Education

Posts about my own studies, my work as an educator, or academia in general.

Solving an Inkscape Effect Problem with “Path to Pattern” on Mac OS X 10.5.8

CompassI’m new to Inkscape and have been trying a small handful of tutorials I’ve found online. In the middle of a compass-making tutorial, while trying to use “Path to Pattern Effect”, I ran into the following wall:


The fantastic lxml wrapper for libxml2 is required by inkex.py and therefore this extension. Please download and install the latest version from http://cheeseshop.python.org/pypi/lxml/, or install it through your package manager by a command like: sudo apt-get install python-lxml

Confession: I missed the Open Source boat, more or less. I have no taste for code. I consider myself fluent on my Mac, but Java, Python, Terminal, it’s all, well, not exactly Greek to me, but it is rather foreign. At the same time, I see that more and more people are obtaining a certain fluency in these languages, and I also understand that there’s considerable overlap from one to another, so that what one learns of a particular code language is like a dialect of another. One advantage of being an American expat in this regard is that I’ve become adept at listening to a conversation in a foreign language (in my case, Latvian) and picking up the gist of it even though I may lose the details.

As I said, I’m new to Inkscape. I’m working on a multi-movement, electroacoustic multimedia piece, and have decided that for one of the movements, one of the things I want to try is to use Inkscape and Processing to create an animated graphic score to be projected before the audience as the musicians read it.


I spent most of the day working on fixing this problem. And there were plenty of forum posts about this issue, but the only one I found that seems to have resolved it suggested an upgrade to the development version of Inkscape (0.47), but that alone did not do the trick for me. So here’s the sum total of everything I did that DID work for me, plus how I would do it now, knowing what I do know.

Inkscape. First of all, looking at the contents of the Inkscape application (Control-Click on Inkscape.app/Show Package Contents/Contents/Resources), I could see that the extensions Inkscape was looking for were not present. I upgraded to Inkscape development ver. 0.47. The necessary extensions were not there either. Strike one.

Python. Maybe since the extension is related to Python (or at least that’s what I thought), I need to upgrade Python? Upgraded to Python 3.1. No change. Clearly, I don’t know what I’m doing.

X11. At some point, somewhere, I read that I should upgrade X11 (necessary for Inkscape to run on a Mac) to X-Quartz 2.4.0. No change. Sigh. Hit the desk.

Macports. Somewhere along the line, I stumble upon Macports. “The MacPorts Project is an open-source community initiative to design an easy-to-use system for compiling, installing, and upgrading either command-line, X11 or Aqua based open-source software on the Mac OS X operating system. To that end we provide the command-line driven MacPorts software package under a BSD License, and through it easy access to thousands of ports that greatly simplify the task of compiling and installing open-source software on your Mac.” Sounds good to me! I install version 1.8, and follow the guide for the first three chapters. I poke around, am able to look at ports, find Python lxml and libxml2 ports but am getting an error (I forget now what it was, but I googled it at the time and didn’t feel particularly enlightened) when I try to install. Back to the guide. By Chapter 4 I feel lost.

Porticus. Again, somewhere along the line I discover Porticus, “a Cocoa GUI (Graphical User Interface) for the MacPorts package manager. MacPorts provides ready to build open-source software packages modified to compile and run on Mac OS X. The MacPorts project provides a TCL command line tool to manage installation, update and activation of the port packages. Porticus provides a GUI front-end to this tool.” Now we’re talking! No code! I try it, find the find Python lxml and libxml2 ports but am still getting an error. For some reason, because I was given the error not in Terminal but in Porticus, I don’t feel so stupid.

Back to Macports.org, this time to the FAQ page, because I can’t believe what they’re calling a guide over there is guiding anyone. There, I read: “You need to install Xcode. Ensure you include both X11SDK and Unix Development. Some ports need newer versions of Xcode than that which ships with the OS, and will fail to install due to that requirement. Xcode is not updated via Software Update, you have to download it manually. To do so, go to http://connect.apple.com/ and log in with your ADC information (the free online account is enough to get access to Xcode). Once you log in, go to Downloads, then select Developer Tools on the right section under Downloads. You can then search for Xcode (there are quite a few versions available, make sure to get the latest for your OS version).”

Sure enough, I do a search on my Mac, and don’t find X11SDK. I head over to Apple Development and download and install Xcode 3.1. If you do the basic install, you get the Unix Development package automatically. I manually installed X11SDK, which is part of the same .dmg file.

