Words
This page contains various pieces that I have either written or collected in recent years.
Here are a few thoughts I have picked up over the years that say something about my philosophy and approach to composing music:
“The chief responsibility of the artist is to remind his fellow humans how beautiful life is. Otherwise, they tend to forget.” – Gabriel Faure
“What I have in my heart must come out; that is the reason why I compose.” – Ludwig van Beethoven
“I myself having been created, I cannot help having the desire to create.”- Igor Stravinsky
“You must do something to make the world more beautiful.” – Barbara Cooney, from Miss Rumphius
“To send light into the darkness of men’s hearts – such is the duty of the artist.” – Robert Schumann
“Soli deo gloria” – Johann Sebastian Bach would write the initials SDG (Glory to God alone) at the end of a completed score.
“Inspiration may be a form of super-consciousness, or perhaps of sub-consciousness. I wouldn’t know. But I am sure it is the antithesis of self-consciousness.” – Aaron Copland
“The artist is not a person endowed with free will who seeks his own ends, but one who allows art to realize its purposes through him.” – Carl Gustave Jung
“Works of art make rules; rules do not make works of art.- Claude Debussy
“I was obliged to be industrious. Whoever is equally industrious will succeed equally well.” – J. S. Bach
“I sit down to the piano regularly at nine-o\’clock in the morning and Mesdames les Muses have learned to be on time for that rendezvous.” – Pyotr Tchaikovsky
An anecdote about Paul Hindemith: “A student at one of his Tanglewood seminars asked him ‘What’s your inspiration?’ Hindemith wordlessly replied by raising his pencil in his hand, indicating that the juices commence flowing in the physical act of setting down notes on paper.” – David Owens
“All good writing is swimming under water and holding your breath.” – F. Scott Fitzgerald
“Writing is like driving at night in the fog. You can only see as far as your headlights, but you can make the whole trip that way.” – E.L. Doctorow
I also like this thought: “We must find the silence within us in order to hear the musc.” – from the film Copying Beethoven
The philosophy of working that I strive for: Just sit there and see what happens.
Henri Matisse On Creation
Varese & Feldman: What did I learn?
I studied with Morton Feldman at SUNY Buffalo (1975 – 77) as the first holder of the Edgard Varese Fellowship in composition. I’m sure that Feldman named the fellowship himself, and know that he regarded Varese very highly. How can I express the essence of what I learned in those years? A few years ago I came across this passage by Paul Griffiths in the program notes for the CD Boulez Conducts Varese (on the Deutsche Grammophon label). Griffiths sums it up beautifully:
“After the explosion of Ameriques Varese honed his technique in pieces for smaller groupings – Hyperprism, Octandre, Integrales – before returning to the large orchestra to create Arcana (1925-27). This was a closer approach to his ideal of music in which the sounds themselves, by virtue of their force and energy, would create structural demands – for repetition, calming, change, recollection – quite independently of any pre-ordained scheme: music as a play of sheer, vital sonority.
Do you know what sea smoke is?
What color is the water today?
Epiphany: Revealing the Light
The And by Penny Guisinger
My new cello teacher is a piano player, but I don’t care because I believe that, on some level, he can unlock the cello’s secrets anyway. I have taken lessons from cello players, but I find that I don’t speak their language — like trying to learn Spanish from someone who doesn’t speak any English. That takes a focused immersion that I frankly don’t have time for. He agrees to take me on as a student, but seems skeptical. He listens to me play “Southwind,” and notes that, in some measures, my rhythm is off. He tells me to play it the way I think it’s supposed to really sound, and I don’t know what he means. He uses a sharp pencil to point to the notes he’s talking about, and counts, “One, two and three and four.” I sigh. “I don’t understand that whole and thing.” He stops the lesson to explain. The and is the space between the beats. The and holds time and rhythm and music in its three letters. The and is everything. The and is the lifespan of sound. And he spends an hour teaching me how to count to four.
This piece is from Penny’s wonderful book Postcards from Here and is used with permission. I encourage you to explore this beautiful and moving collection of vignettes about life in down east Maine. For more information or to purchase it follow this link: http://www.vineleavespress.com/postcards-from-here-by-penny-guisinger.html
Children of the Light – Program Notes
What is a digital demo “performance”?
