Showing posts with label music education. Show all posts
Showing posts with label music education. Show all posts

Tuesday, September 13, 2011

Thinking About Grid Sequencers

Grid Sequencers are polarizing and I find it completely fascinating.


On the one hand, they are the interactive technologist’s dream. A novice user can immediately walk up to one, do something to create an effect instantly, and build on that experience in seconds to “make” a more complex sequence of sounds that magically sounds great. What could be better?


Classical musicians just don’t see the point. You can’t really repeat your performance very well, so what exactly makes it an instrument? You can create one short melodic motive, that lasts a few seconds and loops ad nauseaum. Music theorists see them as a cheap trick. Every combination of buttons sounds great because most grid sequencers use a pentatonic five-note scale (the black notes of a piano) as opposed to the seven-note scales of Western Major and Minor scales. 


In my own experience, I had always found Grid Sequencers fun to use and terrible to design for. I had worked on a project for Syzygryd for last year’s BurningMan in which part of the sculpture consisted of three grid sequencers each 16x16 tiles spread far apart from each other. The Syzygryd team was asking for music samples to fill their grids with. The piece could change over time, but the constraint that all buttons if pressed had to sound great together was just too much for me. In that way it didn’t feel like an instrument. It felt too much like making a drum machine, which is not what I had set out to do. 


From a music education perspective, I always disliked Grid Sequencers because I felt they didn’t help the user make a meaningful model that could be generalized and reused. Pitch maps vertically and time horizontally which is great, except that every next interval of the scale is represented as the next square up in the column, even though the actual distance between pitches might vary. It seemed to me that the user was too much at the will of the designer. Whatever pitch that was higher could be a half-step above or a whole octave! How could one make careful decisions about the melody they wanted to create if this was true? The Grid Sequencer while lowering the floor for the novice user and then quickly making more advanced experiences reachable, seemed to have very little to offer to a seasoned musician. It did not reward careful reflection of sounds. It pushed towards quick naive play. 


Having just designed a game for Sifteo Cubes in which the user maps pitch to a block, and reaches others through different mechanics with other blocks, I now appreciate the simple and elegant design of the sequencer. I also see more possibility. Why do there need to be wrong notes for something to be an instrument? 


My freshman year at MIT I took a jazz seminar with the clarinetist/saxophonist/composer Don Byron. He was a student of George Russell and on the first day told use to improvise in C Major. We all avoided the F and B of the scale. Don wanted to introduce to us to Russell’s Lydian Chromatic Concept of Tonal Organization. He explained that by transposing from the Western major or minor to the relavent Lydian Chromatic scale, as a musician you were able to “paint with all the colors in your palette” as opposed to also having to think about which ones would be too dissonant for that part of your solo in real time.


I think about Don’s metaphor often. That a painter selects which paints he wants to use. He’s not assaulted with all of the colors at once and then forced to keep in his mind the subset he wants to use for his painting. He instead uses the palette to off-load that mental energy. He prepares it ahead of time, so that in the moment of inspiration he can paint freely. 


To me, the problem with a Grid Sequencer is that the palette never changes and the looping cycle is too short. Long enough for a single phrase, but too short for an interesting work to be made. The constant looping, while useful for quick composition, does not reward thoughtful planning of a pattern. Being able to craft a melody that you yourself don’t have to be able to immediately perform is so useful. It is analogous to programming. However, just as programming can feel fairly random if there’s no distance from the code—if you never think about the step-by-step process that the compiler  has to do in order to run your code, if you never had a desired result and were just shooting aimlessly—programming wouldn’t be very compelling. But once the computer does something that you don’t expect, and you have to debug your project, that is where the learning begins. When you can read a piece of code, and guess the result before pressing to execute the code, then you are really honing a skill. In music, it’s so difficult to hold time still. We don’t have the concise language of a result to look forward to. But a sequencer does offer a snapshot of before and after, a way to hold in space what will happen when the next column gets played. Perhaps there is a way of delaying the instant gratification, of working up the ability to predict what will happen, to plan what will happen next and to create a lasting thing that is beautiful and that never existed before. 

Wednesday, August 31, 2011

Zizu is a cute name. She’s cooking up a Tune!


Interesting Melody making game for Ipad….

Tuesday, August 16, 2011

A Continuation in the Series: Most Classical Music Education is Silly

This is what a yamaha site was actually Bragging about:


By the end of two years in JMC, students have built a substantial vocabulary of solfège, having sung 50 melodies and numerous chord progressions using the I, IV and V7 chords in the keys of C major, G major, F major, D minor and A minor. Aside from developing musicianship, these solfège experiences prepare children to play in these five keys. In fact, children experience singing in a key for approximately one semester prior to playing in that key.


WHAT!? In two years you only learn 5 keys, the subset of which translates to 3 black keys total, no more than 2 in any given scale. It probably takes them such a long time because they have to spend a Whole Semester singing in a key before they can play it. So crazy. Why do classical musicians so deeply believe that detaching music from the physical interface of an instrument is so necessary? 



Sunday, January 30, 2011

Why the Suzuki Method is incorrect.

It’s true that this very sentence has been ingrained in me by my Pace Piano teacher, Yoko Jimbo since I was a wee young one. But yesterday I realized that the idea that Suzuki is the wrong way and that Pace is the right way was never logically bridged in all that time.


First, a quick intro: 


As it’s been explained to me by the anti-suzukists—the suzuki method was born out of an attempt to understand the process by which musical prodigies learn music. It was observed that they didn’t rely on music notation but instead had a more intuitive understanding. Suzuki imagined a world where we learn music like we learn language, immersed in the experience of it which in music he believed the hearing of it. He thought knowing music notation too young diluted this experience. 


In the pace method, you begin learning notation systems as soon as possible. Starting with piano-roll notation at about age 3 and 4, you slowly transition to traditional western notation. Dr. Pace prioritized music literacy above music virtuosity. 



For years I was told this narrative. Music literacy above all else. Yesterday over brunch I came upon the following analogy:


We would never design an education system around any other kind of savant. If it was suddenly discovered that the most eloquent poets could not actually write, and instead just spouted poetry from their lips, we wouldn’t discourage people from learning how to read and write. Similarly, it makes no sense to eliminate the potential for greater musical understanding that can be achieved by becoming literate in its notation system. Statistically, not every one of Ms. Jimbo’s piano students are going to become the next great pianist. What she hopes for her students instead is that they will always love music and have deeper insight into its nuances and complexities to enrich their lives. And really, what more could you ask for?