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Choirs Conducting Leadership

Never be witty: Schönberg on conducting

Schreker has a lot to do. During his absence, I am supposed to lead two rehearsals of the mixed choir, and more often the male choirs. I am still very much in doubt whether I can do this! A word from you, dear Herr Schönberg, would be extremely precious to me.

In a letter of 21 December 1912, twenty-seven year old Alban Berg was desperate for the advice of his friend and mentor Arnold Schönberg. Berg’s trepidation about going in front of the choir is palpable, and familiar to many a young conductor (the fact that he is doing so to rehearse the premiere of Gurre-Lieder notwithstanding).

The elder composer’s reply contains much for the choir director to ponder. I was made aware of it during a recent masterclass, and in this post I’m going to try and unpack some of Schönberg’s wisdom.

The four errors

Schönberg, in his reply dated seven days later, lays down the law in unequivocal terms. His prescriptions make for interesting reading for the present-day choral conductor. Here’s the relevant passage in its entirety, from the letter of 28 December:

It will not be easy for you who are doing this for the first time. That is why I would like to tell you the most important things quickly, which is also in line with my experience. Namely, if you interrupt (and you have to interrupt as often as you 1.) hear a mistake and 2.) know how to improve it), you need to be as brief and clear as possible. Talk as little as possible. Never be witty. But above all: there are only the following types of errors.

1. wrong notes (possibly wrong intonation)
2. wrong rhythm (declamation text pronunciation!)
3. wrong dynamics (p, f)
4. wrong phrasing

There are therefore no other corrections and explanations than:
1. ‘G’ (instead of ‘G sharp’; too high, too low)
2. show the correct rhythm! (sharper, softer)
3. Demand p and f, stronger or weaker
4. Correct the breathing, the intonation (p, f), the paragraphs and beginnings.

The latter (4) belongs to the class of finer elaboration. If you know something about singing, you can say some technical things. You can also pay attention to good pronunciation of the text – but everything else, especially: moods, ideas, beauty, characters and everything poetic is from evil! [von Uebel!] This is for us, but not for the choir! Believe me and do it as quickly as you can. I also had to learn. And the trick is to really demand p[iano] and f[orte] that everything else comes along as a result. It’s not from me, but from all the band masters; but it’s true anyway!

Plenty to unpack!

Firstly, the interruption policy: interrupt as often (and only as often) as you both hear a mistake and know how to fix it. This of course is going to depend on the length and complexity of the work, and I don’t think he is suggesting to Berg that he stop the whole run every time he hears some dodgy intonation in the altos. I daresay he would permit ‘the rule of 3’ – ie, having three-ish things to say each time you interrupt – but the key thing is the next line: ‘be as brief and clear as possible’. No extraneous waffling: fix it, move on.

Demand p and f. The point here is that just saying it sometimes isn’t enough. Sometimes the dynamic has to be ‘demanded’, insisted on, whether by gesture or verbal instruction. Singers can sometimes be reluctant to modify dynamics as much as a conductor would wish, and Schönberg knows it.

Never be witty. This one hits hard for me as I am invariably trying to be witty, often with little success. There could be a cultural element to this, and also an amateur/professional distinction: some choruses appreciate a joke or (brief) anecdote to keep them engaged and relaxed, or to defuse tension; others don’t want to feel like their time is being wasted with inessential talking.

The desire to, as Schönberg puts it, ‘be witty’, stems from the desire to be liked – one with which I am well familiar. People-pleasers like me need to remember that few musicians have much time in rehearsal to think about whether they like you or not – they are too busy trying to do what you have asked of them.

Indeed, the evidence of some senior figures in the music industry suggest that likeability is quite irrelevant to musical success. We are sometimes too concerned with whether everyone is having a good time to remember that the reason we are all there is to make good music.

Schönberg conducting

The evil of ‘everything else’

What about those ‘four types of error’? They boil down to: notes, rhythm, dynamics, phrasing. Look after these (and especially dynamics), Schönberg says, and the rest looks after itself. He allows for a little ‘finer elaboration’ when it comes to phrasing – under which headline he includes technical instruction and pronunciation.

However, we are cautioned in the strongest terms against flowery language – and indeed against saying anything that doesn’t have a direct relation to those four main types of errors. Not only is this unhelpful, says Schönberg – it’s evil!

