Bugs Bunny cartoon where Elmer Fudd (who is hunting rabbits specifically) has both Bugs Bunny and Daffy Duck cornered with his gun, and Bugs gets Daffy to insist on getting himself shot.

rabbit-seasoning-mm.jpg

Bugs: It’s true, Doc; I’m a rabbit alright. Would you like to shoot me now or wait ’til you get home?
Daffy: Shoot him now! Shoot him now!
Bugs: You keep outta this! He doesn’t have to shoot you now!
Daffy: He does so have to shoot me now! [to Elmer] I demand that you shoot me now!
[Elmer raises his gun. As Daffy sticks his tongue out at Bugs, he is shot. Daffy walks back over to Bugs, gunsmoke pouring out of his nostrils]
Daffy: [to Bugs] Let’s run through that again.
Bugs: Okay.
Bugs: [deadpan] Would you like to shoot me now or wait till you get home.
Daffy:[similarly] Shoot him now, shoot him now.
Bugs: [as before] You keep outta this, he doesn’t have to shoot you now.
Daffy Duck: [re-animated] Hah! That’s it! Hold it right there! [to audience] Pronoun trouble. [to Bugs] It’s not “he doesn’t have to shoot you now”, it’s “he doesn’t have to shoot me now”
[Pause]
Daffy: [angrily] Well, I say he does have to shoot me now!! [to Elmer] So shoot me now!
[Elmer shoots Daffy again]

Anyway. That’s close to how I feel about applying for academic positions. But I just retooled my Curriculum Vitae, and created a teaching philosophy statement. I would very much appreciate constructive feedback on either one. I hope the Teaching Philosophy doesn’t come across as the same old, same old pablum.

While I’m at it, I wonder if anyone out there who has been or chaired a search committee might care to illuminate the process by commenting on their experience(s)? I have only taught adjunct, so I’ve never been on one. In the last three years, I have made it to the interview stage three times. The first time, someone with a choral conducting qualification got the job over me, because conducting was entailed. The second time, they broke the position into multiple adjunct posts in the end. The third time I was painfully nervous during the sample lessons I gave, and they gave the position to an internal adjunct candidate.

But I would love to know a few things, the most obvious being:
• What makes one person’s CV float to the top of the candidate pile?

But also random things about the process that sometimes contribute to it feeling like a hassle, like:
• Why do committees ask for things that will make the entire applicant pool spend money on something like official transcripts, videos of teaching, CDs or scores, etc., rather than waiting to reduce the pool to, say, 10 candidates?
• After just reducing the size of my CV from 8 pages to 5 (primarily by winnowing my complete list of works down to commissioned works only), I see a vacancy announcement specifying a desire to see a complete list of works. Why?
• As for letters of recommendation, which is more important, the content of the recommendation or the name-recognition of the referee?
• How important is it to see a cover letter truly tailored to the school to which it’s sent?

Teaching philosophy

As a classroom educator, I model myself on a combination of several professors whom I have been fortunate to know. Teaching effectively requires flexibility, patience, humility, inquisitiveness, humor and creativity. I strive to be clear and methodical in my presentation, to keep the path between the specific and the general visible, and to individualize the learning experience as much as possible. Mistakes should be embraced as instructional opportunities. I strive to bring into the conversation about music ideas from other disciplines such as history, the sciences or psychology, in order to create multiple inroads to understanding for my students, but also to introduce them to the notion that an embracing open-mindedness to disciplines outside of music will help them become better musicians and critical thinkers. As much as possible, I try to treat the classroom as a laboratory environment for my students, where they learn by doing, by being active rather than passive.

When giving composition instruction (in addition to listening, score study, and reading), I follow an excellent model for discussion I learned when participating in a workshop at New Dramatists in New York City, led by Ben Krywosz. He learned it originally from the field of dance, but applied it here to an intensive workshop on collaboration between composers and playwrights/lyricists. There were five composers and five lyricists (and five singers plus an accompanist). We had to produce a lot of collaborative work, and every other day, we would come together and the performers would read through the pieces. When it was time to critique each other’s work, we followed a very specific five-step model for the discussions:

