Kids say the darndest things

Alvin likes to tell folks about his undergrad seminar that he teaches on Esxperimental music. His goal is to inundate the kids with thousands of musical examples and not much discussion. he wants them to understand structure and not talk about emotional reactions to music.
this stance has led to speculation on the part of the grad student population as to what motivated him to limit discourse in this way. One of the vetran students said that the undergrads here will say bizarre things trying to describe their reaction to a pice. really, really strange, he said.
Today, in the class I TA, the students were playing their midterm projects and the class was discussing them a bit. One of the students played a really good project. Very nice. Very tonal (as in, it used them, verses being musique concrete), very thoughtful. It was lovely. Ron gave some feedback and then the class was asked if they had comments. they’re a quiet bunch. half the time, they won’t say anything. But this one kid, who was very impressed, started speaking, kind of slowly about it. “The beginning sounded like robots who were in love, but who were fighting, like, on top of a carribean restaurant . . .” [pause] “that was full of aliens.”

took the words right out of my mouth

Bartok Paper

I read the Bluebeard article with great interest. When I was at the Joan of Arc Centre in Orleans, one of the things I learned is that the real-life Bluebeard may have been the commissioner of the play, La Misterie du Siege d’Orleans, which I am researching. While the man who became famous for his misdeeds is a character in the play, none of his future misdeeds are mentioned and he is treated as a hero. Some suggest that this is evidence that he paid for the play to be written. Others believe that this is useful information for dating the year that the play was written. In either case, Bartok and the anonymous fifteen century playwright share a commonality for casting Bluebird, a real life serial killer of children and folk-tale murderer of wives, as a hero.
Frigyesi’s interesting research suggests that Balazs’ and Bartok’s heroic casting of Bluebird does not use stereotypical and harmful gender roles, but is almost a proto-feminist piece. Unlike the fairy-tale, where Judith is punished for her disobedience, here she just runs into the essentially solitary nature of the soul. Frigyesi acknowledges that other critics feel that the original fairy-tale interpretation is present in the opera and then unearths a mountain of evidence to support his own, contrary, claim. Some of this evidence, however, is underwhelming. For instance, when analyzing the Gulacsy painting The Magician’s Garden, Frigyesi suggests that female figure’s partial disrobement indicated openness and hence masculinity. While I’m not familiar with the the painting conventions of turn-of-the-century Budapest, I can say with certainty that more recent western images of partially unclothed women with fully clothed men have not intended to convey anything but femininity and submissiveness on the part of the pictured female. While certainly The Magician’s Garden is more complicated than a modern Budweiser ad, I require more context to be convinced of Frigyesi’s interpretation. Similarly, I am not fully convinced that the ending of the opera, like the folk-tale, is not a punishment Pandora-like for Judith being too curious.
That said, the context Frigyesi provides around the opera greatly increased my understanding of the piece. Otherwise, it would have been hard to know what to make of it other than a very strange retelling of the folk-tale. The nihilistic context is immediately familiar to anyone who was a pretentious highschool student during the time that I was in school. I used to frequent a cafe where all the young patrons wore black clothes and propped up their Nietzsche tomes so that others would be able to see the author’s name on the binding of the book. We drank lattes and talked about meaninglessness and how our words could never adequately convey our angst. Had I been aware of this opera during that time, I’m sure that I would have become a great devotee.
The angst, isolation and nihilism that this opera portrays, us teenagers experienced as a facet of modernity. The Kafka story, The Metamorphosis, which was also extremely popular around Coffee Society, takes place in an explicitly modern setting and our highschool english teachers instructed us about the modernist content. Kafka, of course, lived in Prague when he wrote that, but Frigyesi talks about nihilism as a social force throughout eastern and western Europe at the time.
Bluebeard’s Castle was also written around the time that the Esperanto movement was gaining steam. The language was invented in Poland and it’s “national library” is currently in Budapest. It became extremely popular in France and Germany, but it’s strongest staying-power has been in Eastern Europe, especially in Hungary. It’s ironic then, that Bartok and other members of the intelligentsia where fretting about the utter inability of words to convey meaning that the same time that others were trying to bridge gaps between people of different languages.

new last paragraph

It was also interesting to read about how the modes in Svadebka were related to Medieval modes, something that Taruskin assumes his audience to be familiar with. I look forward to re-reading that section as my research project progresses. Actually, I’ll probably never re-read any part of this paper because it is incredibly long and boring. There is nothing to say about it because Taruskin has already said everything anyone might possibly want to say about Svadebka and said it with examples over many, many pages. I cannot possibly imagine being this interested in Stravinsky. And all of this is for one single work. It boggles the mind to think about the amount of research that went into this book. Didn’t Taruskin have anything better to do? I can’t imagine dedicating that much of my life to somebody else’s work. On his deathbed, he’ll be able to think that he knew more about Stravinsky than anyone else, but he’s created nothing new. He has only analyzed. He has not worked to make the world a better place, only pointed out how someone else has. This book is emblematic of all the problems of academia and academic writing.