This anecdote about John Tavener, well-known in British choral circles, summarises the problem (though my version, transmuted through third-hand Chinese whispers, is almost certainly wrong in every particular):

Tavener is watching a well-known cathedral choir rehearsing one of his pieces. Asked for his opinion, he says, “It needs more of a sense of sublime, ineffable mystery.” The conductor turns back to the choir. “You hear that, boys? Louder!”

Conductors often want a poetical effect, a mood to be conjured, motifs to be characterised – but here we’re being reminded that whereas ‘sublime, ineffable mystery’ could be interpreted any number of ways, ‘louder’ only means one thing. The trick, then, is to translate our lofty, poetic ideas into instructions that can be easily understood by the choir.

To take a personal example – recently I enjoined a choir to treat a certain chord, upon their arrival at it, with a sense of ‘discovery’. I imagine I was quite proud of this poetic coup of analysis and interpretation and sat back to hear the effect, which was completely imperceptible.

My process should instead have been this: in order to create a sense of discovery when we reach this chord, delay it slightly and sing it a little softer. Even that first bit isn’t strictly necessary. This would have been more likely to achieve the desired effect. I imagine the same applies double if you and the ensemble do not share a first language (this example is drawn from such an occasion!).

‘This [poetic language] is for us, and not for the choir’. It reminds me of a saying attributed to Richard Strauss: ‘Do not sweat; let the orchestra sweat. Do not weep; let the public weep.’

I’m not sure how widespread that opinion is today. Still, in a climate where there’s less and less rehearsal time available, boiling down our clever, poetic interpretations into concise, legible instructions remains a vital part of score preparation.

Now, to practise. I just need to persuade someone to mount Gurre-Lieder

Categories
Conducting Music Technology

Going paperless as a conductor: iPad + forScore

One of the advantages of being half classical musician, half tech nerd is that I’ve actively enjoyed being forced to grapple with new technologies as a result of the pandemic. In order to keep doing some version of what we do, musicians have adapted to make use of video-conferencing, audio recording, and pretty much anything else we can get our hands on. I’m now the proud owner of a fancy webcam, various peripherals, and a ring light apparently designed for make-up tutorials (a potential side-hustle I will consider carefully).

Even before the pandemic, though, I had been thinking about going ‘paperless’, or something approaching it. Environmental reasons aside, I live in London now, and most of my scores are stowed in an attic. I don’t own a printer; keeping it stocked with ink (expensive) or paper (wasteful) would be a pain.

For most of my life, going paperless hasn’t been a viable option. The technology and hardware either haven’t existed or haven’t been cost-effective. Now, it seems, the tide may have turned. In this blog, I’m going to detail my experiences with going paperless, and how it’s turned out.

Tablet: iPad Pro 12.9in

I was advised by friends to go for the biggest screen possible – anything smaller than A4 doesn’t allow you to display enough of a score to work from. This led to the eventual purchase of a 12.9in iPad Pro 2020 – together with the most expensive pencil I have ever bought, the Apple Pencil 2. I decided it was worth doing it properly – and after all, as a professional tool, at least part of it will be claimable against my taxes this year.

Despite being a dyed-in-the-wool Windows advocate, I have to admit that Apple make a really good product. It’s quick, sturdy, and it looks professional, especially in the natty case I purchased for it. Apple fans tend to say ‘it just works!’ and, even though my customary response is ‘where’s the fun in that?’, it does indeed just work.

Score-reading app: ForScore

There are now a handful of apps for managing and viewing your scores, and a fair amount of variety between them. I’m indebted to the Scoring Notes blog for the thorough review of forScore which convinced me it was the one to go for.

forScore is available to download for a one-off payment of £19.99. It’s a powerful bit of software with a lot going on under the hood, though you don’t need to mess around for too long to figure out its basic functionality.

There’s still a degree of orientation required, and you have to get used to tapping the right part of the screen for what you need, for example to bring up the menu. In other words, it needs a little investment of time to ‘learn’ the software. For the first two or three rehearsals using it, I brought along hard copies just in case I couldn’t negotiate the app quickly enough, but it wasn’t long before I was happily zipping through my digital scores.