1. Say something positive. This forces us out of our typical reflex reaction, which is to find faults or something we would change had we been one of the authors. A lot of good-faith effort went into the attempt to create something artistic. It shouldn’t be too hard to find something positive to say.
2. You can ask them questions about the work, but not one that couches a negative opinion (like “How dare you?”). An example might be “What inspired you to evoke that image in the text?” or “What was the mood you were hoping to achieve?”
3. The author(s) can ask us questions. They might ask “Did that tempo work for you?” or “Could you understand the text in that vocal register?” etc. Truthfully, we as creators tend to have a sense about what is working well and what isn’t, and this provides an opportunity for the creator(s) to voice their own concerns. This can also preempt some of the content in the next step.
4. Opinion. This is the time we can present the negative aspects of our larger reception of the work. Here, whatever remaining technical or aesthetic issues can be addressed. All creative artists feel a certain emotional vulnerability that accompanies putting one’s work before other people. After steps one through three, that vulnerability has diminished, and leads to an ability to receive these opinions rationally and constructively.
5. Big picture. Here we examine the issues brought up in the discussion and determine if any are relevant to the discipline as a whole.

Perhaps one of the most important reasons I appreciate this model is the respect it accords people in their artistic efforts. I have found it useful when speaking with composition students, performers, or colleagues alike.

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Wow, it’s been a month since my last post. But I’ve got good reasons, being on the road for most of the time since Christmas. I welcomed in the New Year in Switzerland. We were there for an expensive week of bears, fondue, mountains, markets, churches and art. We went to Lucerne, Bern, Interlaken and Zurich. Beautiful country. Efficient rail system. Friendly people. Did I mention expensive? So expensive, getting the check is like a twice-daily ice-water bath. Brr.

After a two day stop in Riga, I headed for New York for two weeks, where I enjoyed a performance of a song cycle of mine for high voice, clarinet and piano called The Far Field, attended the Chamber Music America Conference in Manhattan, went to a good friend’s wedding, and also managed to squeeze in some business and shopping errands between visits to friends and family.

The Far Field performance was special for me, as it’s one of those pieces of mine that I have always felt especially close to, yet it isn’t performed much. Sort of like that awkward kid with a heart of gold that sits off to the left somewhere in third grade and you know can grow up to be somebody if people just give her a chance. It’s a big piece, about 22 minutes long, a setting of a difficult poem by Theodore Roethke that basically looks death in the face and comes to accept it as a beautiful and necessary thing. You can read the poem here. Soprano Melissa Fogarty, did a really great job with it. The whole occasion was doubly special because Melissa and I were also friends in high school together. We had a mini high school reunion of five after the performance at a local lounge together with the other musicians, Chris Cullen and Laura Barger.

Anyway, one of the errands I ran while in New York will allow me to segue back to my narrative about Latvia. Actually, I’m just going to do the reverse: jump back to Latvia and then tie it back to New York.

One of the friends I’ve made in Liepaja is Oleksiy Demchenko, the third trumpet player in the Liepaja Symphony. Helping our friendship along is the fact that he studied in Holland and thus speaks English fluently. And since he is originally from Kiev, we also share something of the outsider status.

If Oleksiy were born in America in the last 20 years, he’d be medicated for Attention Deficit Disorder. He has a million ideas and lots of energy but little mind for details or organization or follow-through. He manages occasionally to get things done in spite of himself in a place like Liepaja because 1.) Latvians don’t typically take initiative but hey, want to be entertained as much as the next guy, and 2.) They are too shy to tell him to go to hell when they find themselves suddenly doing so much of the work.

Back in July, Oleksiy managed to get a little money for him and three other musicians to form a quartet called ÄŒetri VÄ“ji (Four Winds, in this case trumpet, clarinet, saxophone and bassoon), and to pay me a little something to write them a new piece. It was for a festival of music and art with a theme of water, so I wrote an 8 minute piece inspired by the Stevie Smith poem Not Waving But Drowning. I wasn’t there for the performance, but the musicians raved about the piece.

A week or so later, I got a call from Oleksiy. A freighter ship had destroyed the 100 year-old swing bridge that connects Karosta with the rest of the City of Liepaja. BridgeKarosta (Navy harbour) is a northern neighborhood occupying one third of Liepaja city, and by way of analogy sort of plays the same role to Liepaja that Brooklyn plays to New York. And for the residents of Karosta, it was as if the Brooklyn Bridge had just been destroyed. Well, maybe not. The Karosta Channel Bridge was not beautiful and was in awful disrepair, but its destruction cut off one of only two connections to the rest of the city, now forcing every commuter to a newer, longer route. It was big news, and many people were affected by it.

