Can Musical Machines Be Expressive? 449

Total Page:16

File Type:pdf, Size:1020Kb

Can Musical Machines Be Expressive? 449 g e n e r a l a r t i c l e Can Musical Machines Be Expressive? Views from the Enlightenment and Today S te v E n K em p er a n d R ebecca C y p ess How can music produced by automated technologies be expressive? tive may be understood as “transitive,” since it takes mean- Transitive theories of expression dominated eighteenth-century ideas ing or emotion to be transmitted from the performer to the of automated music, and many contemporary designers of robotic listener. Roger Scruton’s article in the Grove Dictionary sum- instruments adhere to these ideas, increasing sonic nuance to make ABSTRACT their instruments seem more like expressive human performers. A listener- marizes this position: “Despite all the skepticism that has centered understanding of expression—an “intransitive” perspective— been heaped on Romantic aesthetics, the popular view re- allows us to see automatic instruments as capable of expression despite mains essentially that of Rousseau and Diderot: music evokes the fact that no human performer is present. The expressive potential of emotion because it expresses emotion. Music is the middle these instruments is best understood as a product of their mechanical term in an act of emotional communication, and it is by nature—their idiomatic movements and sounds, which remain distinct virtue of that role that music acquires its value” [1]. from those of human-operated instruments. This article explores two case That Scruton cites Jean-Jacques Rousseau and Denis studies in the history of “expressive” automated instruments: Diderot and Engramelle’s cylinder-driven instruments from eighteenth-century France Diderot is telling, for writers of the French Enlightenment and contemporary robotic musical instruments. coupled technological advances in automated instrument design with clearly articulated theories of transitive expres- sion. Builders of automated instruments in late-eighteenth- Since the development of automated musical instruments in century France designed their instruments with a view to the early modern era, designers and theorists have empha- accuracy and subtlety in timing, for timing was a vital means sized the capacity of their instruments to be “expressive”—a of expression in the French tradition. This approach is de- notion that might seem counterintuitive, since no human scribed in the Mémoires mathématiques by Diderot (1748) performer is involved in creating the music. This concern and the Tonotechnie of Marie-Dominique-Joseph Engra- for expression is evident in the attempts by designers of au- melle (1775) [2,3]. Automated organs controlled by pinned tomated instruments from the early modern era as well as barrels could replace the fallible human performer by al- the present day to increase control over the subtle aspects of lowing direct communication between the composer and music-making associated with human expression—phras- the listener. The materialist philosophy, which informed ing, articulation, timbre and dynamics—all of which require machine technology in eighteenth-century France, held that complex design or programming. both human beings and human-built machines are essen- The understanding of “expression” as control over sonic tially mechanical in nature. The idea that automated musical nuance resonates with mainstream contemporary under- instruments could be transmitters of emotion was very much standings of expressive performance. In this view, a per- at home in this environment. former expresses the meaning of a piece of music, often But even in the eighteenth century, some writers objected thought of as a function of emotion, to the listener through to automated instruments, suggesting that they could never subtle variations of these musical parameters. This perspec- be as expressive as human performers. While these critiques focused on sonic nuance, such as lack of dynamic control, the underlying issue was that these machines lacked emo- Steven Kemper (educator), Mason Gross School of the Arts, Rutgers University, 81 George Street, New Brunswick, NJ 08901, U.S.A. tion. Similar objections are applied to contemporary robotic Email: [email protected]. instruments [4]. Designers of robotic instruments have in- Rebecca Cypess (educator), Mason Gross School of the Arts, Rutgers University, 81 George Street, New Brunswick, NJ 08901, U.S.A. creased their instruments’ capabilities for sonic nuance in Email: [email protected]. pursuit of expressivity. However, as long as we understand See www.mitpressjournals.org/toc/leon/52/5 for supplemental files associated expression as an act of transmission, nothing will make up with this issue. for the missing “human factor” in performance. 