Essential reading for conductors

Being as geo­graph­ic­ally isol­ated as we are in Aus­tralia, it’s pretty hard to come by an international-standard con­ductor to learn from. So, a lot of what we learn reg­u­larly comes from books or the internet. Here is the start of a list of books to help all con­duct­ors improve their craft. Is your favour­ite con­duct­ing book miss­ing? Add it in the com­ments. Hav­ing trouble find­ing some of these at your local store? Try biblio.com. Con­tinue read­ing

Understanding intonation for musicians

Under­stand­ing inton­a­tion for musi­cians (not math­em­aticians)
Gra­ham Lloyd Music Pty Ltd
earsmusic@hotmail.com

Have you ever wondered why you can spend twenty minutes tun­ing up your band and then the first chord they play sounds hor­rendously out of tune? Then Gra­ham Lloyd’s new book, Under­stand­ing inton­a­tion for musi­cians (not math­em­aticians), is for you.

“No tune up ses­sion should last longer than two minutes, max.”

 Why? Because the tun­ing note, when pitched per­fectly with an elec­tronic tuner, will still be out of tune in cer­tain chords. It is this ines­cap­able fact that Gra­ham explains and devel­ops through­out his book.

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This Is Your Brain On Music

This is Your Brain on Music: Under­stand­ing a Human Obses­sion
Daniel Levitin
Atlantic Books

This Is Your Brain On Music by Daniel LevitanThere have been many inter­est­ing art­icles and books writ­ten on the effects of music on the human mind and body, such as the highly enlight­en­ing Oliver Sacks Musi­co­philia. Remem­ber the excite­ment gen­er­ated in the USA of the infam­ous Moz­art Effect, where every new­born in one trial state was delivered a CD of Moz­art record­ings with the sadly now unsup­por­ted idea, due to the dubi­ous exper­i­mental con­di­tions, that ‘music makes you smarter’?

Daniel Levitin adds to the devel­op­ing sub­ject of music neur­o­logy a refresh­ing insight into the human mind and its age-old rela­tion­ship with the lan­guage of music.

Ini­tially a ses­sion musi­cian him­self, Levitin moved from one side of the glass to the other to become a sound engin­eer and record pro­du­cer. Since leav­ing the stu­dio to fur­ther his career in the field of neur­os­cience, he has become the Chair in Psy­cho­logy at McGill Uni­ver­sity where he runs the Labor­at­ory for Musical Per­cep­tion, Cog­ni­tion and Expertise.

Much of his 1970’s musical back­ground and train­ing is reflec­ted in this work, not only from the absence of ‘aca­demese’ but also on the musical examples he draws upon to explain the basics of music, such as works by mod­ern musi­cians and bands like Sting and Queen while not for­get­ting the European clas­sical com­posers. He also keeps the book access­ible to a greater audi­ence than pro­fes­sional musi­cians by describ­ing in great detail tone, timbre, pitch and so on, sug­gest­ing to edu­cated read­ers to skip cer­tain sec­tions. How­ever, by read­ing these defin­i­tions the music teacher can gain other ideas of explain­ing these basic ideas to students.

Once ‘out-of-the-woods’ the reader’s atten­tion is main­tained by researched inform­a­tion cov­er­ing a broad range from the detailed events of the brain when listen­ing to music, expand­ing bey­ond the left–right brain the­ory, to ‘what makes a musi­cian’. Touch­ing lightly on chil­dren with learn­ing dis­orders such as Wil­li­ams Syn­drome and under­stand­ing why we reject cer­tain styles of music on mass while accept­ing oth­ers imme­di­ately adds to the chapters of fas­cin­at­ing perceptions.

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Levitin’s work is reveal­ing without spoil­ing the enchant­ment of music through dis­sec­tion. His writ­ing style is relaxed, some­times to the point of being informal. The author uses appendixes to provide fur­ther explan­a­tion on some top­ics, but a greater use of dia­grams would have made some of the con­cepts easier to digest. Regard­less his explan­a­tions of com­plex con­cepts remain uncom­plic­ated through­out. This is an ideal read for any­one with ter­tiary study in music. Music ther­ap­ists would find this book a great addi­tion to their psy­cho­logy col­lec­tion while the layper­son may gain inspir­a­tion and dis­cover that every­one is music­ally cap­able in some form.