There’s no lag between page turns, which was something I had initially worried about – they respond instantaneously to a touch on the relevant side of the screen, in the same manner as Amazon’s Kindle. I’ve found I’m able to turn a page much more quickly – and with a more economical gesture – than when using a physical score, though this is a tradeoff for only being able to view one page of a score at a time.

It’s interesting the difference that this makes. As a conductor, you want to be able to absorb the salient points of a score at a glance, rather than spending all your time with your head down. Arguably, the two-page open layout of a regular physical score would be more useful in this regard. But it’s possible, with practice, to flick rapidly back and forth while conducting, due to the speed of the page-turns.

forScore has a wealth of other features including an onscreen keyboard and a metronome, which I haven’t used a great deal, but are nice to have.

Mark-up view in forScore

Markings

Remember that expensive pencil? Well, it does more than clip to the side of the tablet looking pretty (and charging via induction). forScore’s integration with the Apple Pencil is rather clever, and I’ve quickly grown accustomed to using it for markings.

It’s easy to reach for it, and as soon as you start marking the score, the software puts you into marking mode. This works well, and you can double tap on the Pencil to turn it into an eraser, which, with a little practice, is reasonably intuitive.

My only problem here was with not always remembering to exit marking mode (by clicking the ‘Done’ button) after having replaced the Pencil. As such, when I went to turn the page, I ended up jabbing fruitlessly at a corner before realising the software was still in mark-up mode. It turns out there is a feature buried in Settings which fixes this by automatically exiting mark-up mode after a short delay.

I’ve enjoyed marking up my scores in this new environment. I’m not a big colour-coder, but the potential is there, and it’s reassuring to think that you can scribble all over it and erase it later if you go overboard.

Changing the annotation settings

Scores

forScore is reasonably good at importing scores from cloud-based services such as Dropbox (which I use) and Google Drive. You can then edit their title and composer information in the metadata as you please.

Here I’ll admit to a tiny bit of frustration. The integration with cloud services such as Dropbox isn’t two-way, and I’d prefer it if my markings on a score could be synchronised to the cloud-saved file. As it is, you have to manually export the score back in order to do this (unless there’s something I’m missing), which is too fiddly to do regularly. As such, I have ended up with two digital copies of a piece: one unadulterated but on the cloud, accessible anywhere on any computer; and one beautifully marked-up, but accessible only on my iPad.

The other quibble concerns the Labels you are able to add to scores, helping you organise them in the digital library. It’s nice being able to give things ‘Tags’, ‘Genres’, and ‘Labels’, but it’s not clear how each are supposed to be different. This is because each field is actually customisable and can be anything you’d like. In practice, though, I find myself getting confused trying to remember whether I’ve decided that ‘Canticle’ or ‘Sacred’ are Genres or Tags, and as such I haven’t really made use of this function.

Conclusions

First, the pros. I can travel light, with one tablet instead of multiple scores. All the music I need for multiple projects is accessible in one place, with all my markings, backed up on the cloud. The device is robust, and using it is a pleasure. I make more markings, and spend more time with my scores, because they’re always right there, just a click away.

That said, it’s not without its drawbacks. One obvious thing that I haven’t mentioned is that in order to make use of it, you need to possess a pdf or scan of the score. This is all very well with music in the public domain, which these days is available on IMSLP or CPDL – but contemporary music is a different story. Publishers have been wary of digital downloads, perhaps waiting for an app which can control permissions, like Amazon’s Kindle. It would be great, for example, to be able to have heavy books such as choral warhorse Carols for Choirs or my Bärenreiter B Minor Mass available in pdf form.

And one more important warning: remember that the iPad itself, while not exactly heavy, is still weighty enough to slide off an insufficiently robust music stand. It’s enough to give you Black Mirror-style cracked-screen nightmares.

These caveats aside, I’m very glad I took the leap. I now find it difficult to imagine my life without the iPad as my primary score-machine. It looks good, it feels good to use, and it does pretty much everything I need it to. I don’t have to worry about printing a lot of music for a one-off gig. Summoning a score I need at the touch of a button – well, it feels like the future.