It’s an audio realization of a work without the use of live musicians. It’s done, obviously, on a computer using notation software, sequencing/audio
production software and what are called “sample libraries” (these use recorded live instrumental sounds that are turned into digital files that one can then work with).
It is becoming more and more common for composers to turn to such techniques in order to obtain a decent sample for sending out to potential performers or for submitting to competitions. By the way, much of the music that you hear at the movies or on television is now realized digitally. It is much cheaper than hiring live musicians to perform, say, the background music to a nature program.
In 2013 composed and completed a digital demo performance of a one-movement work for orchestra, titled Samsara Breakdown. The effort was quite time-consuming and full of learning opportunities. One could even call it an exercise in obsessive-compulsive behavior. I tried something new. First, I completed the four stave piano reduction score. Then I input that into Finale (the notation software that I normally use). In the Finale software I used the full orchestra template, but inserted an additional 4 staves for the piano “short score” reduction that I had completed. Honestly, during the composition of the piece (I still use staff paper to write my music) I had not thought much about the details of the orchestration, except for opening violin melody, the brass fragments and a few wind licks. After completing the piano reduction staves I then used copy and paste to fill out the instrumental parts. This worked well for me, I think; it helped me to focus on the details of the orchestration.
Then I saved the Finale file as a MIDI file and imported it into Digital Performer (my sequencing software), then went to work on editing and fine tuning each instrumental part (e.g. expression, dynamics, phrasing). Most importantly I worked with the Conductor track to create realistic tempo variations and changes such as ritardando and accelerando. I used Garritan Personal Orchestra sample software for the orchestral sounds and had great fun testing and choosing the GPO “instruments.” Actually, listening so intensely to the piece helped me to make decisions on a number of orchestration issues (percussion, flute doublings, some string registers), and I often worked back and forth between the score and DP.
I rather enjoyed the process, as it called upon my experience as a performer to create a realistic-sounding “performance.” This was my first attempt at such a big production project, and I learned a great deal from members of the Garritan online forum. The following year I created a video utilizing my realization. Here is the link to the final result, posted on my YouTube channel: https://www.youtube.com/watch?v=6prGn0mj-aM
Reflections on SummerKeys
SummerKeys is a music program for adult students, located in Lubec, Maine. Since 2011 I have had the privilege to serve on the faculty as piano teacher, coach and accompanist. What an experience! Students come from all over the country (and from abroad as well) to study and practice intensively for a week or more.
SummerKeys was founded and is directed by Bruce Potterton, who began it in 1992 as a program primarily for piano students. Since then its scope has expanded quite a bit. Programs are offered for string and wind instruments, voice, composition, guitar and celtic harp. Program details are at Summerkeys.com.
The level of SummerKeys students ranges from beginner to advanced. No audition is necessary, and students of all levels are welcomed and valued. Bruce has put together an incredible faculty of top notch musicians who are dedicated to teaching. They do a wonderful job of identifying each student\’s needs and presenting ideas and techniques that students can work on in their studies during the year.
All SummerKeys students bring a love of music and a high level of motivation. It is quite inspiring and gratifying to work with them. Each week it was great fun to meet and work with students of an incredible variety of backgrounds and experiences. New students should come prepared for an intense week of lessons, practice and music making. Some returning students now spend more than a week in Lubec so that they can enjoy the local sights and other activities like hiking, whale watching, relaxing by the bay. Also, I have discovered that students form quick bonds with each other. Quite a few return year after year to be with the friends they have made at SummerKeys.
A piece of advice to students: set reasonable goals as to what you would like to accomplish during the week.The closing Friday night performance class (we do not call it a recital) is always very inspiring for me. By the way, the audience (your peers – not open to the public) is always incredibly supportive. Everyone is in the same boat! Some students are performing for the first time ever. Playing a solo in the performance class is not required, but I found that it is a good opportunity to try out what one has learned during the week. The faculty concert on each Wednesday evening is another highlight of the week. I have had a wonderful time performing each year with incredibly talented fellow faculty members.