not in my paper

My paper will not say, “On the othe rhand, this paper, by contrast, is not very long and has not been overly researched at all. It may still be boring and not creative, unfortunately. fortunately, I spend a bit of time when i’m not doign homework by writing music.” My paper will not say, “I am not an ethnomusicologist. I am not here to write papers.” My paper will not say, “I am counting the minutes until I get to the airport.”

bad paper

try as you might, you cannot imagine how long and boring the 300 pages are about this one stravinsky piece. the piece is only a half hour long. that’s ten pages a minute. ok, myabe it’s less than 300 pages, but it feels like 300 pages. the author has figured out where every single note came from and how the plan to include it changed over time and he wants to tell you all about. Stravinsky miscopied a note from a melody that he was stealing. But when he realized it was wrong, he didn’t fix it, he exploited it. That note appears in the following 50 locations where it is surrounded by the followign 50 things. Also, people used to think all peseant songs and powems had the following stresses and here are the stresses and here is how every major russian composer before stravinsky transcribed the stresses, but then some guy figured out that they weren’t stressed that way at all and look, stravinsky didn’t use the odl stressing pattern and he put in rests in the music wherever he felt like it and here’s 789362562345796892345 examples of where he put rests with long discussions of the stress patterns of the 23801641036735 poems he may have been quoting.

fall break starts thursday night . . .

Celeste Hutchins
Proseminar
Stravinsky Paper

As a composer, I found Svadebka to be very interesting. Specifically, I was intrigued by Stravinsky’s use of source material and how his plan evolved as he worked on the piece. This is a compositional model that I would like to employ with my project around Joan of Arc, by using material that an expert in the field (or a person from that time, or in Stravinsky’s case, a peasant) would recognize as appropriate. Stravinsky had an easier time collecting source material, as the tradition that he taped was within the memory of living people and because of the giant book of collected wedding songs that he was able to draw upon.

Taruskin goes into perhaps too much detail regarding to origins of the motifs of Svadebka. It was interesting to read about how Stravinsky became so familiar with the source material that he was able to write prototypical folk songs, but perhaps this could have been expounded upon at less length.

I watched a tape of this piece with new choregraphy and I watched it before I did any reading, so I do not know how much of the “acting” originally written was present in the production. The music, however was superb. This piece has some rythmic motifs that are similar to those in Rite of Spring, but since they both cover similar themes of “virgin sacrifice,” this seems appropriate.

(While I question the notions connecting virgin sacrifice and marriage, I understand that they may have been connected Stravinsky’s mind.)

The diversity of source material is apparent in the piece. The first clear instance of chanting is somewhat surprising, but also wonderful and perhaps my favorite part of the piece.

It was also interesting to read about how the modes in Svadebka were related to Medieval modes, something that Taruskin assumes his audience to be familiar with. I look forward to re-reading that section as my research project progresses.

Lovely Day

Not only was it a Wednesday, a relatively happy day during the week, since I don’t have too many stressful classes, but the weather was so nice that it felt like home. I could walk around with only a shirt and light swearer and feel nice.

I gave my presentation about tuning during class today. It was a bit of a disaster. Aaron said it was ok and that people were just scared of math, but I think maybe he was just being nice. Nobody knows what it means to be out of tune. I said, “out of tune notes beat. Beating is out of tune. the paino beats, so therefore it is out of tune.” I didn’t help that I was showing them a Pythagorean Tuning Lattice. That lattice has really nice fifths, fourths and octaves and horrible thirds, so it’s very very similar to Equal Temperment. I was on the way to talking about 5 limit intonation (which has wonderful thirds), when I played an example of the 7th and said, “that’s a terrible 7th.” and then I said something about how it didn’t matter that thirds were terrible because they weren’t considered consonant. And then the ethno types wanted to argue with me about consonance and dissonance. The ancient greeks thought it was consonant!! No, only string players would have used this tuning because it’s horribly out of tune. No, it’s in tune according to what they thought. Tuning is culturally constructed!
tuning is based on the overtone series. It is not socially constructed because it is centered around a physical fact. some notes are out of tune. the piano is out of tune and you’re wrong, because not everything is culturally constructed.
uh yeah

