Evan Ware suggests that his piece is an invitation for an interpretative dialog between his listeners’ experiences and his music’s ingrained symbols. Yet, even if we accept this premise, how do we evaluate the way pieces of music, and their composers, foster the formation of listeners’ interpretations?
In the past four years, a new cash spigot has been cranked open for contemporary arts funding across the nation: Creative Placemaking. If current arts policy trends continue, then new music’s institutional vibrancy might depend on how it fits into this rubric, interfacing with communities on levels rarely considered in the past such as neighborhood pride, commercial impact, and livability.
In a world that increasingly relies on the economy of free, it’s important to establish that some things aren’t free, and in fact have an actual dollar value associated with them. I sincerely believe that we, as a society, can’t claim to value something—be it an object, a service, or our culture in general—if we refuse to ascribe an actual price to it or to some part of it.
Despite an engineer or producer’s best attempts, a new work cannot pass transparently through a DAW; there are always stopgaps, enhancements, deletions, and tweaks being exerted that, I think, fundamentally color the recorded piece as separate from the composer’s instruction and the performer’s execution. This begs the question of how best to characterize the DAW’s everyday impact on our musical world.
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.