Karosta was the western-most military base of the USSR during the Soviet occupation. Many streets and houses of Karosta are now empty, as the population dropped from roughly 25 -30,000 in 1994, to approximately 7,000 living there today. Its architecture reflects an interaction between tsarist Russian elegance, epitomized by a gorgeous orthodox cathedral visible at a fair distance, and soviet militarism, epitomized by the graceless rows of abandoned concrete housing blocks.

It is a Russian tradition that a memorial service is performed 40 days after a death. And Oleksiy had the idea that he wanted to organize a sort of public art multimedia Requiem for this bridge. Which meant my composing the music, and I’m still not sure why I agreed to it, but I did. I guess it appealed to my occasional campy side. I’m going to tell my campy side to shut up next time. A videographer gathered footage, while I wrote a 13-minute piece for 11 musicians from the Liepaja Symphony to go with it.

Did I mention the A.D.D.? I had a little more than 2 weeks to do it, as not all the musicians were secured right away. I compensated by cannibalizing Monteverdi, as the brass were to be placed originally on the other side of the bridge, and I wanted to get something equivalent to his polychoral stuff while cutting down on the actual amount of music I needed to write. The deadline loomed large and fast, and I suggested putting off the performance, but Oleksiy was determined to pull it off. I told him that he needed to buckle down and get all his organizational ducks in a row, especially given all that work I was doing out of friendship. And he did.

All except get a conductor, which at the last minute fell to me. That shouldn’t be a problem, but it is. Conducting frightens me. I’ve done it a few times anyway, conducting a handful of choral premieres in New York from time to time. But I’ve never felt comfortable with it, partly from lack of experience, but also because the two times I ever studied conducting were lackluster experiences at best.

When I was an undergraduate at Queens College in the late eighties, the professor who taught conducting that semester was, frankly, half blind. Maybe more than half. Seriously. I’m not trying to be disrespectful. He simply had an ailment that was getting past him and he should have retired by then but hadn’t yet. He had enlarged copies of the music and couldn’t see three feet away, best I could tell. Glass lenses as thick as a sponge. I was probably nineteen or twenty years old and didn’t care that I wasn’t learning much. I happily skated through with a completely undeserved A-. I have no idea how he determined my grade.

Fast forward to graduate school in Minnesota. My roommate was also a composer in the program, and he got the idea that we should put together an independent study witht the orchestra conductor called “Conducting for Composers”. Knowing that it was time to take my medicine, I signed up too. There were at least seven of us. Now this guy wasn’t blind. But he did become invisible. Meaning, we all met twice, as far as I can remember. The first session he talked about how he had to practice conducting underwater as a student, how that helped with gesture. Cool. The second session he showed us a picture of himself with Aaron Copland. Cool. Then I think he went out of town and I can’t for the life of me remember another session.

Fast forward again back to Liepaja. Maybe now you understand my trepidation, standing in front of this group of professional musicians. I’m not claiming total stupidity. I’ve been watching conductors for years and can tell a good one when I see one, and have picked up a few things by observing them. I stole my mother’s car when I was 15 and drove it perfectly, never having taken a lesson, never having been behind the wheel. I learned what I needed to know just by watching her drive. I made it through the rehearsals (two) and performance without (I think) coming off as a complete hack, and for one small minute, I’d felt like I’d understood something I hadn’t understood before. There was one passage, where I got a rush, that sense of driving the orchestra, of playing it rather than following it, and I realized something viscerally in that instant why conductors are attracted to the profession.

About 100 or more local residents and a television crew showed up by car, on foot or bicycle for the outdoor, nighttime screening and performance. Conducting

There are many reasons why I came to Liepaja, and one of them was to have a place where I could do a personal and creative reassessment of myself, as a person, a composer and as a musician. A few months ago I surfed to the website of the European American Musical Alliance, which offers amongst its programs a month-long summer conducting workshop in Paris. One of the errands I ran while in New York a few weeks ago was to put in my application for this program. Wish me luck.

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