two much theater?

In the past month, I've had two theatrical works premiered to packed houses. The Story, Part 1: Alec and Grugh, ran during InTENsity 2.0, produced by Frank Higgins and Tony Bernal. Four of the five nights were sold out (and the other night had 2 open seats. So close!).

And this past Thursday and Friday, Till Coffee Do Us Part, ran. The evening, Rites of Being, was produced by Hunter Long and Black House Collective, and created in collaboration with Kansas City Electronic Music and Arts Alliance. Alison Heryer designed most everything, and Lisa Cordes gave her expert talents as the stage director of all six operas.

There was also some crazy guy that started voguing toward the end of Friday night...He was up on a podium and waved his arms like a damn fool. He did it because whenever he moved his arms, he heard music...and he likes music.

Yes, I was the foolish man.

Did anyone laugh at my title? It's a pun. Get it...Two shows? Two much theater?

These are the jokes people.

And what an experience all this was. I'm many years removed from my theater days. I did the community theater bit for...well, a hella long time. I played in some pits, and did a minor acting role for in undergrad. Worked for a production company, but didn't do much theater work while out East...Until Cake went up, and I was suddenly tossed back into theater.

Then four years pass, and I'm tossed back in again. People always seem amazed to know that I've been on stage since...8? 9? Can't remember...Anyway, a long freakin' time. My first credit as a lighting tech was when I was 12 (designed half the show. Poorly, i might add...but it got done!). My first directing credit was a children's production when I was in HS. I followed that up with directing Pippin, then directing 2 chamber operas for RTB's inaugural Opera Shorts program. I also waved my arms around then, leading several rehearsals when our conductor wasn't around.

Should have taken that "assistant conductor" credit. But I was already "Tech Director, Stage Director, Composer."

Anyway...Yeah, I've done a lot of theater...

But I've never had two shows run so close together. I've never had to flit from a rehearsal of one show to a performance of another. I've never had a show I've solely written the words to on stage. Cake was a collaboration with Eileen Wiedbrauk. Her story, and we sent the libretto back and forth (with a lot of "I have no idea what I'm doing..." "I don't know either..." "Hm, well...it's probably fine.").

So, my words, on stage. That was an interesting experience. The actors never stopped surprising me--in both shows, I laughed several times...which is hella awkward as you're prepping a to cue in the pit, and the actor does something so ridiculous you HAVE to laugh.

There's nothing in this world more magical than live theater. I know, I'm a musician, I should say "there's nothing more magical than a symphony," or something like that. But I'd be lying. There's something about the human voice, about seeing humans interact and draw you into the performance. There's something much more concrete. Music is abstract. Even when moving into more concrete worlds (using obvious quotation that will have cultural contexts, using real world sounds, etc.), music is always a step removed from the concrete image due to what's around it. (Does thunder have the same meaning when surrounded by rain, as it does when it's surrounded by gunfire without rain? a discussion for another time.)

But theater captures us in a snapshot of time. We see events unfold in front of us, and we are either drawn in, or kept at arms length as observers to judge the action (Oh Brecht...). I love me some Brecht, and when he's at his best, he's tricked himself and he's brought you into at least one character, while keeping the problem at arms length (Rise and Fall of the City of Mahoganny is the perfect example to me).

I wouldn't trade this experience for the world. It's not what I do professionally. I'm no actor. My directing is middling, at best. Same goes with my design. It's better for the world if I never sing again. And while I've enjoyed writing words, and think I'm pretty good at it, I'm best at writing music.

So, I'll continue to do that, and do it well. And keep your eyes open for opera number 3!

There's never too much theater in this world.

Maybe if I flap hard enough, I'll fly away...

Opera Project 2013 is underway. Had the first full rehearsal today, a read through of all the pieces. And for this project, I volunteered my services as wacky waving inflatable arm flailing tube man. Every so often, I end up doing this, mainly as a "last resort" or as special favors.

In this case, it was a very simple decision: This project contains 90 minutes worth of music. All are premieres. We have rehearsal at least once a week until the last couple weeks, then we'll add more. Rehearsals run 2.5 hours.

We're lucky we have the great musicians and singers we have. Finding another performer, and a conductor at that, willing to prepare 6 separate scores, run 2.5 hour rehearsals every week for no guaranteed pay...rough to say that least. Yes, we are planning on paying everyone involved but, at best, it'll probably be a token.

