I appreciated the rigor and austerity of Stockhausen’s Hymnen and Mantra and some of the Columbia Princeton recordings as a high school senior, but it was Subotnick’s Touch and Sidewinder that provided aesthetic enjoyment. The music was alive, organic in its flowing movement, and—particularly appealing to me—playful.
At first glance, the opportunity to take free online courses from some of the country’s most prestigious universities sounds great. But for some educational stakeholders, these classes represent a threat to higher education as we currently know it. So, what are the risks and what are the benefits for the music field?
How would you feel if you heard your own or a colleague’s music mashed up with the latest Katy Perry or Kendrick Lamar track? Can you envision yourself video conferencing with a group of elementary school or university students who recently posted video clips of themselves discussing new music on YouTube or who admitted that they would like to try transforming a piece from the genre into electronic dance music? These questions hint towards possibilities that some may find problematic and that others may consider appropriate and beneficial for new music, musicians, and students.
The potential to link sound to food, scent, and the tactile sensations of the mouth creates an entirely new field of sensory interplay, which may be harnessed to a wide range of expressive ends. Approaches include theatrical narrative structures that might tell a story, spatial or landscape meditations that might resemble a sound installation, and ritual events such as a Passover Seder or a wedding ceremony.
From Charles Seeger to his contemporaries William Schuman and Henry Cowell in the 1940s, through John Cage and William Duckworth in the 1970s and 1980s, to young composers like David T. Little and Gabriel Kahane today, the American shape-note tradition has been a steady source for reexamination and inspiration.