I go back to Porticus and try installing the ports again. Voilà! 12 ports show up (the necessary ports and their dependencies). I fire up Inkscape again, and finally, FINALLY! No error message! It worked!

So, if I had to do it again, I would start by going directly to the ADC site and get Xcode. Download Macports if you don’t have it. I realized after the fact that if I had followed the instructions here, I would not have needed Porticus.

This all may become quite moot if you upgrade to Snow Leopard. I don’t know yet. My Snow Leopard disc is in the mail. But if you do, Xcode 3.2 is already at the ADC site for Snow Leopard. In any case, enjoy the stupid compass.

Nätverksläger för tonsättare och musiker at Klackbergsgården, in Norberg, Sweden, July 27-August 1

norberg
At a conference in Helsinki in October 2008, I met Swedish composer Martin Larsson, who told me about a pilot project he was running in Norberg, Sweden with guitarist Patrik Karlsson called New Music Incubator (literally, Networking Camp, which sounds better in Swedish than English) for Composers and Musicians, a 5-day intensive workshop where 5 composers and approximately 25 musicians come together. The composers each write a new piece every day for some combination of musicians, followed by an evening performance of the works and a final concert some months later in Västerås Concert Hall. Geared toward post-graduate professionals and not limited to contemporary classical music, it’s an opportunity to explore, to simplify, to step out of one’s comfort zone, and to expand one’s network.

I invited Martin and Patrik to come to Latvia and speak to members of the Latvian Composers Union about the possibility of expanding this project so that participants could apply from throughout the Baltics and Scandinavia with the goal that the camp would next take place in Latvia, with me as the local administrator. We successfully applied to Kulturkontakt Nord for €10,000 to hold the camp outside Liepāja, Latvia in the summer of 2010.

This July I will go to Sweden as a composer participant so I can experience the camp first-hand. All the better to administrate next year, my dear.

Lectures in Lithuanian Cities, May 5-13

poster.jpg
One of my projects this past year has been the preparation of a Powerpoint lecture series on American music for the American Embassy in Latvia. I prepared 5 90-minute presentations, on Classical, Jazz, Blues, Rock and Hip Hop. I have now been invited by the American Embassy in Lithuania to give the lectures there. I will lecture in Kaunas on May 5 (Lithuanian Music & Theater Academy); in Vilnius on May 6 (Lithuanian Music & Theater Academy); in Klaipėda on May 11 (Klaipeda University); and in Šiauliai on May 13 (Šiauliai University).

Job Season (Shoot Me NOW!), CV and Teaching Philosophy

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.

Paris, 2 choral commissions, and the Griffin Ensemble soon to debut

A few things to report as I surface to breathe. First, as an update to my entry of a few months back, I was accepted into the European American Musical Alliance summer program in Paris. I will go there for the month of July to study conducting with Mark Shapiro (from Mannes in New York). Should be great fun, and from what I understand, a fairly intensive experience. And an expensive one too, as I discovered after sifting through the available apartments for the month of July via craigslist.

Second, on a whim, I threw my hat in the ring to be considered for a commission from the Manhattan Choral Ensemble, directed by Tom Cunningham. They run a small commissioning program that echoes the Dale Warland Singers’ model. They commission three or four composers to write short works, give them a performance, and then select one of those composers to receive a larger commission for the next season. To my happy surprise, I was chosen, along with composers Patrick Castillo, Karen Siegel, and Davide Zannoni. Six degrees of separation / Small world spoiler alert: I’ve known Davide for years. The only hitch was I had less than a month to write the thing.

No matter. I had it in the back of my mind to set some of Carl Sandburg’s poetry. A former composition student back in New York kept bringing in these amazing Sandburg poems, and I resolved to get around to setting Sandburg at some point, and this seemed a good a time as any. I dug through a batch, and settled on the anti-war poem Jaws:

SEVEN nations stood with their hands on the jaws of death.
It was the first week in August, Nineteen Hundred Fourteen.
I was listening, you were listening, the whole world was listening,
And all of us heard a Voice murmuring:
“I am the way and the light,
He that believeth in me
Shall not perish
But shall have everlasting life.”
Seven nations listening heard the Voice and answered:
“O Hell!”
The jaws of death began clicking and they go on clicking.
“O Hell!”