So, I took the role. We had another trombone player on board anyway, so I was a bit redundant. I'm definitely still finding my footing with the pieces; i didn't get hard copies of some of them until the first instrumental read Friday. I spent some time on them yesterday, but not as much as I should have. Now, I've got a week to prep like a mad man. One score is about three quarters marked up. The others will be marked all the hell this week...though I'll be changing the markings as I get new scores each time, I'm sure.

And I'll be fighting myself. It's a fair sized ensemble: 2 violins, 2 cellos, tenor sax, bari sax/bass clarinet,  clarinet, trombone, piano, and the singers (ranging from 1-4 at a time). Yeah, I've been in front of orchestras and bands, but that was long ago...and they can run themselves surprisingly well. And I've done some chamber stuff, but even that was, what...almost 2 years ago? right? And opera? I only filled in as a conductor back in '09. and that was in '09.

My arm is sore from flapping. My eyes felt like they hadn't blinked in 2.5 hours, and have only started to really feel better. And my mind is shot beyond compare.

The concentration. I forgot about the level of concentration. The mind is not working at the level it used to. Thankfully, I've learned to prep a bit better.

Onwards and upwards. And, hey, it's 6 more conducting credits. Should I be listing those too? Damnit...

BTW, this Black House Collective/Kansas City Electronic Music and Arts Alliance collaboration is gonna kick some major ass. It's gonna be the opera event of the year in KC, which is saying something since there have already been like 3 premieres this year!

those troubling students

Working with CITS has been an interesting experience. First off, trying to find time in an hour to see about 10 different compositions is incredibly challenging. Also, just how many different experiences i can get in that brief hour (actually, it's 50 minutes. lol)

I am really amazed at the level of creativity paired with the level of laziness i see in the group. It's frustrating, to say the least. They'll kinda loosely jot down something...that almost looks like western notation, but with the stems going the wrong way, no dynamics, durations being quite relative. heh. And then, the student will play it and, boom, makes sense.

Still, here's a run-down of some of the commonalities i am seeing in these young composers

--fear of rests.

--repetition (direct and possibly changed by octave)

--homophonic part writing (single melody, sometimes with accompaniment, sometimes harmonized in thirds, but always exactly together)

--performance vs. notation (playing only one sharp, but writing in two; playing more dynamics than written; not playing written dynamics, etc)

-- lots of ideas

--"i don't want to write it down" (i have heard this way too many times. lol. to me it sounds of laziness or insecurity in their own skills as far as transcribing their ideas).

--"I don't know what to write" (i believe this is related to the above, mostly thinking they CAN'T write. they actually do have ideas up there, lots of them, just have to coax them out)

--"But does it sound good" (there's a general fear in this age group of rejection, and they seek peer acceptance. So, "does it sound good?" is certainly a social statement more than anything. if you talk to them one on one they will say "Well, i like it!" I try to stress that is most important.)

some of the problems i attribute to age and practice. one must practice notation, just as one practices anything else. I still get my stems going the wrong direction sometimes (i cover my tracks by suddenly writing another line on the other side, like i was THINKING two things, and so that's why the stems are doing that...mmmmmhm.) the same with the performance vs. notation. they are only in 7th grade, i don't expect them to read with perfect dynamics every time yet.

The fear or rests is inherent in a lot of music. Actually, i think fear is the wrong word. Confusion might work better. One student embraced rests, and had them throughout her composition. But what ended up happening was that it sounded like it either needed a second line with her that would play through part of the rests, or it was just a very fragmented piece. So, when to use rests?

I try to tell younger students that rests are more like accents. They focus the ear on what just happened and on what will happen. it's like a build up in a song, with a big crescendo, getting louder and louder, then suddenly, a brief silence, then BOOM, everyone enters in the loudest passage of the piece. That loud moment was made louder and more unexpected by that brief silence. The crescendo into it makes us believe that it's going to that huge loud moment. but that brief break makes the mind go "Oh man, wtf is going to happen!" it could drop to nearly inaudible dynamic levels, it could explode in cacophony. who knows!

So, i usually begin students thinking about rests as accents. The next step i usually through in is rests as breaths or sighs. It is a release after a moment of high energy in a piece. This energy can come from any number of places; harmonic tension, active rhythmic schemes, etc. Sometimes, it's nice to just stop and take a breath.