the to-do list of doom

old items

  • pedagogy things is done, now i need to write a syllabus for an intro to harmony class, due in 2 weeks
  • i now owe six instrument definitions, and i’ve done none of them.
  • still the world’s most clueless TA. I think we might be doing a realization of I am Sitting in a Room
  • I’m on the ITS comittee of the OtherMinds Board now. they didn’t ask me to run for secretary. (If you are a potential donor and want to go to a party wihtout me, let me know, and I’ll get you onto the list)
  • listened to Krystalnacht by John Zorn. Too many issues on top of the piece to say much about it, really. If you try to look at it abstractly and not as a programatic work, some of the tracks do not stand up on their own. the second track could never have been written about a non-programatic topic.
  • so, this morning, i thought i should put the JJICalc on Aaron’s computer before I left for school, to see if it would be loud enough. the program wouldn’t run. I ran out the door and charged off to school. got to the bike rack and realized that I left my keys sitting on my porch railing. Went back for my keys. Went back to school, now late for class and printed my handouts. Walked late into class. at the break went to try to find a key to the room where the Mac Truck is kept, so I could grab a laptop from it. the secretaries say that it’s very strictly against the rules and this is exactly why the mac truck is kept locked (and why grad students don’t get keys). then they let me have one anyway and it runs JJICalc just fine. The problem is that I compiled the calc on a new version of java and some macs are running older version of java and apparently there’s no backwards compatibility. I need to compile the program on an old machine so that it can run on other old machines. Write once, compile everywhere.
  • Haven’t touched OSC, but my perl script can get themes off of moo objects
  • emailed music prof about Joan of Arc mystery play. this prof doesn’t send prompt replies, so i may have to drop the research.
  • I’m going to analyze Turtle Dreams by Meredith Monk for my composition seminar. I don’t know if a score exists. Neely seems to think that a score is unnecessary.
  • The five minute piece is for piano. It’s started. Only god knows when it’s due.
  • none of the other composers know what’s going on either

new things

  • Must read inch-thick handout about Stravinsky by next wednesday
  • Aaron has organized a house concert where all the composition students will present five minutes worth of stuff. I must figure out what to do, as it is this saturday, I don’t think I can make people learn my SolReSol duet
  • Must return overdue library books and enquire as to the status of the books that i requested via inter-library loan
  • Must find and speak with a bell maker, but first, must find out how to find and speak with a bell maker.

who is governor?

the suspence is killing me

Other News

the wife

christi really likes her Paris apt (maybe she posted this in her own blog). she called my housemate today and said he should tell me that she loves me. awww. 🙂 She’s apparently fighting jetlag. and I’m not supossed to mail her brownies because they’ll rot while sitting in customs.

the house

My home away from home now has a futon, so if you want to <subliminal>come visit</subliminal>, there is now a place for you to sleep. Visitors are highly encouraged to first stop by my house in Berkeley and grab a set of queen size sheets before coming (flying out of Oakland is cheep). Don’t worry. Although I don’t have any queen size sheets here (although I have many sets in Berkley, including a flanel set that Tiffany gave me to use here that I thought I packed, but can’t find), I do have a hostel-style sleep sack to put you in. You will have a warm and squishy (but not too squishy) place to sleep.

Bells in France

No, not Belles. For news on Christi, see the wife item. Church Bells in France.
Archeologists have dug up casting molds for medival church bells in France. from these casts, one can tell the height, shape and thickness of the bells. I learned this by chatting with the Monastic Utopia professor. He says that he knows of no reasearch determining the tuning of these bells, nor any sound modelling. (!!!!) I asked Ron about this and he got really excited and told me to go talk to bell makers about materials. It might be that the material is very important for the pitch and tambre (tambre is tone or “color”) and that’s why nobody has written a paper on it. Or it may be that nobody has thougt about writing a paper on it because the computer modelling is hard, not yet developed, or so new that nobody has yet applied it to this research. I’m strongly hoping that it’s the later. I’m hoping that I can create a bell program in SuperCollider that takes archeological measurements and returns a synthesized bell tone. If I can’t do that, I hope to be able to at least determine the tuning of the bells.
this is a fantastic research project because once the computer program is written, the project becomes really easy. Just dig through mountains of archeological records to find bell measurements, plug them into the prgram and get results out the other end. and if nobody’s done it before, it qualifies as a possible thesis. I can’t do it for my final project in supercollider, though, because I need to play my final project at SUNY.

SUNY Gig

Because of the disasterous Rhode Island nightclub fire last year, the SUNY firemarshall now requires that out-of-state acts submit the names of two contacts who are willing to certify that the act in question does not contain pyrotechnics.
I need to find two people to swear that I don’t set things on fire as a part of my laptop music (which has never been peformed). So much for my idea of hooking up heat sensors to giant fireballs.
I’m hoping that I can get Jack Straw to be my one witness and Ron to be my other, since it’s going to be a class project.