For obvious reasons, one usually just uses the title of the poem as the title of the piece, but in this case, for equally obvious reasons, I’m not calling it Jaws, but rather The Whole World was Listening. I set it for soprano solo, tenor solo, off-stage quartet and divisi choir, and for the first time, included some aleatoric elements as well as specific movements the choir must make. They will perform it on June 8 in New York. The concert is not announced on their web site yet, but I trust it will be soon enough.

In the meantime, I interrupted a piece I was working on for Putni, a setting of a Federico Garcia Lorca poem, called El Paso de la Seguiriya:

Entre mariposas negras,

va una muchacha morena 
junto
a una blanca serpiente
 de niebla.

Tierra de luz,

cielo de tierra
.

Va encadenada al temblor

de un ritmo que nunca llega;

tiene el corazón de plata

y un puñal en la diestra.

¿A dónde vas, siguiriya

con un ritmo sin cabeza?

¿Qué luna recogerá

tu dolor de cal y adelfa?

Tierra de luz,

cielo de tierra.

I was attracted to the possibilities inherent in the lines, Tierra de luz, cielo de tierra (Earth of light, Sky of Earth). Spring-boarding off the Flamenco workshop I gave them in February, I’m trying to engage with (yet not limit myself to) Flamenco rhythms and harmonies, and this piece also includes palmas and contrapalmas parts for the singers to clap. I hope to finish it soon.

Also in the meantime, preparations for my All Griffin concert are proceeding as we make our mad dash for the finish line. We’ve got about 75 minutes of my music in rehearsals, which have been going essentially smoothly. I gave an interview for the city’s main daily, Kurzemes Vards, yesterday, and the posters are coming tomorrow. We will give four or five performances over the next six weeks in Liepāja (2), Durbe, Cesis, and possibly Rīga. I did arrange for a recording engineer, and will enlist the daughter of one of the pianists to video record it. So, I’ll post some stuff on YouTube and/or make a podcast of it for anyone who wants to hear it.

What’s at the bottom of the barrel? Music.

The website HigherEdJobs.com recently posted the results of a survey of faculty (and administrator) salaries, organized by discipline and rank. The survey was administered by the College and University Professional Association for Human Resources. 38 academic disciplines are represented, and the results are based on responses from 824 institutions. The lowest paid discipline was music (actually it was sort of tied for last place with Theology, go figure). Read it and weep here.

World Music and Musicianship.

I spent much of February preparing and giving 4 workshops in Rīga on rhythmic organization in music outside the European tradition. Antra Dreģe, the director of the women’s vocal ensemble Putni (whom I wrote about in this blog previously), applied for a grant to bring me to Rīga, ostensibly to help the ensemble cohere better when tackling complex rhythmic passages by introducing them to approaches to rhythm from other parts of the world.

I’ve thought about this a lot, actually, the way that musicianship is taught. And the way that World Music is taught, too.

Back in grad school, I took a grad-level Introduction to World Music course. I think it was pretty typical of such courses. The textbook material spanned the continents, focusing on the music of Africa, India, Asia, Native America and South America. There were a couple of cassettes that came with it. Each music was handled with two ranges of vision, namely a broad description of the music culture and then a focus on some individuals’ stories within the culture. It was ultimately all very biographic-socio-anthropological. And while my appreciation for that music was genuine, it also seemed somehow insubstantial. Okay, it was an introduction. But what I mean is that there was nothing hands on about it, nothing the equivalent of a laboratory experiment to get that music somehow in my nervous system. I guess my point is that the experience was very passive.

I taught Sightsinging and Ear-Training at Hofstra University in New York for 6 years as an adjunct. Frankly, I think the title of such a course is a misnomer. It should be called Musicianship for Musicians, or something like that. It combines singing individually and in parts, clapping, keyboard skills, dictation and analysis.

At some point in the middle of my ‘tenure’ (ha!) there, I had something of a revelation regarding my class that led me to try some experiments with my classes. It requires that I tie together a few divergent strands, so bear with me, please.

Rhythm
My first serious musical experiences were as a drummer, though I put it aside for voice and composition by the time I got to college. Nevertheless, it’s always been a critical part of my musical and compositional thinking, and I’ve never abandoned it completely. Apropos of my comments above, over the years I’ve dabbled with West African drumming, Japanese Taiko, and the Irish Bodhran. Even here in Liepāja I’ve played drumset at a local pub with some local musicians on a few ocassions. Anyway, I never neglected rhythm in my classes.