448 LEONARDO, Vol. 52, No. 5, pp. 448–454, 2019 https://doi.org/10.1162/leon_a_01477 ©2017 ISAST Downloaded from http://www.mitpressjournals.org/doi/pdf/10.1162/leon_a_01477 by guest on 30 September 2021 Other, less dominant understandings, however, yield for a cylinder-driven mechanical organ, which would allow a theory of “intransitive” expression, in which meaning any piece to be heard in the manner intended by its com- is constructed by the listener and does not depend on the poser: Composers would inscribe their own understanding presence of “emotional communication” initiated by a hu- of the music—especially its mouvement—within the cylinder, man performer. Max Paddison describes a shift in thinking bypassing the fallible performer entirely. Diderot explained in the late nineteenth and twentieth centuries: Critics and that the application of automated technology to music could scholars moved from a transitive understanding of expres- augment its emotional impact, not detract from it. Far from sion to the idea that musical expression is a product of a rendering music impersonal, the synthesis of the human mimetic experience [5]. This notion of mimesis resonates composer with the mechanical organ would enable a more with contemporary theories of embodiment, which see mu- faithful, and thus more expressive, performance. Ultimately, sical gestures reperformed in the mind of the listener [6]. he claimed, the cylinder-driven organ represented a synthesis A theory of expression as a listener-generated phenomenon of the human performer and the chronomêtre, which, signifi- circumvents arguments against mechanical performances. cantly, he described as “two distinct machines” [12]. Intransitivity does not force us to understand machines as The characterization of both the performer and the time- capable of transmitting human emotions; rather, listeners an- keeping device as “machines” might seem strange today, thropomorphize mechanical performers, imbuing inanimate but it was consistent with the materialist philosophy of the objects with human characteristics. eighteenth century, which viewed the workings of the hu- While a thorough survey of expression is impossible in this man being, both body and soul, as functions of mechanics. context, in this article we explore two case studies in the his- This approach, based in the rationalist idea of the Enlight- tory of “expressive” automated instruments, comparing the enment that all aspects of human life could be understood aesthetics of cylinder-driven instruments from the French through experimentation and reason, emphasized the close Enlightenment with the ideals of contemporary musical ro- relationship between animate beings and self-animating botics. Although the French writers articulated a transitive machinery [13]. While such ideas had been in circulation perspective, their materialism opens the way to a theory of in both popular and learned culture earlier in the century, intransitive expression that may be fruitfully applied to con- the classic statement on materialism, the treatise L’homme temporary robotics: Automated instruments are capable of machine, by Julien Offray de La Mettrie, appeared in print producing and applying their own language of mechatronic in the same year as Diderot’s es- expression. say on automated organs [14]. La Mettrie argued that human be- Expression in ThE AuTomated instruments ings were themselves machines, in of dideroT And EngramellE which all bodily and intellectual Timing was a crucial parameter of expression in eighteenth- processes were connected, and century French performance. Interpretation could be sub- that natural philosophers could jective, but determination of a work’s mouvement (tempo, achieve new knowledge of life rubato and character) required attention to the details of the through experimentation with notation and its correct realization according to the inten- automata. Likewise, Diderot sug- tions of the composer [7,8]. François Couperin explained the gested that automated keyboard difficulties that performers had in deciphering the mouve- instruments constituted a fusion ment of French music: “In my view there are defects in our of mechanical timepieces on the style of writing music which correspond to the manner of one hand and the expressive hu- writing our language. That is, we write differently from the man composer on the other; both, way we perform” [9]. Criticisms of live performers addressed he claimed, were “machines.” Like the inability of performers to understand, interpret and ren- humanoid automata, which simu- der the music using the subtleties of timing that gave it its lated life through programmed distinctive means of expression. motion, automated musical in- French inventors developed mechanical timepieces to reg- struments encoded live music to ulate the basic tempos
