Composers’ natural allies are performers, listeners.
And Studio Teachers.

Kids study their instrument around the world in formalized settings, then finish up with a degree or two from Conservatory or University.   Their studio teacher, with whom they study one-on-one, personifies  their instrument, and serves as  a siphon for the selection of  pieces the student will spend many practice-hours on.

Though it’s true that great swatches of ‘educational music’ are weak, forgettable, composing repertoire works for  developing musicians  can be  a strategic  ( if occasional)  goal  for alert composers.   Having a piece selected for an organization’s  state-wide, national or international  repertoire list  means a  tangible boost for that work.  And  a useful spotlight for the composer.    

It also means that someone musically sophisticated is paying attention not just to the virtuoso, but to the budding  performer.

My article “Embracing New Music” In the current issue of American Music Teacher  magazine invites the teacher-performer to take a fresh, positive  look at recent works  they and their students will enjoy spending time with.  (The music excerpts are all by composers other than myself.)  

It recapitulates the ebb and flow of interest in newer music over the past century,  and  also probes the reasons  why studio teachers might be reluctant  to include very-new works for study as repertoire — meaning something the student will spend many hours on,  not just sight-read.   All of this is presented positively,  with the sense of excitement at the potential of a major discovery.

Included is a sidebar on the issue of how a composer gets “branded”.

Read it, then  comment.  

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