Vernacular Music
I am one of the now quite numerous and therefore no longer quite so unclean great unwashed. Most of the guys I went to school with would not shudder with disbelief at say, a serious examination as opera of Pink Floyd’s The Wall, or fail to appreciate just how cool it is that The Police’s quirky and twisted Mother from Synchronicity is a 7/8 12-bar blues, for example. Many of us played in bands, and most of us take this music seriously. While I’m talking about Sting – he is an excellent musician. Just think about the complexity of singing Spirits in the Material World while playing that funky bass line. I know for damned sure that most of my students at Hofstra would have broken down and cried if I’d given them an assignment that complex.

World Music (and Folk Music too) – A rose by any other name.
I hereby join the chorus of those who bemoan the term World Music to describe anything that is basically outside the mainstream of the European concert music heritage, Jazz, or one of the many bastard stepchildren of American rock music. Be that as it may, the term isn’t going anywhere anytime soon. And if we can live with the duality of the term Classical Music both as a style and an era, we can live with this one too.

I’ve noticed something about some of the musicians in this category. I saw the great salsa drummer Bobby Sanabria at a percussion conference, and he played the cinquillo (the 5-note clave pattern) with his right foot (with a bass drum pedal against a mounted cowbell), while playing congas with his hands, all the while telling a story in a completely natural fashion. I saw a salsa band at the South Street Seaport one Cinco de Mayo, and the lead singer was also the conga player. The polyrhythmic complexities he performed between the vocal and rhythmic lines were staggeringly sophisticated, yet he made them seem effortless. At another percussion conference, I saw an Arabic doumbek player accomplish much the same thing. Actually, at the same conference, I also saw Vinx, a djembe-playing pop singer who’d opened for Sting in the 90’s. (How’s that for tying things together? Maybe I’m the new Kevin Bacon. Or Sting is.)

The music field as a whole recognizes the sophistication of Indian classical music or West African drumming (we do, don’t we?), but nobody has yet surveyed that literature in a systematic way with an eye toward making it at experientially available to all music majors. There are several gamelan ensembles throughout the country, many African (and some Latin) drumming ensembles, and a handful of programs that offer Arabic or Indian music ensembles. Several universities have umbrella World Music Ensembles, and most have Introduction to World Music classes. I began thinking about the pedagogical value of this music, though, and to wonder why, despite all I mentioned above, it is only available on the margins and not integrated into the curriculum in a meaningful way.

Here’s a very broad statement about the development of music (from a composer’s point of view): it is a constantly evolving conception of how to carve up musical pitch space and musical time. The 20th century saw a grand speciation, continuing the evolution metaphor, yet even in the 21st century our universities barely engage students with this music. Add to this mixture the myriad ways that musical space and time are treated outside the concert music tradition, and maybe we start to see an error in our calculus. Maybe the effort spent creating young Schenkerian listeners is the equivalent of clothing them in an aural straightjacket. (Schenkerian analysis is extraordinarily effective, but only for a narrow slice of the repertoire.)

Our discipline has become so fractured by specialization, not to mention frustratingly turf-protective, that this idea is actually more radical than it should be. Hell, when I suggested we offer an Introduction to World Music course at Hofstra, one of the tenured professors suggested it better belonged in the Anthropology Department, which struck me as elitist at best, or racist at worst. I had a job interview last year at a sizable Midwestern university (I didn’t get the job), but one of the questions I was asked during the interview process was: why do we do melodic dictation? I answered that melodic dictation was part of a gradual process of moving from the relatively simple to the complex by isolating a single element. But he said, no, why do we do melodic dictation at all? He then elaborated, saying that it was pointless to separate melodies from their harmonic framework, and what should really be instituted was a gradual process from melodies together with simple harmonies to more complex melodic and harmonic structures. An interesting point, actually. But one that also highlights the scope of his musical concerns (approximately 300 years of the Western European common practice period) while failing to recognize the existence of so much music that is primarily melodic in nature or devoid of functional harmony. I really, really love Bach. But there is so much more music to love.

I think this situation can be summed up by a scene in the Simpsons, from an episode called “Homer the Heretic:”

Ned: Homer, God didn’t set your house on fire.
Rev. Lovejoy: No, but He was working in the hearts of your friends and neighbors when they came to your aid, be they [points to Ned] Christian, [Krusty] Jew, or [Apu] … other.
Apu: Hindu! There are 700 million of us.
Rev. Lovejoy: Aw, that’s super.

