Posts Tagged ‘Dance’

New Czerny upload at the IMSLP

Sunday, January 16th, 2011

It might seem such a small thing, but I’m thrilled to see that someone has recently uploaded Czerny’s School of Legato and Staccato Op. 335 to the IMSLP. The interest in Op. 335 for ballet people  is that it has several of the exercises that feature in Riisager’s ballet Etudes, including the silhouette barre and the adage, plus several other great bouncy pieces suitable for allegro.  For my taste, one of the most underrated dance music composers of the 19th century.

I’ve already posted about my joy at finally tracking this down at the University of London Library (The Joy of Libraries & My Czech mate Czerny) but it’s so frustrating that unless you do that kind of sleuthing, you’re left with the same few sets of exercises circulated by publishers. The IMSLP is probably one of the greatest resources in the world for music, because it helps to bring such perfectly preserved, rare and usable materials to a worldwide audience, all free of charge.

Despite my enthusiasm for new technology, nothing beats my enthusiasm for books and libraries when it comes to materials. The other day at the RAD library, I had in my hands the orchestral parts for a variation from Giselle that belonged to Karsavina, all written by hand, perfectly preserved, and making as much sense to me as music as they did to the orchestras that would have played them nearly a hundred years ago.  I could give them to an orchestra now, and we could recreate the music at a moment’s notice.

Wot not books?

It frightens me when libraries are threatened with closure (see the Wot No Books campaign for a wonderful protest). Who fills the gap and controls the information flow and culture when they go? Rupert Murdoch? A political party? Wikipedia? Microsoft? And if access to books is no longer free and shareable (welcome to Kindleworld), what does this say about who may learn?

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Latest research in music perception & cognition

Thursday, September 9th, 2010

If there’s one area of music research that really grabs me, it’s music perception & cognition. With astonishing speed, considering it only took place at the end of August, the abstracts from the 11th International Conference on Music Perception and Cognition are available online, all 95 pages of them. This is like a massive variety performance of all the top stars of the MP&C world.  One of my favourite papers is  ‘The Social Side of Avian Movement to Music’ by Aniruddh Patel, John  Iversen & Irena Schulz. To cut a long story short, the question is whether parrots dance differently if there’s another human in the room that’s dancing to a different beat through headphones – and the answer seems to be, yes they do – they adapt their dancing to co-ordinate somewhat with the human.

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Musicality: not such a big question after all?

Friday, August 20th, 2010

It’s very common in the dance education world to denigrate the word ‘musicality’, because it’s a woolly term. Or people look at you in a knowing way and say ‘What is musicality, anyway? That’s the big question!’

But I’ve come to the conclusion that ‘what is musicality?’ is not a big question. It’s a word which does have several available meanings out there in the world of scholarship, philosophy, music psychology and education research. You can also get a good idea of what people mean by it just by reading what they say (unless they say ‘Now that’s a big question!’, of course).  For example, ‘human musicality’ is a word used by neuroscientists and psychologists to describe the innate capacity of the human brain to deal with music. ‘Communicative musicality’ is a field that covers all kinds of musical aspects of communication, such as ‘motherese’, the musical language that mothers and babies develop between themselves before words and concepts.

Notions such as Musikalität and das Musikalische can traced back to the late 18th century in German philosophy according to Lydia Goehr in Elective Affinities, and they’re related to the concept of Innerlichkeit or ‘inwardness’.  Music psychologist Susan Hallam has written several articles on popular conceptions of what ‘musicality’ means, and is one of many music educationalists to point out that for many, ‘musicality’ is synonymous, however misguidedly, with musical ability.

On a more basic level, ‘musicality’ is sometimes used to describe aspects of something that have the qualities associated with music such as rhythm, timing, dynamics, accent, or tone quality. There are several studies which have looked at conventions of musical expression, and for some people, ‘musicality’ means just being able to play expressively. ‘Musical’ is also used to refer to people who are temperamentally suited to becoming musicians (otherwise they wouldn’t have chosen to do so), or for whom music is a big part of their lives.  ‘Musicality’ in some cases, like 19th century novels, is readable as an aspect of a middle class girl’s education, part of ‘finishing school’, whether she is much good at it or not.

The difficulty is not what ‘musicality’ means, but of spending the time and effort to do the necessary reading, thinking and reflection to negotiate its several meanings. There may be no consensus on what it means, but that doesn’t mean it has no meaning as a word, it implies on the contrary that there are too many meanings to give it a single definition, and that we need to understand all of them and our own position in order to make sense of it.  To hide behind the lack of consensus as an excuse to get rid of the word is cheating. Ironically, those who claim that it’s a ‘big question’ are probably themselves secretly or unwittingly hanging on to a single notion of das Musikalische as ‘Innerlichkeit’, which is why they, hip postmodernists that they are, are so keen to deny that it means anything at all.