Celeste hutchins
Graduate Pedagogy

I attended ARHA 213: Monastic Utopias. The class topic is architecture of Christian monastic buildings before 1300. to talk about this, the teacher uses two slide projectors which show pictures of architectural drawings and photographs of extant buildings or ruins or woodcuts of what the buildings used to look like or art from said buildings. He uses a laser pointer to point out whatever features that he is discussing. This class takes place early in the morning in a dark classroom, but when I was there, all the students appeared to be awake.

The use of slides leads to students facing away from the professor, since he sits at the back of the classroom by the slide projectors and the slides are projected onto the front wall.

Periodically, the professor will stop lecturing and ask the class leading questions, either ones that they know the answer to or ones that the only know part of the answer to. He will use their answers to fill in gaps in discussed material or to go on to new topics. Sometimes he asks questions which they can only guess at and when someone makes an obvious answer, he will say something like, “I would completely agree, but other evidence says it’s exactly the opposite.” His initial agreement acts as praise to the student and his subsequent disagreement gets the other students attention and helps point out that answers are not obvious. He may then explicitly discuss pedagogy and talk to students about how to reason from evidence. I talked to him after class and he said that his highest hope was that students learn to ask the right sort of historically relevant questions.

When the professor makes an important point, he may highlight it by spelling out the vocabulary word that he just used, thus cueing students to write it down. He uses the history of architecture to explain trends in Christianity, for instance that pointing out that one church’s crypt is an exact replica of another church’s crypt, because the second church was gaining power and the first church wanted to ally themselves with the power and legitimacy of the first church. Thus, he talks about political developments through architecture and architectural copying. this is like a music history class, which also touches on politics and how it affects written music.

The teacher will break up the class a bit. He spends a while lecturing from the slides and then will pause to take or ask questions. He might then return to the slides or lecture without the aid of pictures. When he’s taking questions, he may quietly advance the slide, thus cueing students that he’s ready to move on when they are. when he’s giving the lecture he may signal important points through spelling, or stress in his voice. He occasionally will make a joke about the material, lightening the mood and perhaps signaling a change in importance in the material. for instance, he mentioned something in passing about St Cruddedon and made a remark that the saint’s parents must not have liked him very much, or they would have named him David or Bill. The students only laughed a little at this (it only deserves a little laugh), but it did relax them a bit.

arg

didn’t do any work all weekend and slept in today and now i’m behind behind behind. a mountain of stuff is about to fall on me.

I can’t get supercollider to record my stupid sound samples. all the time spent on that is wasted
Just talked to a second year masters guy who talked about how his relationship of 8 years completely fell apart while he went to wesleyan last year because they were seperated and he was too busy to call frequently or write frequently and they became completely estranged. this was during gamelan. i’m blaming this conversation for why i cannot play any of the music. weeks of practcing and i have not gotten better. i still get lost all the time. i have no idea how to play the instrument i was on tonight. it’s only the first piece of music that he gave us. i should have done intro gamelan instead.

To do

  • attend a class on medival monastic architecture and then write up a report on the pedagological methods employed by the teacher. (class is 9:00-10:20. paper is due at 5:00)
  • write an instrument definition for supercollider and mail it to TA (due asap. class is at noon)
  • I have no idea what i should have prepared for the class I TA tomorrow. I haven’t done any of the reading in ages. I don’t know what I’m supossed to be doing. Maybe my job as a TA is too look decorative so that the students beleive that the tution must be worth it. that class is at 2:30
  • 8:30 PM must call in the OtherMinds Board Meeting
  • Must listen to enough John Zorn to be able to talk intelligently about it (due for class 9:00 AM wed)
  • Need sound samples and handouts for 15 minute talk on just intonation also due for 9:00 am wed class. think i will have to generate them very slowly in the CFA lab with some program that the undergrads in my TA class thing are taking. I actually have no idea how to use the software, but somehow I’ve been giving them advice on it. No wonder the TA-A is more popular than I am.
  • midterm SuperCollider project is due sometime in the future. need to be able to have SC talk to MOO. For this I need to open an OSC socket in perl. OSC support for Perl is alpha. documentation does not exist.
  • Must talk to early music prof about Joan of Arc mystery play. Must find out if written music exists before fall break
  • compositon seminar wants to know what major work i’m going to analyze. i have no idea. can it be a really old work?
  • Compositon seminar may also require that I have to write a five minute piece. For what instruments? due when?
  • what the heck else is due for that class? I’m so confused. i think an avelanche is looming overhead. the syllabus is no help. I must corner other composers and get the to explain.

i’m supossed to be sleeping right now so i get up on time to look at slides of medival ruins.