Keith Young — Saxophone Voices from Five Countries

Sax­o­phone voices from five coun­tries
Keith R. Young, sax­o­phones
Judith Radell, Angelo Ver­sace, Ron War­ren, piano
Crys­tal Records CD659

Keith Young is an alum­nus of the United States Air Force Band where he was prin­cipal sax­o­phon­ist for eleven years. The Unites States armed forces have a his­tory of cul­tiv­at­ing bril­liant sax­o­phon­ists (Dale Under­wood comes to mind) and Keith Young is no exception.

As the title sug­gests, this CD fea­tures music from five countries—USA, Japan, France, Brazil and Argentina—and the per­form­ances fea­ture the alto, tenor and sop­rano sax­o­phones. This is an eclectic pro­gram but one that seems to work: the album has enough vari­ety to avoid the stale­ness and the ‘beige’ sounds that can per­meate clas­sical sax­o­phone recordings.

This CD is a com­pil­a­tion of record­ings made since 1990 and encom­passes three ven­ues and three accom­pan­ists. The engin­eers have tried to cre­ate a cohes­ive sound for the album, how­ever, the sound of the piano var­ies from track to track. I have always regarded solo sax­o­phone rep­er­toire as more like a duet with the piano rather than soloist with accom­pani­ment. On some tracks the piano sounds dis­tant com­pared to the soloist and this dis­tance does not do justice to the accom­pan­ist or the compositions.

The CD opens with the premiere record­ing of Danza Capric­cio by Ron Nel­son (1929) using the piano reduc­tion of the ori­ginal wind band score. It is a bright and excit­ing per­form­ance with well-controlled play­ing in the altis­simo register. You could argue the mer­its of the com­poser in writ­ing some of these altis­simo pas­sages, espe­cially when the timbre of sax­o­phone in that register is not as pleas­ant as say a violin or flute, but Keith Young’s per­form­ance saves these sec­tions of the composition.

Charles Koechlin’s (1867–1950) com­pos­i­tions are one of the jew­els in the crown of sax­o­phone writ­ing. Keith Young’s DMA dis­ser­ta­tion was on Koechlin’s solo and cham­ber sax­o­phone music, mak­ing him the per­fect advoc­ate of the beauty of Koechlin’s com­pos­i­tions. This CD fea­tures the Andante for tenor sax­o­phone and piano and Le Repos de Tityre, a work for sop­rano sax­o­phone from the lar­ger col­lec­tion, 11 Mon­od­ies pour Instru­ments à Vent, op. 216 (#10).

Young’s per­form­ance of Paul Bonneau’s (1918–1995) unac­com­pan­ied Caprice en forme de valse, a stand­ard work in the alto sax­o­phone rep­er­toire, is an example of tech­nical mas­tery but lacks the sparkle and humour required to accom­plish an enter­tain­ing per­form­ance. In con­trast, Elliot Del Borgo’s (1938) Canto, also unac­com­pan­ied, is played with a great sense of music­al­ity and strength of sound, includ­ing a stun­ning pas­sage in the altis­simo register.

The Fantasia for sop­rano sax­o­phone by Heitor Villa-Lobos (1887–1959), another stand­ard work in the rep­er­toire, is well played but the tone of the sop­rano is very bright and lacks warmth. Toshiy­uki Honda’s (1957) Four Jazz Etudes for sop­rano and alto sax­o­phones is a four-movement fusion of clas­sical and jazz styles and is a wel­come addi­tion to the repertoire—an excit­ing and enter­tain­ing work.

Astor Piazzo­lla (1921–1992), the man who cre­ated the nuevo tango style, has had many works arranged for solo sax­o­phone and sax­o­phone quar­tet. The Tango is an unac­com­pan­ied work for alto sax­o­phone and show­cases how appro­pri­ate the sax­o­phone is to this style of music. The CD fin­ishes off with ‘the 1920’s mas­ter of fast artic­u­la­tion’, Rudy Wiedoeft’s (1893–1940) Sax­o­pho­bia.