There’s nothing new under the sun. It’s called Eurhythmics.
Clapping, stepping, playing or conducting while singing or vocalizing simultaneously is what is broadly known as eurhythmics. The Swiss composer Emile Jaques-Dalcroze developed a eurhythmic, or whole-body approach to teaching musicianship nearly a century ago. A sizable sub-culture has arisen in music education circles devoted to this approach. The Dalcroze method currently places a heavy emphasis on teaching children and is thus invaluable to music education majors, but it has yet to be integrated into a broader music curriculum geared toward non-children.

Wouldn’t some of this World Music stuff qualify as eurhythmic? Absolutely. For example, I have my students clap a clavé and sing a salsa melody. Or they sing an Arab melody while clapping an Iqat (a rhythmic mode that accompanies it). I also use Glen Velez’s Handance Method, where we play frame drums, step in a pattern and vocalize rhythms in patterns, all while cueing off each other (which by the way, is also a great framework in which to introduce some simple improvisation).

By way of analogy, consider the possibilities in a weight room. You can use the nautilus machines or you can use free weights. Which is better? The free weights, of course, because you have to stabilize the weight yourself through the entire range of motion, thus using more muscles at once. What’s even better than free weights? Free weights on a physio-ball, because you have to stabilize the weights through the whole range of motion while using other muscles to counterbalance that motion (you are after all, on a ball). Any trainer knows that you get more from exercise if you concentrate on what you’re doing. Your whole nervous system is involved in that activity. Now that’s focus.

It’s the same with eurhythmics. If you are stepping, clapping and singing at the same time, your whole body is awake to the activity. I’m sure that those of us who are educators have had the experience of watching students make mistakes and (outwardly, at least) not even notice that they’d made a mistake. Once I started incorporating this way of thinking into my classroom, when students made rhythmic mistakes, they knew it, and it helped them with pitch too, mostly because they could not possibly sleepwalk through any activity.

It’s a classroom, stupid.
One of the things I found frustrating about teaching Musicianship is the need to individualize the experience while at the same time having the reality of 15 students in the room and 50 minutes to work with. An attractive element of some World and Folk Music is the communal aspect of their music making, and in effect, by including things like sung drones or call and response, I can create a small musical community of the classroom. An added benefit of this is that I can assess an individual student’s performance of a homework assignment, not with 14 other kids sitting silently, but with them involved too. It makes it more interesting for them and creates a supportive environment.

The workshops.
So, back to Rīga. Over the course of a week, I gave four workshops. I devised performance exercises, created broad summaries, found good illustrative listening examples. Here’s what the schedule looked like:
February 20th – Flamenco. Clapping technique, palmas and contrapalmas. Melodic/harmonic organization in Flamenco.
February 22nd – African rhythm and song. Introduction to rhythmic organization in West African music. Some simple folk songs that include singing, clapping and stepping all together.
February 23rd – Gamelan and Ketjak from Bali and Indonesia. Emphasis is placed on interlocking rhythms within larger rhythmic cycles. We will sing some Gamelan-like examples and chant Ketjak.
February 27th – Indian music. Solkattu, bols and tala. Introduction to solkattu and bols, which are vocal syllables used to reflect the sounds made by playing the tabla and mridangam drums. Tala is the way that time is organized in Indian music. We will try to speak these syllables while ‘keeping tala”.

There were between 10 and 20+ people at each workshop, mostly the singers in Putni, but also some students, pedagogues and amateurs. They all seemed to have fun, and the experience was rewarding for me, too.

Ultimately, I have absolutely no desire to supplant the canon. I love it, too. But it’s not only part of a continuum, it’s part of a world. My revelation at Hofstra was that what I wanted to do most for my students was to equip them to solve whatever kind of musical problems they might encounter, and if possible, to make the encountering and the grappling with problems fun. Many composers speak of having ‘a tool box’, a set of skills that they can bring to bear when dealing with the sometimes puzzle that is composition. The more tools, the better. My goal with these workshops was to try to bring the participants as close as I could to hearing and feeling this music the same way that the musicians who create it hear it and feel it. And maybe walk away with a new tool or two.

Back to our regularly scheduled program…

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 kind of has ADD. 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 more work than they anticipated.

Back in July, Oleksiy managed to get a little money for him and three other musicians to form a quartet called Četri Vēji (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.