Also, I can amuse myself by playing its little onscreen keyboard for hours on end. Myself, mind – I doubt anyone else is amused…

Categories
Conducting Leadership Music

Book Notes: The Beat Stops Here

It is a truism that conducting can’t be learned from a book. I don’t actually think there are any books out there that purport to be able to teach conducting in complete isolation from actual experience in front of a group of musicians. But I’ve often found books on conducting helpful in clarifying ideas, or untangling tricky concepts both theoretical and practical.

It’s probably also the case that with the relative paucity of conducting time during the pandemic, I’ve been turning to the books occasionally to keep certain concepts fresh in my mind, or to challenge my thinking on various ideas.

So, I’ve decided to make brief notes on a few conducting manuals, drawing out some key quotes, with the aim of distilling some of the insights that I’ve found helpful or interesting, and putting them in one place for ease of referral. And they’re going on this blog in case they’re helpful to anyone else.

It’s been interesting to reflect on the various books about conducting I’ve read over the years. Sometimes I find myself vigorously nodding as page after page illuminates my own experience in ways I hadn’t considered; other times my brow furrows at a concept or illustration that doesn’t make sense to me. There are as many different opinions about what makes good conducting, and good conductors, as there are conductors, musicians, and concert-goers.

I’m starting off with a book that very largely falls into the ‘vigorous nodding’ camp for me, and that’s The Beat Stops Here by Mark Gibson.


The Beat Stops Here: Lessons on and off the Podium for Today’s Conductor

2017, Oxford University Press

Mark Gibson

Director of Orchestral Studies at CCM, University of Cincinnati

Buy it at Amazon Waterstones

Overview

An experienced teacher and performer, Gibson shares insights honed from years of teaching in the University of Cincinnati’s conducting programme. The book is divided into two, with the first half consisting of intensive studies of particular overtures or movements and workshopping the challenges they present to the conductor. The second half is a more disparate collection of writings on other aspects of conducting, from teaching, to working in particular genres, score study, and more.

(My observations/comments in blue)

Preface

  • Many books begin with physical technique, but for Gibson, score study is more important, and that’s why the book begins with it instead
  • Gibson describes himself as ‘anti-beating’:

Conducting is as much about waving one’s arms as golf is, which is to say, not as much as people think. Both are highly disciplined kinetic activities whose physical manifestations – a beat, a swing – conceal an abundance of subtle movement, both with the body and the mind. (xi)

  • Focus on the beat as the principle idea of conducting is reductive and counter-productive. Hence, the beat stops here!

Foreword

The right equipment for the conducting student is, every day, a score, any score, a pencil, preferably with a good eraser, and a mind that is willing, curious, and relentless. (xiv)

The study of conducting is circuitous; there is no straight line to mastery or success (xiv)

  • Gibson really doesn’t like beating or the idea that conducting should begin with it – it’s the ‘original sin’ of conducting
  • Hard not to agree. I was once told that beating time is what conductors had to learn to do in response to music like the Rite of Spring, but that merely beating time is not the same as showing music. Gibson says it can become ‘the death of music-making’ and that ‘beats beget beats’
  • Words are insufficient to convey what is in music – that’s partly why Gibson tries to avoid the standard words, and looks to invent new terminology related to everyday gestures or images
  • Score study is of primary importance: the aim is ‘to know in the richest sense of the word, any given work the composer has written’

Only armed with that knowledge and understanding will we then be able to communicate what we know of that work to an ensemble and to an audience, employing our bodies from head to toe to speak a nonverbal language of gesture with style and taste. (xv)


Part 1: Repertoire Lessons

The first part of the book consists of bar-by-bar analyses of movements from various genres of classical music: Overture, Opera, Concert, Larger Symphonic Works, etc.

  • Opens with Gustav Meier (Gibson’s teacher) quotation:

There are only three things you have to do to be a conductor: Study scores, study scores, and study scores.