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‘Social loss’, dance notation and Josephine Baker

Sunday, August 15th, 2010

What do Glaser & Strauss’s grounded theory study The Social Loss of Dying Patients, dance notation and Josephine Baker have in common? Well, I’m making a few conceptual leaps here, but I think it’s worth considering as a theory. I’ll walk you through it.

I was struck by a sentence in this article by Susan McClary & Robert Walser about Theorizing the body in the African American music. Their point, amongst others, is that it’s popular music and dance forms that have had the biggest and widest effect on dance generally, not avant-garde choreography which just borrows  ‘vernacular’ movements to present in ‘legit’ works:

The fanaticism and hysteria that have greeted each new African-American dance in the last hundred years attest to the centrality of this music in contestations over the body. And the dances invariably triumphed over whatever opposition they faced, even in they were toned down somewhat in the transition. It is this music, these dances – not the hot-house experiments of the avant-garde – that have shaped us, body and soul, throughout this century.

When I read that, I thought of a dance teacher friend of mine who was saying how fabulous Josephine Baker was, and how she was sure she did more for dance in the 20th century than….and then named one of the greats, can’t remember – Isadora Duncan? Martha Graham? I tend to agree.

Now skip across a few years to yesterday, when I was reading Glaser & Strauss’s ‘social loss’ study. They looked at what happened when people were dying, and noticed that nurses had a notion of ‘social loss’ that might affect the way they dealt with the patients. Normally, young patients are perceived as high value because you shouldn’t die young, but an old person might gain a few points by being a wonderful character. You get the idea.

Now think about dance notation – why do some works get notated, whereas all kinds of popular dance forms don’t? Could it be that there’s a similar concept of ‘social loss’ here, too? The idea is kind of obvious, but only because we think it’s obvious that some works have ‘aesthetic value’ that’s worth preserving and some don’t. But what if it’s no more than a knee-jerk reaction to the perceived social value of the person doing the dance, disguised as an aesthetic judgement? The  interesting thing for me would be to see if the category of ‘social loss’ provides a good explanation for what happens in dance. That’s got to be a gift of a dissertation or an article for someone, to do a comparative study using Glaser & Strauss’s original study to see how well the categories fit across the two scenarios. Any takers?

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Change deafness, multi-tasking and ballet teaching

Monday, July 19th, 2010

I was talking to a friend recently about scams and conmen. Our conclusion was that anyone who says ‘it would never happen to me’ is deluding themselves.  The thing with conmen is that they know how to deflect your attention from what they’re up to, and so this idea that you’ll always be as alert as you think you are now to the trouble looming round the corner is wishful thinking. Our conversation was just idle banter and comparing experiences and half-remembered things about psychology.

But it turns out there’s a whole field here in psychology called  ‘change blindness’  – the phenomenon whereby people are seemingly unable under certain conditions to detect even large  changes in what they’re  looking at.  The experiment in the video shows just how extreme this effect can be – and that’s under relatively normal circumstances. What happens is so absurd, I burst out laughing – yet 75% of people didn’t notice, and I bet I’d be in that 75%.

What interests me is the related phenomenon of ‘change deafness’ – the likelihood that we won’t notice major changes in sound. An article in Current Biology in 2005  (Directed Attention Eliminates ‘Change Deafness’ in Complex Auditory Scene) suggests that in a complex auditory setting (i.e. where there are lots of sounds and sound sources) we only overcome ‘change deafness’ by directing attention to one source at a time. The concluding sentence goes like this: “Whatever the mechanisms, our results indicate that auditory perception is limited by attention and that our experience of a rich and detailed auditory world may be largely illusory.”

As I’m fond of saying, so much for multitasking. Next time someone says to you ‘I am listening’ while they’re doing something or trying to hold another conversation with someone on the phone, you can more even more justified in disbelieving them.  But what really interests me about this is the implications it might have for dance teaching. There’s a certain kind of teacher that manages to speak with the music, so that their voice becomes part of the music, another line. In doing so, they draw attention to the music. Even if there’s residual noise in the room, or from an adjacent studio, they’re still pulling the dancers towards the music and vice versa:  if they don’t do this, then teacher’s voice & the music become competing signals, and it will be hard for dancers to take much notice of either.

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Musicking – the rough guide

Saturday, July 17th, 2010

What a fantastic resource this is: a truly whistle-stop guide from the Victoria Sings programme to everything that is current and trending in the world of interdisciplinary music studies (not that this even does justice to the range of things covered here). Thinking about musicking? The origins, purpose, function, results and value of music is one of the best guides I’ve seen to the array of disciplines and authors that are relevant to my subject area of music and dance in educational and training contexts.  The longer I work in this field, the more remote I feel from many of my colleagues, because it’s not a field, it’s a federation of fields like Suffolk seen from above. But suddenly, looking at this page, I don’t feel weird any more, and it’s nice to know that others are trying to draw it all together too.