Musicophilia

This art­icle ori­gin­ally appeared in the June 2008 issue of the Aus­tralian Cla­ri­net and Sax­o­phone Magazine.

Musi­co­philia: Tales of Music and the Brain
Oliver Sacks
Picador

Musicophilia by Oliver Sacks

Oliver Sacks is a phys­i­cian and author of nine books. He lives in New York City where he is Pro­fessor of Clin­ical Neur­o­logy at Columbia Uni­ver­sity. Some may know his books The man who mis­took his wife for a hat or Awaken­ings, which inspired the fea­ture film. Where his past writ­ings at times went bey­ond the read­ers’ scope of med­ical know­ledge, in Musi­co­philia Sacks writes more simply. Hav­ing said that, the book would be more enjoy­able for those with an interest in neur­o­logy or musicology.

Sacks explores the human response to music, as well as the need and ubi­quit­ous pres­ence of music in all cul­tures since the dawn of time. In addi­tion, he spec­u­lates on the import­ance and future of music con­sid­er­ing the pop­ular­ity of iPods, mp3s and other per­sonal enter­tain­ment devices. The book is divided into four sec­tions that identify dif­fer­ent facets of music. The first, ‘Haunted by music’, delves into ‘brain­worms, musical seizures and musical hal­lu­cin­a­tions’. Sacks provides read­ers with inter­est­ing case stud­ies drawn from his exper­i­ence with patients, and presents them in a relaxed, clin­ic­ally detached fash­ion. He reveals the abil­ity of the human mind to com­pensate for loss of senses, par­tic­u­larly hear­ing, although I am not con­vinced (as would be the patients con­cerned) that the com­pens­a­tion would be wel­come. Tales of tunes rat­tling around the brain as if a ste­reo has been turned on, music that cre­ates life-threatening seizures, and for­got­ten tunes from child­hood that resur­face incess­antly are top­ics that are, frankly, hor­ri­fy­ing to a musician.

After read­ing Musi­co­philia, not only had I learnt more about the influ­ence of music as well as acquir­ing a renewed respect for music ther­ap­ists, but also began to view my musical abil­ity (even just the abil­ity to hear and appre­ci­ate music) with less indif­fer­ence. Delving into memory, move­ment and music; emo­tion, iden­tity and music; and the range of music­al­ity (or lack thereof right through to syn­es­thesia), Musi­co­philia is an easy while edu­ca­tional read. The top­ics Oliver Sacks chooses to present not so much dis­sect music as identify human poten­tial. The ‘mys­tery’ of music there­fore retains its charm and if any­thing shows the ‘dark side’ of the power of music.

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Diana Tol­mie

The Creative Band and Orchestra/Julie Lyonn Lieberman

The Creative Band and OrchestraHuiksi Music (Dis­trib­uted in Aus­tralia by Hal Leonard)

This is a trans­ition book for those who have had enough of the ‘how to’ books and the ‘old ways’ of rehears­ing and teach­ing. Lieber­man con­siders a new method to approach teach­ing and she does so from a tra­di­tional datum point — the rehearsal.

How does she use tra­di­tion in a non-traditional manner?

She plays games!

These are not games in the ‘child’s party’ sense but games which still con­nect vibrantly to the young musi­cians’ mind and heart. She offers a mul­ti­tude of ways to present the con­tent of her classes in ways other than might nor­mally be utilised.

Some of the areas she con­siders are:

  • Ways to enhance ear training
  • Listen­ing skills and what that means
  • Seat­ing in a tra­di­tional man­ner — what else could you do?
  • Har­ness­ing the child’s innate creativity
  • Prac­tice
  • Impro­visa­tion — but from a clas­sical standpoint

One of my Mas­ters can­did­ates has taken Lieberman’s ideas and used them in one of her ‘less than sat­is­fy­ing’ schools and she told me that reten­tion rates have improved and attend­ance and atten­tion in the rehearsal domain has changed for the bet­ter. So, this may not be for the tra­di­tion­al­ist but if you are one, maybe you should read this book!