Gibson begins with a glossary of his teaching terminology, much of it an amusing or inventive take on a particular gesture or mannerism. I love them all and there is a wealth of useful insight. Here are some selected examples:

  • Advertising: ‘Many young conductors exaggerate the size of the upbeat; this we call “advertising”‘
  • Buddha face: ‘Images of the Buddha reveal a calm, knowing visage, engaged but not emotional, open and receptive but not active’. Conductors should emulate this, there’s no need for exaggerated facial motion
  • Helium hand – ‘an easy, slow, vertical, non-inflected rising of the left arm and hand in preparation for a signal’
  • ‘S/he who lives by the beat, dies by the beat’
  • Small hand – ‘the bigger the beat, the smaller the listening’
  • ‘Toss the pasta’ – ’round gestures promote connected playing and generate flow’
  • ‘Two adjectives’ – the conducting should communicate the spirit of the work as well as the other necessary information (how loud, soft, fast, or slow). ‘Think of adjectives that accurately describe the spirit of any given passage’

The repertoire studies which follow are brilliantly and sometimes minutely detailed. One needs the score to hand (easy enough with IMSLP) to get the most out of it. It takes the music blow-by-blow, bar-by-bar, explaining the context, highlighting passages which are tricky for the players, drawing analogies to contemporary works or others by the same conductor, and explaining what this means for the conductor.

You very much have the feeling of being with him in his studio as he takes you through his approach. He deals thoroughly with thorny problems – awkward starts, like the upbeat of Mendelssohn’s Die schone Melusine overture – and mixes in general observations clearly drawn from practical performing experience – in the theatre pit, always go strong to the violas!

It’s not for beginners by any stretch – it’s not entry-level stuff. Gibson’s hope expressed in the preface that the book may be of interest to non-musicians wishing to learn more of the conductor’s craft needs to be taken in the light of detailed passages of craft such as: ‘Use your left hand to go from 1st violins straight up to Donna Elvira for her entrance. Don’t shy away from the sfp in bar 4; it should cause a shiver up the spine, both hers and the listener’s, but make sure there is ample bow to sustain the chord its full length.’

It wouldn’t be very helpful for me to summarise this part of the book for ‘notes’ purposes as it’s so minute in detail, and tied to the particular scores. But focussing on these analyses one at a time is a masterclass in the sensitive appraisal of a score and one of the book’s most helpful features.


Part 2: Professional Lessons

Part 2 consists of of a number of articles, some adapted from blog posts, on a variety of subjects from peripheral conducting skills such as building a inner metronome, to management techniques for orchestras and choruses. Here are some things that stuck with me:

Beating

  • ‘Not the Eternal Tao: Conducting is ‘the intersection of gesture and pulse’ (175). The focus on giving a ‘clear beat’ is reductive and unhelpful – the orchestra will not simply play more together if you beat more vigorously

You may think the orchestra wants or needs a clear “beat”. Members of the orchestra may even tell you they want one[…]but in my experience, that is not what they mean and not really what they want (176)

  • The problem with the ‘beat’ as in a singular point of arrival is that, with the exception of percussion, sound in an orchestra or choir doesn’t work that way. A beat can indicate tempo but little else, and doesn’t even need to do that after the upbeat has established the tempo
  • Musicians can keep tempo by themselves, usually
  • If you find yourself over-beating (‘beats generate beats’), stop and try and plug into the group’s tempo, to feel the pulse as something organic that arises out of the group’s activity

Hands

  • Left hand should be independent and useful, not contradicting the right or giving the orchestra multiple ‘targets’ – preferably at a different height to avoid the appearance or temptation of mirroring
  • Mirroring is not uniformly bad, but can leave the right hand with no space to go to across the body
  • In cathedral music, with the choir on either side of the conductor, it can sometimes be an important tool, if it used as such, ie with intent. If done all the time though, it decreases the variety of tone available to you
  • The left hand is a crutch, something to do, but it should have intent. If it’s not doing anything, put it away
  • Vigorous nodding once more (even, perhaps especially, in the knowledge that I use it without intent far too often. I was once taught that the left hand does one of three things: 1) nothing (in which case it is placed by the waist), 2) information, 3) mirrors the right )

Make Your Own Metronome

This is a fun way of learning to internalise tempo:

  • Learn a piece with a clearly defined metronome mark, such as a Beethoven scherzo, such that it can be recalled at will and its tempo marking applied. Do this for all the metronome markings
    • Here it is pleasing to observe Gibson joining me on the smallest hill on which I will die, which is non-existent metronome markings, such as those giving crotchet = 41, or 65, or 113. ‘those numbers don’t exist on a metronome’, says Gibson, adding with tongue in cheek, ‘no real composer uses them’
    • Note to self: a metronome goes up, from 60, in 3s, then from 72 in 4s, then from 120 in 6s, and from 144 in 8s)
  • It has the tempos you need, but the given tempo might not be the right one in a particular circumstance – they’re an important starting point but not a finishing point

