If our aim is to become smart and savvy makers of sound and performance, what models can be adopted from other fields to encourage the development of new works, new ideas, and new musics hitherto unknown? How can we best support the newest generation of composers, performers, sound artists, and thinkers?
There were plenty of capable and talented ladies involved with jazz from the beginnings of jazz history, but social expectations for the household matriarch did not include frequenting dance halls at night and touring around the country for weeks in a bus full of men. For some brave women, the attraction to this exciting new music was stronger than social barriers.
I often feel that without a detailed study of our music we become lost but, even worse, with only a detailed study of our music we become boring. Embracing a more complicated visceral living through firsthand experiences and outside fields can lead us to unexpected ends. I hope we use our music to examine these living ideas, adding to our cultural knowledge along the way.
In 1988, I arrived in the US ready to start a career as a jazz musician. So my boyfriend (now husband for over 20 years) Peter Kienle and I formed a fusion group with a bassist and drummer from the University of Alabama where I was completing a master’s degree. But one day during rehearsals, I noticed that the bassist didn’t address his questions about my charts to me, but rather to Peter.
We still have a long way to go in terms of shifting the model of what a composition teacher can provide. First, we must address the master/apprentice mentality. I propose we to do this by continuing to allow more inquisitive learning to take place alongside modeling. Secondly, we desperately need to openly and pragmatically identify the inherent challenges of gender in composition.