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.
New Music USA has just announced the awardees of our inaugural round of project grants. All awarded project pages, complete with artist profiles, work samples, project information, dates, and photos have been published on newmusicusa.org. This means that the world at large can explore, listen to, watch, and experience the diverse array of these awardees’ works on our website.
Teaching composition requires a balance between the student and the teacher; between the micro and the macro. The strategy includes the teacher’s understanding of the creative process, the student’s reflection on that process, and a design of individually tailored tasks for the student—a set of activities mutually agreed upon. Constant shifting between the big picture and the small steps is critical.
We have to view concert presentations as much more than just about music. Whether it is through the use of lighting or video projections, choreography, or unusual staging, presenters and performers no longer have the option of trusting the music—however innovative or unusual—to be the sole draw for their audience.
While the findings of the National Center For Arts Research are encouraging for the state of the arts economy and their methodology is strong, the NCAR’s final analysis has no way to access an individual person who can exist in any or all of the categories they are attempting to study. I’m an administrator, but I’m also a composer, and an audience member, and a donor. It changes with the day, who I’m talking to, and where I’m standing.