The biggest problem is probably the "I don't want to write it down." I've tried a few ways to get students past this. Questions like "how will others play it? how will you remember it in 20 years?" and then ideas like "sometimes seeing what you're hearing can give you more ideas of what to do with it." heck, even sometimes i try "well, i can't make you write it down. i gave you some good reasons [above] but, in the end, your teacher has given it to you as an assignment. if nothing else, you better get something down." I dislike that last option, but, for some students, the fear of "F" is more than fear of peer mediation. mostly i try and coax the music out of them onto the paper.

One student, in particular, is giving my trouble with this. he has tons of ideas. every time i come in, he plays me something different. this week he said "i have two ideas, and i think they'd go great together. but how would i put them together." He then proceeds to play me two short phrases.

This student has not written anything down all semester. My answer (which as truthful) "It's hard for me to come up with something off the top of my head on one hearing. If you write it down, it's easier for me to see it and hear it in my head. Then i can come up with some ideas. Just jot those two ideas down and we can work on how to get them together."

His answer was "i don't like writing them down." and i replied "I really want to help you, but i am not the kind of musician that plays by ear well. You've got a gifted ear and gifted memory. I just don't have that. If you write it down, i can come up with lots of ideas. I just need to see it."

after that he just stared off into space and started playing. It's an interesting problem. He has some definite social problems, namely missing verbal and physical cues in conversations quite often, borderline obsessive interest in specific things (for him, music), difficulty with authority, a lack of interest in socializing, and sometimes seems to go into fugue states, where he'll just start playing and be completely in his own world.

Ok, fugue start is far to harsh of a term for what happens. its not like he forgets who is, wanders around the school, and comes up with a new identity, and then his memories come back in a flash. lol. it actually reminds me almost of a complex partial seizure, where he gets stuck in a bit of a repetition and spaces out doing it. his teacher thinks he has symptoms of Asperger's. I agree with that in some sense, but i'm not professional, and i don't see him every day.

Did you know that they think Mozart may have had Asperger's Syndrome? seriously, i had no idea until i looked up some more info (one student has been diagnosed with Asperger's so i was trolling info to see how i could best help her) and it was up on a couple different articles. random. Anyway, there's a single-mindedness to what this student (the one not diagnosed with anything) does. He does quite well in school, when he does his work, aces tests, and gets preoccupied. hm...sounds a lot like me in school. LOL. except i did turn in my work, i just happened to do it moments before it was due. I am merely lazy

Anyway, it's a conundrum. I'm just trying to get him to write it down. If i was any good at transcription (easily my weakest point of being a musician), i would just write it down as he plays it, and then get him to work with it after that step. Alas, it's not my forte at all, so i have to find a strategy to get him to notate something. I get the feeling like if he breaks that one barrier, he could write whatever he wants.

hm, maybe i'll address my thoughts on the other things later. This has gone on long enough. lol

take it easy, you're on the right track!

Ah, young composers, and their amazingly long lines and fantastic ideas. wait...i'm one of those composers. lol

Had another meeting with my mentee. Man, this guy has quite the staggering mind. Honestly, anyway that takes on reading ancient philosophy (partly for class and partly because he wants to) and doing "a series of exercises using all 5 forms of species counterpoint, for multiple voices" without being in a theory class is quite astounding. I never had that kind of drive. prolly never will. lol.

Anyway, we were discussing his latest assignment, a clever piece of orchestrational fun. He is to take 4 different percussion parts, two of which must used pitched instruments at some point, and create some sort of theme. Then, develop the theme not through various pitch or rhythmic invention, but through timbre. Ah, orchestration.

Oh course, he came to me with big ideas. "he's my rhythmic ideas. i think i'l use just one." there were three, and, from my basic guess, each one was about 6 or 7 measures long. Yeah a bit long. He drew out his ideas for the melody and accompanying gestures graphically (a fun way to work, i think). and went to elaborate on his ideas.

After awhile, a smile crept over my face. How many times have i done this exact thing! Here's my idea, here are 20 other ideas, each one quite long. and wonderful. and, i will say, his patterns were quite interesting. and his ideas on the melody were interesting...but...

When is there too much? it's a big question i think. I tried to lead him toward making a decision on one line to follow. Then, i offered the simple advice "do a bit less, work within the confines of the idea, and keep it simple."

I think one of the biggest challenges in composition is limiting oneself. It's easy to come up with great ideas...well...easier to come up with great ideas than start with one and turn it into something more. This invention, this development of idea is what separates the greats, ranging through time, from the wannabes. It's why we remember Mozart, Beethoven, Brahms, Schoenberg. they new how to do more with a little.

