as a contrast (?) to Oxley-Taylor

…we do very self-aware improvisations. (…or is it really as big a contrast as I make it sound?)

play

Fine as far as it went, but I miss some of the density and complexity of last week.

discussion

Any comments? criticisms? (A question that I did not ask in class: if we’re afraid, or unwilling, to say we’re dissatisfied with an improvisation, how do we move on from here?)

Andrea feels being “relaxed” has helped un-stuck the group. Kevin would like to be more alert.

my crit

The good: interesting challenges and choices because of the stark volume discrepancies.

The bad: the start, for my tastes, was a little too timid for me.

how do you start an improvisation?

Play and talk through the process. In the discussion, try and articulate what we’re doing, and why we’re doing it both in terms of effect desired (where we’re pushing it), and how we’re affected (how are choices are shaped by others’ actions).

You want it to go somewhere, but of course it does not… and that’s okay.

A step-by-step articulation of choices, consequences of actions, etc.

some observations

Kevin: two ways of opening: something known, or free of premeditation. Kevin is thinking in terms of individual state. (…but how does this map on to a group?)

Andrea: two ways: slow, gentle; fast, dense. Thinking, broadly, in terms of aggregate group behavior. (…but how is this useful if a group is composed of, say, competing agencies?)

how do you start an improvisation? redux

Play and discuss. Okay, for me, this improvisation rocked—interesting contrasts, moments of density, sparseness, etc.

expectations

If you’re surprised by the result, you must have expected something. What are our (imperfectly) predicted consequences of our actions?

sports commentary

Play, while trying to do a DVD commentary. I admit this is hard (talk and play), but Andrea gets this pretty much straight away.

BTW, great little ending to this…

other notes

Paul realizes that it’s okay to ‘play notes’—we don’t have to do ‘extended techniques’.

homework

Write up a moment-by-moment sports commentary to one of our past performances (either in class or with another group, but ideally with a recording that’s available online…). I’ll also do one, and post it up here…

potential questions to tackle

1. how do you end an improvisation?
2. what might ‘control’ mean in this practice? (Andrea was hovering ’round this word.)

other business

performance-practical

Everyone present is good for anytime during the practical week (8–12 December) as long as it avoids the jazz/pop practicals (checked with Paul O’Donnell subsequently, and the jazz/pop practicals will be on Wednesday).

Kevin will do the program notes; Andrea, the poster.

Need to think about how to bill ourselves, performance format, and, eventually, examination criteria.

open day performance

Everyone present is up for doing a performance at the open day on Saturday, 8th November.

first impressions

Small group (quartet), a significant change to the 9+ class sizes of the past. Four is the magic number in these context (maybe we’ll discuss this in future classes), but for now, all I can say is… we have a band (2 treble instruments, bass and drums). How weird is that?

identity politics

All male class (all white, but, hey, this is Cork). Why is that? What happened to all the female students this year?

background and prior experience

No one in the group comes from a complete no-prior-experience-of-improvisation background. Does this mean the group has a head start, or that we come with baggage we need shed? How much are our habits (and as improvisers and performers we all have tricks we rely upon from time to time) going to be benefits or liabilities in the coming weeks?

introductions and contract

Everyone got to introduce themselves and state what they expect from the course. Whole bunch of issues came up which we’ll be returning to in the coming weeks:

• interaction: stimulus and response, choices, etc.
• freedom
• restrictions and limits
• boundaries (and responsibilities?)
• (personal) expression

Paul brings up the concept of process (his word) and interaction (mine). We’re starting in a good place here.

Owen is looking for freedom—freedom away from stylistic (idiomatic?) limits, and freedom in terms of ‘expression’. How’s that for a list of interesting and problematic terms? Plenty to go on….

first improvisation

First impressions: very polite.

Found the interventions of Kevin dramatic, and as was Owen’s absence. (Learned that Andrea’s listening is based on an almost LCR or surround sound system.)

The group is good at gauging duration (a request for five minute came in just under), so we probably won’t have to spend too many classes dealing with that issue. (We will likely need to deal with the issue of how to start and how to end of course….)

discussion

This, for me, is when the group starts to shine. Andrea brings up ‘choices’, Kevin wonders about the initial impulse that cascades through the group. We’re not quite in a position to articulate a lot of these ideas in a pragmatic fashion yet, but we’re entering interesting areas.

final improvisations

Notice that Andrea and Paul are very much into their instruments, while Kevin and Owen (especially Owen) are very much looking around at the group (visually driven?). So I requested that Kevin and Owen don’t look at the group, and Andrea and Paul to look up from their instruments.

Now that was interesting wasn’t it? what’s the mechanism here? what happene?

Unfortunately ran out of time. (Maybe return to this later…)

other business

Blog / class diary. Class volunteered to be frank about criticisms, etc. (I’m personally a little nervous about this: people often say they want the ugly truth until they get it.) Propose that we start by being civil on the blog, and then see what happens.

Oh, and the blog will be public. (Nothing like living dangerously.) I will, however, refrain from posting certain information up here: actual assessment (grades), attendance records, etc.

for next week

Question: Why improvisation? Of all the myriad of was to construct / perform / do music, why improvise?

How do we proceed?

• Plan A: we do a Karate Kid, paint some fences. I lay out a bunch of exercises…
• Plan B: freeform. Much more exciting, but much riskier. Class generates direction (I only mark the exit points).

Primary thing to note is that the student/instructor relationship (and responsibilities) will be different depending on the model we choose.

Had some discussion on this, and we’ll vote on this next Wednesday.