Storytelling

  • Trouble shaping a melody? Why not invent some words in the right character? Uses example of giving a Dvorak melody folk-esque words. Generates a narrative and helps you find musical shapes

Heads, shoulders, knees and toes

  • Deals with the physicality of conducting – this is much more than just arms and gesture
  • Disassociate the bobbing of the head with an accent in the music – young conductors do this a lot
  • (I certainly did and continue to if unpoliced)
  • The face: be like the calm bus-driver ‘who knows where s/he is going, and gets you there without fuss or drama.’ Try not to exaggerate facial expressions (to which I would add Zoom is a painful reminder that we do this a lot in an attempt to please)
  • Gibson advocates ‘Buddha face’: ‘the serene visage of a generous, knowing presence’. Open, aware, listening, but not dominating or being needy (angle of chin also has a bearing on this latter)
  • Sniffing as an upbeat is a ‘disagreeable habit’ and distracting to audience and orchestra alike – for one thing, the wind and brass players, not to mention singers, for whom you are a model, mostly breathe through the mouth. Don’t open the mouth too far though as it looks silly
  • For Gibson, the arm is the breath (this is good – I often feel like I breathe too much and find myself hyperventilating)
  • Mouthing along to chorus (particular pertinent to choir directors of course and a much discussed issue). Like mirroring, it is not as simple as saying ‘never’ or ‘always’. It can help reinforce a particular onset or bring ‘bite’ to a certain word or phrase, but done to excess it inhibits the listening of the conductor to what they are actually doing, much like an exaggerated beat does
  • It also annoys the choir, who might feel consciously or otherwise that they are not being trusted to read words
  • Generally ‘the more we do physically, the less we listen’ (197)
  • Keep lips relaxed
  • Stand up straight and try not to bend over – must be balanced with a proper centre of gravity
  • Knee bends! A difficult habit to break
  • I find they’re especially bad in propulsive baroque music where the knees just really want to get involved
  • The entire act, from backstage from the dressing room to the podium should be practised and rehearsed – this avoids nervous habits, extraneous movement, or a loss of control. The behaviour and demeanour of the conductor is being assessed before they even take the podium
  • If you have to look at the score to turn the page, you don’t know it well enough. Consider also when to turn the page – it might not be where the publisher has put a page turn
  • Don’t turn the music stand around – if the music’s at a 90-degree angle to the floor you’re going to have to lean over to see it – orchestras distrust this
  • Interesting. I’ve seen lots of people do this in masterclasses and always wondered why they did as I would always panic that the score was going to fall off

Discipline your body, your posture, and your head, and your conducting will grow in confidence, simplicity, and effect (199)

👏👏👏

Score reading

Annuziata Tomaro contributes a guest article with some tough truths about score-reading

  • You should read clefs as what they are, rather than transposing them in your mind to a clef with which you are more familiar
  • Alto clef a classic example, the middle line is C, not ‘a B in treble clef and therefore transpose up one to get C’

Quantifiable

  • Bill Buford: ‘one does and does and does until one eventually knows more than others and learns the craft’ (214)
  • If you want a conducting career: helps if you don’t want worldly possessions. Pack light. Be thick-skinned
  • Nothing sexy about the mastery of the craft, and no guarantees of success. ‘People win competitions and positions; I know neither how or why’
  • So much is hard to measure – you can test specific things but there are many that elude measurement
  • ‘When all else is in place, art shows up’

Three-Part Conducting Rules for All Occasions

1. if the orchestra doesn’t know the score, it doesn’t matter where you put your hands.

2. if you don’t know the score, it doesn’t matter where you put your hands.

3. if you really know the score, it still doesn’t matter where you put your hands. (233)

He knows when to pose questions rather than offer simple solutions: for example on the vexed question of whether, how, and why an orchestra should ‘watch’ the conductor.