Ralph Hult­gren
Head of Pre-Tertiary Stud­ies
Queens­land Con­ser­vat­orium of Music, Grif­fith University

The Art of the Clarinet Soloist

The Art of the Cla­ri­net Soloist: The part­ner­ship of Soloist and Composer

What a joy to be asked to review the won­der­ful play­ing of Linda Mer­rick and the accom­pa­ny­ing ensembles!

The two discs I have been asked to con­sider are; Linda Mer­rick Cla­ri­net (Poly­phonic QPRM 137D) accom­pan­ied by the Wind Orches­tra of the Royal North­ern Col­lege of Music con­duc­ted by James Gour­lay and Guy Woolfenden and Mas­quer­ade — Philip Sparke (Anglo AR 007–3), which includes Sparke’s cla­ri­net concerto.

For me, the excit­ing part of this pro­cess has been to listen with both a crit­ical listener and conductor’s ear and also the more crit­ical ear of the com­poser. I have not been let down in any way. The play­ing is first class both from soloist and ensemble and the com­pos­i­tions them­selves are at once refresh­ing in their express­ive­ness and energy and invent­ive in the treat­ment of soloist and orchestra.

Let me begin with the music from the Royal North­ern Col­lege of Music, where Mer­rick is Head of Pro­fes­sional Per­form­ance Stud­ies and Senior Tutor in Cla­ri­net. This record­ing is as diverse in the music land­scape it tra­verses, as it is enga­ging in the musical nar­rat­ives it rep­res­ents. From tra­di­tional forms of con­certo to major pro­gram­matic works for cla­ri­net and wind orches­tra the music presen­ted can­vasses the con­tem­por­ary writ­ing styles of some of Britain’s lead­ing com­posers. It also rep­res­ents Mer­rick as a ser­i­ous com­mis­sioner of new works for her instrument.

Ellerby’s Cla­ri­net Con­certo is an excel­lent start­ing point with its mix of fine soloist, a com­poser with romantic type influ­ences and the romantic con­nec­tion of a hus­band and wife team. The com­poser describes it as “a ‘sun­shine’ con­certo … writ­ten in a frenzy of activ­ity in the late sum­mer of 2000″. This is uplift­ing writ­ing and enjoy­able listen­ing. The joy and cheeky nature of the com­poser and his influ­ences per­meate the work and the play­ing brings with it great under­stand­ing of such a con­text. The effer­ves­cence of the writ­ing leaps into the inter­pret­a­tion and Mer­rick cap­tures the essence of the work won­der­fully. The charm of the second move­ment is some­thing to be savoured.

I am some­what sub­ject­ive in my views on the next piece, the Battles and Chants of Nigel Clarke. I am pleased that I have been able to get to know Clarke over the last few years. So, sub­jectiv­ity; how can I be accused of that in this situ­ation? Well, his music is just frantic at times and he takes the listen­ers breathe away at oth­ers and he brings to his musical can­vas an intens­ity that is com­pel­ling for me. I endeav­our to write with his fer­vour and his appar­ent zeal and so, when I hear music like this I am drawn to it! This is pro­gram music of a high order that hap­pens to also be in the mould of the three move­ment con­certo form. The work describes (as the com­poser tells) “the struggle of Cassivel­launus, a tri­bal leader in Bri­tain in 54 BC (and his battles with) Julius Caesar and his legions”. Here is music replete with drama, angst, fury and des­pair. It is ingeni­ous and solid in its craft and orches­tra­tional adeptness.

The Rondo Vari­ations of Guy Woolfenden are a delight! It is charm­ing music and art­fully so. The African Dances of Kit Turn­ball are effer­ves­cent in nature and placed within a single move­ment form but with five delin­eated sec­tions. Listen­ing, you will hear styles that will be famil­iar and also have you tap­ping your foot! The enthu­si­astic play­ing of the soloist engages you too. Mal­colm Arnold’s The Pre-Goodman Rag (arranged by Woolfenden) is typ­ical of his quirky writ­ing style and has the fin­ger­prints of rag­time firmly planted all over it. The style is not my favour­ite but the play­ing of both Mer­rick and the ensemble is first class.