And it's something i struggle with everyday i composer. My last piece, 6 Pieces After Basho, was a giant exercise in restraint. I had limited resources (not quite a full band instrumentation), limited abilities (it was for a HS band playing right around grade 3 literature, not a "dream group."), and decided to limit myself in time (each movement being 1 minute, except the last which went 2, but it's really in two 1 minute parts) and in content (working mainly with 0 2 5, 0 1 5, and 0 2 7 trichords, mostly in inversion). and, honestly, i'm not sure each movement does stand alone perfectly. However, as a whole, the piece, i think, is pretty successful. Maybe not a masterwork, but a pretty good piece. Restraint does wonderful things. And figuring out invention using limited materials can really lead to great things.

My mentee is a quick learner...I pointed out that his first rhythmic idea can really be broken down into two separate ideas, and the rest of it is based almost fully on it. He wasn't sure what i meant, but i illustrated that the first two groupings (3 3 2 and 3 2 2) really made up the whole line (i believe it was 3 3 2 3 2 2 2 3 3 3 2 2 2, though this was about 8 hours ago he showed it to me). So, take the basic units, 3+3+2 and 3+2+2 and create the ideas out of that.

Then, we came to the big part. The professor had given two pages of a piece he had written for percussion quartet as an illustration. I pointed out one other thing. "ya know, it seems like you're thinking of continuous rhythm and lines...what about silence?" we started talking about this and that, and he told me a story about his marching band days when, while playing in the pit (he plays bassoon, which is conducive to marching band. i should tell him about the bassoon solo i once saw in a marching band competition...). they were doing music from Wizard of Oz and the first song was Over the Rainbow (of course). afterwards there was silence, then...BOOM, the percussion erupt into the tornado! He said everyone was surprised and he got a reputation for being the guy that leapt into the air at the gong and really beat the heck outta it.

And i smiled...and looked at him, and said "why was it effective?" and he laughed. "Oh wow, and we came back to it! Because it came from nothing!"

exactly! Silence is a large part of music, and something that is easy to forget about. There doesn't need to be constant motion. in fact, constant motion can wear down the ears. it creates expectation of sound. and music is at least in part playing with expectations. I could go on and on regarding this topic, as it's an interesting psychological/philosophical discussion in what we get out of music, but, suffice it to say, that when you know what's going to happen, every time, it can get boring. When you never know what's going to happen, you're going to stop paying attention. It's about finding the middle ground, fulfilling and denying expectation

and, on that note, i'm going to sleep. "lessons" are a lot of fun, especially since it happens in the afternoon on a day i don't have anything, so we just kinda sit around and talk till we're tired of talking. It generally seems to go a couple hours. lol. maybe not always productive time, but, i guess as long as we're both learning, then it is productive, on some level. Ah, sleep

Oh yeah, i finished my meta-sonnet. I shall post it and a discussion of it later...

whoa

ok, i'll post more tomorrow or something

i did a marathon on the last movement of Six Pieces After Basho...12 hours of work today...and i'm still going. i took a break to e-mail the director the final movement and all the audio while i finish cleaning the score...and parts. God, parts...

and, honestly...i got chills at the end. i think i wrote a real piece. who knew? i didn't...

ok, the screen is moving a lot, and i don't think it's the screen. lol...to sleep

I plan on doing a retrospective analysis of the piece, 1 movement at a time...really breaking down what i find in my own writing. it may prove interesting. and i may do some graphics or something to help out. i dunno bout that yet...i'm tired...g'night

tired

So...i was going to go to bed early tonight. guess that failed.

Gonna go to the KcEMA concert tomorrow night. pretty excited. maybe i will head up toward downtown to check out first friday festivities as well.

Oh, yeah, this is a music blog...Um...I like music?

Pedagogy of Composition continues to rock my face off. soon, i shall have a "mentee" a younger college student in need of guidance...or something. lol. that will be good.

I'm too tired to discuss all the wonders of Ped of Comp tonight. we played a game called "Methodologies Survivor's Island." It was fun. i didn't win, which made me sad, because i thought i had the best 2. lol.

i have things on my mind...that aren't about music at the moment. This job i'm creating for myself in town...i dunno...it could be cool, or it could kill me. And possibly working out some sort of teaching gig? maybe...i dunno...