Choruses

Of course I’m also interested in what he has to say about working with singers and choruses, and there are a couple of articles on that here too. Gibson learned his chorus chops in the opera house. It’s always worth hearing the orchestral conductor’s perspective on choirs

…amateur and student choruses are working with you out of love; they love the music and/or they love the social dynamic of singing in a chorus. Very different from the orchestral situation[…]if you ignore them from the podium, you let them down (241)

  • Whereas he permits the orchestra to look at their music and spare you the odd glance if you’re very lucky, he notes that choruses need to be out of their copies in order to communicate emotion, and for their voices to speak out into the building, and so that they have a feeling of communication.
  • He goes into the chorus rehearsal with the music memorised, and makes the bargain: I won’t look down if you won’t.
  • I like this, even if it feels like a tough challenge when the musical workload goes up
  • Lauds Romano Gandolfi, with whom he worked, who conducted with very small gestures and insisted on the chorus’s maximum attention
  • Returns to the issue of ‘don’t mouth the words’ with the further observation – why do we do it? Do we think we are helping, and if so, why? ‘Never once have I had a chorus member ask me to mouth the words’ (242)
  • When working with chorus, know when to ‘press the button’. Late in the rehearsal process, something isn’t working and the ensemble has lost focus – it can sometimes be permitted to ‘press the button’, stop proceedings and gently but firmly remind the chorus of what we had rehearsed and thank them for their attention. Stresses this should only be used with amateur choruses and then at most once
  • Be encouraging and have high energy at all times. Choral rehearsals are ‘exhausting and exhilarating’

‘know before whom you are standing’ (Hebrew proverb)

There are also some useful comments on careers and people skills towards the end:

Only after a while, and often too late, do you, as the recently engaged music director, realise that no only were you putting on a show for the orchestra during the audition process, the orchestra and its various entities were putting on a show for you. Both parties were selling, and now both must deal with the reality of living together. (250)

This rings true and brings to mind the observation that in an audition, both parties should evaluate each other for fit, not just one way around!


Key insights

Who lives by the beat, dies by the beat. Try to avoid making it the focus of your craft, instead think about the interaction of gesture and pulse.

Generate a vocabulary of gesture with imagery and metaphor to provide the widest range of physical responses to music.

Score study is vital and neglected at your peril.

Who’s the book for?

Conducting students and those looking for fresh perspectives on their craft. Anyone interested in the analysis of music from a performer’s perspective.


I hope you’ve found this summary helpful. If you’d like to buy the book, you can use the links at the top of the post. I intend to give one or two other books the same treatment, so watch this space if you’re interested. Thanks for reading!

Categories
Choirs Conducting

Thematic concert programmes: worth the hassle?

Conductors…do not always know how to shape a meaningful whole out of smaller pieces…We often program according to some vague theme or chronological order, perhaps without real thought to or justification for our choices.

I feel, as they say, seen. The themed programme is a staple of choral concerts the world over, and yet it can often feel unsatisfying. So convinced are we of the need to theme an evening’s musical offering, to weave it tightly together to make a cogent whole, that we can often end up in an uncomfortable straitjacket. I find myself casting around for something that hasn’t already ‘been done’ in order to justify a selection of music. But is it really necessary, and can we avoid the hassle that the themed programme so often entails?

Why we use themes

The obsession with themes tends to manifest in classical choirs, and rather less so in orchestras. Partly that’s because orchestras deal on the whole in much larger chunks of music. The standard orchestral concert programme requires an overture, a concerto, and a symphony – three items, increasing in length, and usually filling up a couple of hours quite neatly. There’s often simply no need for any kind of external bracket to unify the music. Job done.

Choirs, on the other hand, have additional considerations, at least when performing on their own, or with a single accompanying instrument. The most obvious is the endurance level of the singers, reckoned generally to be lower than that of most orchestral instruments. The other is the available corpus of music, ranging from miniatures to epics, but often on the shorter side, especially where sacred music is concerned.

To compensate for the lumpy proportions of the music, choral programmes have embraced the extra-musical linking device of the theme. We want audiences to feel that what they’re hearing is a cogent hour or so’s music, and that it hangs together with some kind of consistency.

It comes from a hyper-awareness of an audience, wanting to provide them with a guide, a narrative thread, that will give them a route in to understanding and appreciating the music that the choir has prepared.

Advantages of the themed programme

A theme offers this curated experience, taking the listener lightly by the hand and leading them on a tour of whatever it is that’s being explored. A theme, whether loose or tightly-concentrated, provides a prism through which to view the music, a way to help understand and contextualise it.

