Composition Matters
For my contribution today, I’d like to attempt a few answers to questions that were brought up yesterday by Rob (hausrob):
1. “Would or does the presence of a full-time composer-in-residence with an orchestra have a positive affect on the attitudes of performers towards composers and new music?”
Surprisingly, from what I understand of the very first version of the
Meet-the-Composer residencies more than a decade ago, it does not always help having a composer-in-residence. There were quite a few incidents where composers were asked to leave, and in one orchestra that I work with frequently, the administration and orchestra members were so put off that they declared they would never again have a composer so closely associated with that group. But, there were also many residencies that worked. So the short and succinct answer: It
depends totally on the composer and their personality and how their music “feels” to the musicians. Great good came come of those early residencies, and sometimes, damage. Lisa Bielawa mentioned the importance of composers interacting effectively and positively…it’s paramount in my opinion.
2. In regards to the question of performers being involved in programming…I think orchestra musicians are sadly some of the unhappiest people I’ve ever met. It is a consistent phenomenon, no matter where you are. And I think in everyone’s interest, efforts should be made to change the situation with a great starting point being to allow the musicians to be a part of the programming
process.
3. “Do all of these issues start up at the professional level, or are there opportunities for these issues to be addressed during the education of all involved?”
The issues tend to be on all levels, but most intense in the highest professional levels. I usually receive the greatest number of complaints from the bigger orchestras. I have no idea why this is. But the issues can best be addressed in educating all parties. At Curtis, where I teach, it is paramount that the composers learn how to make proper parts, according to MOLA guidelines, with good page turns, lots of cues, and notes big enough with correct spacing to ease the difficulty of reading new music. The students are also repeatedly required to give presentations in front of groups and to learn how to speak about their music as well as others. So much of my job depends on my relationship with boards, donors, the musicians, and audiences. While every composer’s comfort level is different, I think that practicing does dispel some of the initial anxiety.
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