The main part of the page is a very accessible, concise glossary of terms used across the disciplines (like rhythm, music perception, amusia etc.). But each one is hyperlinked to relevant sources -  currently contains 96 keywords, 185 cited individuals, 160 institutions where research is carried out, 79 periodicals, 55 conferences and 1,922 articles.

Congratulations. This is going straight on one of my reading lists.

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Ebb and Flow

Sunday, July 11th, 2010

One of my favourite landmarks by the Thames

To the Peacock Theatre yesterday afternoon to see ENB school’s performance. Well, to be honest, mainly to see my friend Chris Hampson’s new piece for the men, Flow. I always have to remind myself how young these dancers are. When they graduate, musicians can get away with being a bit teenagery, geeky and badly dressed with a slouch even though they can play the oboe rather well, but dancers have to be fully finished human beings as part of what they do, and hell, were they good yesterday.

A single moment stands out and haunts me from the whole show. It was in Ernst Meisner’s joyous piece done to the Rachmaninov two-piano suites. Surrounded by Stravinsky, John Adams & Bach, Rachmaninov on two pianos could have sounded a bit arch and fruity but it didn’t, because the choreography rode the waves of the music so you felt like you were surfing it, not watching it. The single moment in question was when a line of dancers formed stage right, and in unison, turned their heads to watch an imaginary object pass overhead. The ‘imaginary something’ was a musical phrase. It’s one of the most beautiful things I’ve ever seen in a ballet, so simple it hurt.

There was something similar in Chris (Hampson’s) piece to the Bach C minor double piano (violin) concerto.  A simple flowing arm movement found the music in the music in a hundred ways, and in the slow movement, the soloist turns his head slowly to the back, then looks quickly to the front when the solo instrument enters, as if he has suddenly ‘seen’ the music.  A security guard in the audience was so taken with what he had seen that I saw him in the lobby trying out the recurring arm movement in different ways, amazed at what it felt like to move to music. Actually, that didn’t happen, I dreamed it last night, but that’s how intoxicating it was to watch.

I’d never really got into John Adams’ music before seeing Hallelujah Junction at the Linbury, which I loved, and Christopher Tudor’s piece to another Adams’ score made me realise this is my kind of music. Just wish there’d been more of it.

It’s no reflection on Michael Corder’s choreography, which is always  musical and sensitive (and the dancers did it excellently), that his piece to Stravinsky’s Dumbarton Oaks annoyed me. It’s not him, it’s Stravinsky, or rather ‘Stravinsky’ (as Taruskin might put it). I’m bored with ‘Stravinsky’, bored with the fawning ideology that presents him as the natural progression of music in the twentieth century, from which there can be no rhythmic going back. I spent the piece trying to work out what annoyed me about it, and concluded that the trouble with music that is consistently unpredictable is that it’s also consistently forgettable. The metrical ambiguity and change and melodic fragmentation leaves you with nothing but a series of passing snapshots, like watching a crowd in an electric storm at night.  It’s not even that I particularly dislike the music, it’s just  more analogous to a painting than to a dance. It has texture and flashes of colour, but no temporal quality. You can only stand as an observer and take in a moment at a time and then pass to the next one.

And so to Giselle Act II, which was the second half of the programme. Again, nothing against the dancers who did brilliantly, and I think the concept of doing a whole Act of a classic is great. But oh lord, this  Giselle of all things needs to be taken apart like an old sports car and put together from scratch.  It’s presented as a classic ballet blanc when even in 1841 it was nearer to Phantom of the Opera or Wicked. Giselle is the gothic ballet par excellence, so has enormous resonance for an era obsessed with  Twilight, but this production  glosses over that in a schoolmarmy, worthy way so that ironically, all the life really is taken out of it – the true corpse is the ballet, not Giselle the person.

There’s also something about listening to a recording of the music (complete with reverberant acoustics that suggest a concert hall a hundred times larger than the Peacock) that gives an auditory  unity to the score which ruins the surprise and melodrama of it.  I’ve  just been re-reading Marian Smith’s excellent Ballet & Opera in the Age of Giselle, and her argument based on utterly convincing evidence, is that we miss the point if we don’t understand how much Giselle borrows from the methods of opera.  The score is in many places made up of recitative-like interjections and abrupt changes suggesting verbal drama, but once it’s been engineered and passed through a sound system, and in the absence of life in the form of an orchestra or conductor it is flattened and straightened out into an acoustic sausage that is 80% sawdust. And what on earth is that darn fugue doing in the middle of this production? There are those wilis, being all 19th century and weird and gothic, when suddenly they do a kind of  Mark Morris style celebration in the forest to a fugue that is surely the most pointless episode in the history of ballet.

But that’s a side issue, a symptom probably of being in the middle of writing a dissertation on relationships between voice, gesture, music & communication. You notice these things when you look for them. In total, it was a magnificent afternoon, and I was in awe of the dancers’ extraordinary abilities and commitment. It’s for this that I’ve preferred spending my life in the dance world rather than music.

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