Additionally, juxtaposition of items is a powerful tool to illuminate connections in all sorts of ways. Sometimes the most seemingly unlikely of segues can yield great insights into compositional process or musical sentiment. There was a recent, thrilling example of this in one of the BBC Proms’ eerily audience-less concerts this summer – Simon Rattle led the LSO straight from a Gabrieli canzona into Elgar’s Introduction and Allegro, a striking and unpredictable segue which played up the dramatic contrasts of groups of instruments in both pieces.

Of course, juxtaposition of this sort need not be confined to the themed programme per se. But another reason we value a unifying extra-musical element is that it provides an entry point, especially to non-specialists or those less familiar with the genre of music on offer. Even the presence of just one or two words, nominally applying to all the pieces in a concert, allows someone with little experience of listening to a particular kind of music to find ways to apply these descriptors, and find a way in.

Problems with themes

However, it’s very easy to get bogged down in a theme, or for these themes to become tired and lazy through unthinking repetition. It has become a standing joke in choral circles (if not a particularly hilarious one) that a newly-formed chamber choir will specialise in early music, new music, and Parry’s Songs of Farewell.

When inspiration doesn’t strike, it can be all to easy to pick a well-worn trope and use it as the basis for a programme – or to try and squeeze pieces into a theme that don’t belong there. Audiences can be forgiving (especially if you do this with a wink!), but it’s awkward when a piece is shoehorned into a programme where it doesn’t belong. Constructing a programme within a restrictive theme can be like playing Tetris in four dimensions.

Equally, in the desire to present a theme which hasn’t been ‘done’, it can quickly get quite abstruse. I remember thinking myself very clever for a segment of a Christmas concert which I entitled ‘The Three Kings’ and populated with music by Caspar Othmayr, Melchior Hoffman, and Balthasar Resinarius. I might have been royally pleased with myself – but did it add anything apart from being a little glib?

I sometimes think the use of themes in this heavy-handed way betrays a rather patrician lack of trust in the audience. Do we really feel that audiences can’t handle a programme which is simply a selection of music we want to perform? The enthusiasm gained on our part is surely much more valuable to the success of the concert.

In these situations, why don’t we simply free ourselves from the strictures of the theme – let ourselves off the hook a little? After all, audiences are rarely thinking about the intricacies of a programme when listening to it as much as we are when assembling it. Better to embrace this sometimes and simply say: here is some music that we think represents us right now. We hope you enjoy it.

There’s a palpable sense of relief in casting aside that unworkable theme and replacing it with the answer to the question: what do the ensemble and I actually want to perform at the moment? The results of investigating that question could be of much more value than a too-clever theme.

Teach without being didactic

Ultimately, I like to leave an artistic event, be it a concert or a visit to a gallery, feeling cleverer – but not simply because I’ve been taught something, but because I’ve figured it out for myself. I think the most successful programmes are ones that gently lead an audience to work something out on its own – figure out a connection, understand a form.

That’s one of the reasons the much-maligned chronological programme remains useful. Art galleries still generally arrange works in chronological order from early to late, and that works for us – we notice the developments in style and form, even if we don’t have specialised training. The clever curator leaves clues so that we can teach ourselves what they want us to learn from the exhibition.

In live performance, we know that even the most carefully-designed programme only comes to life if it is presented engagingly. When I first started programming and conducting concerts, I was very determined that the music should speak for itself. I remained resolutely tight-lipped as my meticulously planned programme segued imperceptibly from one piece to another. I’m sure there are times when this approach can work, but now I think it can alienate as much as it can draw in, especially with a new listener. These days – depending on the programme and the place and all sorts of other factors – I’m generally much more comfortable interrupting the musical flow at intervals to speak to the audience and offer a few thoughts on what to listen for, or how.

Clearly, these extra-musical elements are important, especially to those new to the form. It’s interesting that some of the most successful and artistically interesting choral presentations to come out of the Year of Hell that is 2020 have involved a heavy dose of narrative, implied or actual: Marian Consort’s sequence of collaborative filmed projects, or Stile Antico’s recent Journey of the Mayflower.

The challenge, then, is to find extra-musical narratives, be they thematic or otherwise, which help us generate programmes that we are actually excited about performing, and that audiences will find energising and informative.