This is an excel­lent album for any aspir­ing cla­ri­net soloist and also for any com­poser want­ing to gain a broad sense of what the cla­ri­net can do as a solo instru­ment. The pieces presen­ted allowed Mer­rick to invest­ig­ate the instru­ment in a way that leaves the listener enter­tained, encour­aged and some­times maybe a little baffled, but not alienated.

The second record­ing con­tains, as noted above, the Sparke Cla­ri­net Con­certo. The soloist is again Linda Mer­rick and the accom­pa­ny­ing ensemble on the con­certo track is the Rundfunk-Blasorchester, con­duc­ted by Jan Cober.

As a con­ductor I have been a Sparke pro­gram­mer for years. I enjoy his lyr­i­cism and his won­der­ful con­trol of orches­tra­tion and form. This work is no excep­tion. Most not­able for me is the pro­cess of the com­pos­i­tion that has taken place. Mer­rick, as part of her doc­toral stud­ies, has been invest­ig­at­ing the nature of col­lab­or­a­tion between com­poser and com­mis­sioner. The liner notes tell us that:

Philip Sparke usu­ally waits until a piece is fully fin­ished before present­ing it to any­one, but in this case Linda asked to be kept informed of the com­plete pro­cess of com­pos­i­tion, includ­ing mater­ial which did not make it into the final work.

One must won­der at what influ­ences the com­mis­sioner and soloist had on the pro­cess? But this is Sparke at his best and Mer­rick in delight­ful part­ner­ship with him.

These record­ings bear test­a­ment to fine skills and ener­getic and con­sid­er­able musi­cian­ship. They should be in the lib­rary of any ser­i­ous stu­dent of the cla­ri­net and are worthy addi­tions to the col­lec­tion of young and old com­posers alike!

Ralph Hult­gren
Head of Pre-Tertiary Stud­ies
Queens­land Con­ser­vat­orium of Music, Grif­fith University

The Art of Elementary Band Directing/Eileen Fraedrich

The Art of Elementary Band DirectingMeredith Music Publications

The intro­duc­tion to this book tells us that “All begin­ning teach­ers face many chal­lenges in their first year” and that “they learn more about teach­ing (then) than in all their years of pre­par­a­tion”. Yes, such views are solidly based but what makes this book valu­able is that it doesn’t ‘sit’ and become self indul­gent about such a situ­ation but moves pos­it­ively to present meth­ods, mater­i­als and con­cepts that will arm the new teacher (and some of we older ones!) for the day by day routine of the instru­mental class and rehearsal rooms.

Fraedrich does not dally with extens­ive philo­soph­ical con­sid­er­a­tions or ‘feel good’ aph­or­isms but goes right to the nub of the sub­ject: how do I deal with prac­tical, prag­matic situ­ations? Across the short chapters of her book she engages the reader in simple and prac­tical answers to the every­day con­cerns that con­front the instru­mental teacher.

The chapter titles tell the story well with invest­ig­a­tion of recruit­ment, band meth­ods, schedul­ing, les­son con­struc­tion, basic instru­ment repair and main­ten­ance, and a num­ber of other use­ful and inform­at­ive top­ics. The rep­er­toire lists are some­what short and fur­ther invest­ig­a­tion of other sources would assist teach­ers in this area. At first glance some of the dis­cus­sion appears quite curs­ory but when one con­siders the intent of the book, such a situ­ation is less con­cern­ing. This is not a volume for the scholar but the practitioner.

This pub­lic­a­tion is ori­ented to meet the need of the ‘new’ teacher but the battle hardened old timer can learn much from a con­sidered ‘slow’ read through. I have placed this on my recom­men­ded read­ing list for both under­gradu­ate stu­dents study­ing to become instru­mental teach­ers and for prac­ti­cing teach­ers who are enrolled in a Gradu­ate Dip­loma in Instru­mental Music Teaching.