I really like it here so far. KC kinda rocks...but...i dunno...an uneasiness has fallen over me tonight. i think i just want too much out of life...or maybe i'm terrified of money. quite likely. yep....

it's time to sleep. shit, it's 1am here...i have class in the morning. bad idea...

g'night

quick note

Just a quick note before i go to sleep

was a good day, very productive. had a meeting, gonna get going with some local outreach type stuff. Should be cool.

Also, wrote a lot of music. Start movement 3. not sure it's quite what i was thinking. will revisit tomorrow.

in analysis, the professor is stressing looking at repetition as a good way to get into a schoenberg piece. I noticed it somewhat before, but now i'm really seeing it. for those pieces he wrote during his atonal, pre-serial time, it was all about motivic invention.

that's how i write

damn you Schoenberg for being awesome. I know i loved Pierrot Lunaire for a reason...and not just because it's a crazy clown.

Anyway, it is now time to sleep. perhaps something longer tomorrow.

a bit late at night...will continue this tomorrow, maybe

Ok...it's been an interesting night

I've really taken up some steam in "6 Pieces after Basho." it's a piece i'm writing for HS band with the following instrumentation

Flute

Clarinet

Alto Sax

Tenor Sx

Horn in F

2 Trumpets

Baritone

Trombone

Tuba

Percussion (around 3 players for now, though i'm writing a total of 5 parts...though, really, i think it can be covered with 3)

The idea is to take 6 haiku by Basho and put together 6 one minute pieces, each piece a complete idea. It's a fun exercise in limitation; limited the time, limit the content (i'm working really from 1 melody, 1 countermelody, and a short motive)

The first movement "Lighting Gleams/Into Darkness Travels/A Night Heron's Scream" i finished months ago. For the most part, i think i've succeeded with that movement. The second movement "The Old Pond/A Frog/Plop!" has been much slower going. I think after the success of the first movement, the second suffered from "not being good enough," comparatively.

A couple days ago, as i was sketching away, i realized that the movement wanted to be a passacaglia. So, i've gone with it. Yesterday was...not so good. i scribbled a lot. today was the breakthrough, the "AH HA!" moment when i figured out the orchestration of the bassline, how to move it around, and the "melody." I went to an old stand-by; take the main melody (in this case, a 4 bar passage from mvt 1), write it out in different transpositions (this time, putting it into the key of the song. Yes, it's "tonal" sue me. it changes the numbers a bit, doing that, but it's ok. it's tonality! it makes everything fit!), and then playing with it. I always start with the inversion, cause after that you have 4 ways of doing the melody quickly.

Then, i start playing around with it. So...it's about a frog. what if i leap from melody to inversion, skipping x amount of notes each time?

and, blammo, there's my melody, all jumping around, playful, kinda tonal, almost. lol.

Also, i have been having a great conversation with Speaks Coffee tonight about craft, what's important with writing, etc. it's always fun, comparing her experience as a writer with mine as a composer and seeing the differences between music and language.

Anyone who says music is a language obviously hasn't talked craft with a writer before. I see the differences immediately. like, when discussing divorcing ones style from analysis. I said it seemed like it was easier for a musician, possibly because we have such an insane amount of analysis. then, Speaks Coffee with a great question "but, do you think in music? I know you think in English, most of the time."

but its a great point. With music, our style is individually developed; on paper, in a computer program, in our heads...but, no matter how much we try, is it as engrained as English? I think ABOUT music a lot. I hear passages in my head, i sing to myself (talk to myself too), get rhythms going as i tap away. but i don't think IN music. when someone asks me a question i don't think "0 5 5 7 8 0 11 0 11 2 2 1 0" i think "well, that's a stupid question." Even when i think about music, its in english.

So...it's a good pedagogical thought. It's harder to divorce oneself from analyzing writing in a 1st person perspective- "this is how I would do it/this is how I would word this/your style is so [whatever] compared to mine." you're intimate with how you speak. You're intimate with you're vernacular. Just look at my writing. It's pretty damn near how i speak. Lots of rambling, short sentences, ideas tossed around all willy-nilly. lol.

and i usually an laughing when i toss in an lol.

It's something to ponder more...but when i've had some sleep. maybe some coffee. Right now, i better get a little sleep before tomorrow. I have composition workshop, and not nearly as much as i would have liked to show for the week.

But, the steamed pork dumplings were DELICIOUS!

and, there will be talk of esotericism vs. commercialism at some point...i'm for a happy medium, and let's leave it at that for now.