Ralph Hult­gren
Head of Pre-Tertiary Stud­ies
Queens­land Con­ser­vat­orium of Music, Grif­fith University

Teaching Techniques and Insights for Instrumental Music Educators/Joseph L. Casey

Teach­ing Tech­niques and Insight for Instru­mental Music Educators/G-3723
GIA Pub­lic­a­tions (Dis­trib­uted in Aus­tralia by Hal Leonard)

Here is a book filled with the insights and inspir­a­tional ideas of some of the world’s finest teach­ers and con­duct­ors. This book is worthy of con­sid­er­a­tion because it is a com­pil­a­tion of con­cepts and delib­er­a­tion that span the broad land­scape of ensemble-based edu­ca­tion. Casey has gathered thoughts that con­vince and at times con­flict but that is valu­able because it provides choices in find­ing answers to often vex­ing ques­tions and ques­tions that are often not eas­ily under­stood when they first con­front us.

Remem­ber, it might be argued that the truth is con­tex­tual and in this situ­ation the con­tex­tual pos­i­tion of the con­trib­ut­ors provides a vari­ety of answers for many simple and vex­ing ques­tions. For example, when dis­cuss­ing pre­par­ing for rehearsal Pro­fessor James Croft (recently retired from Flor­ida State Uni­ver­sity) stated that:

‘There are sev­eral state­ments that might guide the teacher’s plan for a rehearsal …’

He then goes on to list 15 mat­ters that may assist in plan­ning a rehearsal and means whereby defin­i­tion can be given to such plan­ning. On the next page but under the same sub­ject title the great Fre­drick Fen­nell is quoted:

‘Don’t go into a rehearsal with a pre­arranged idea of what is going to happen …’

Such appar­ent con­tra­dic­tions are in fact a stim­u­lat­ing part of this books engage­ment. They are like a vibrant dis­cus­sion around the cof­fee table or the music office desk.

Casey has col­lec­ted and col­lated these ideas with con­sid­er­a­tion and care and young band and orches­tra teach­ers will find this resource most valuable.

Ralph Hult­gren
Head of Pre-Tertiary Stud­ies
Queens­land Con­ser­vat­orium of Music, Grif­fith University

Teaching Music With Passion/Peter Boonshaft

Teaching Music With PassionMeredith Music Pub­lic­a­tions (Dis­trib­uted in Aus­tralia by Hal Leonard)

This offer­ing is writ­ten in that ‘lar­ger than life’ Amer­ican style and ver­nacu­lar but that should not hold you back from obtain­ing a copy!

I was drawn to this by the concept presen­ted in the title but when I star­ted to read it I was a little taken aback buy its ‘nice’ style. Pas­sion for your sub­ject can some­times get in the way of teach­ing it well and at times I found myself re-reading sec­tions because I just couldn’t grasp what Boon­shaft was on about!

But, the book has so much to give that it was not a bur­den to re-visit and re-consider and often I found myself reflect­ing on my prac­tice after invest­ig­at­ing for a second time what Boon­shaft had presen­ted to me. His writ­ing is con­ver­sa­tional in type and there­fore quite approach­able and though in an every­day man­ner it none the less cov­ers vitally import­ant mat­ters for the music teacher who conducts.

Boon­shaft has gathered his years of teach­ing exper­i­ence and mel­ded them with the wis­dom and exper­i­ence of col­leagues and ment­ors to pro­duce a book that reflects on prac­tice and doesn’t just tell you how to ‘do it’. Many of his examples are real and much of what is writ­ten has been honed by years of real exper­i­ence in the rehearsal room.

In one part Boon­shaft dis­cusses what it means to be power­ful. He quotes a poem given to him by one of his third cla­ri­net play­ers. It encap­su­lates much of the intent and style of the book. It reads:

I catch your eye and hold it, hold it for an etern­ity.
Your eyes scream with excite­ment, anger, pride, sat­is­fac­tion, exhil­ar­a­tion.
Your eyes speak of love, con­cern, under­stand­ing.
Your eyes cry with a strong desire, a des­per­ate yearn­ing, to help us reach our full poten­tials, our goals
You care — I can see it in your eyes.

Ralph Hult­gren
Head of Pre-Tertiary Stud­ies
Queens­land Con­ser­vat­orium of Music, Grif­fith University