Recommended publications
  • PROGRAM NOTES Witold Lutosławski Concerto for Orchestra
    PROGRAM NOTES by Phillip Huscher Witold Lutosławski Born January 25, 1913, Warsaw, Poland. Died February 7, 1994, Warsaw, Poland. Concerto for Orchestra Lutosławski began this work in 1950 and completed it in 1954. The first performance was given on November 26, 1954, in Warsaw. The score calls for three flutes and two piccolos, three oboes and english horn, three clarinets and bass clarinet, three bassoons and contrabassoon, four horns, four trumpets, four trombones and tuba, timpani, snare drum, side drums, tenor drum, bass drum, cymbals, tam-tam, tambourine, xylophone, bells, celesta, two harps, piano, and strings. Performance time is approximately twenty-eight minutes. The Chicago Symphony Orchestra's first subscription concert performances of Lutosławski's Concerto for Orchestra were given at Orchestra Hall on February 6, 7, and 8, 1964, with Paul Kletzki conducting. Our most recent subscription concert performance was given November 7, 8, and 9, 2002, with Christoph von Dohnányi conducting. The Orchestra has performed this concerto at the Ravinia Festival only once, on June 28, 1970, with Seiji Ozawa conducting. For the record The Orchestra recorded Lutosławski's Concerto for Orchestra in 1970 under Seiji Ozawa for Angel, and in 1992 under Daniel Barenboim for Erato. To most musicians today, as to Witold Lutosławski in 1954, the title “concerto for orchestra” suggests Béla Bartók's landmark 1943 score of that name. Bartók's is the most celebrated, but it's neither the first nor the last work with this title. Paul Hindemith, Walter Piston, and Zoltán Kodály all wrote concertos for orchestra before Bartók, and Witold Lutosławski, Michael Tippett, Elliott Carter, and Shulamit Ran are among those who have done so after his famous example.
    [Show full text]
  • Money from Music: Survey Evidence on Musicians’ Revenue and Lessons About Copyright Incentives
    MONEY FROM MUSIC: SURVEY EVIDENCE ON MUSICIANS’ REVENUE AND LESSONS ABOUT COPYRIGHT INCENTIVES Peter DiCola* According to the incentive theory of copyright, financial rewards are what the public trades for the production of creative works. To know whether this quid pro quo is working, one needs to know how much the creators are getting from the bargain. Based on an original, nationwide survey of more than 5,000 musicians, this Article addresses one of the key links in the incentive theory’s chain of logic. For most musicians, copyright does not provide much of a direct financial reward for what they are producing currently. The survey findings are instead consistent with a winner-take-all or superstar model in which copyright motivates musicians through the promise of large rewards in the future in the rare event of wide popularity. * Associate Professor, Northwestern University School of Law. A.B. 1998, Princeton University; J.D. 2005, Ph.D. (Economics) 2009, University of Michigan. I am grateful to my colleagues Jean Cook and Kristin Thomson of the Future of Music Coalition. We worked together to develop and analyze the Internet survey of musicians discussed in this Article, and I have benefited greatly from our discussions as a research team. The views expressed in this Article are my own, however, and not those of Jean, Kristin, or Future of Music Coalition. My thanks to Ken Ayotte, Scott Baker, Shari Diamond, Zev Eigen, Josh Fischman, Ezra Friedman, William Hubbard, Jessica Litman, Anup Malani, Mark McKenna, Tom Miles, Max Schanzenbach, and Avishalom Tor for helpful comments and advice.
    [Show full text]
  • Music Tech-1
    Radnor Middle School Course Overview Music Technology I. Course Description Music Technology is offered as an eighth grade music elective, meeting three times a cycle. Students will be introduced to the study of music technology and music fundamentals. Areas of instruction will include instrument and equipment care, beginning level music literacy (reading and writing music), keyboard performance skills, music technology related history, concepts, terminology and experience with a variety of applications. II. Resources, Materials , Equipment • iMacs • GarageBand • Korg K61p MIDI Studio Contoller Keyboards • Student Journals III. Course Goals, Objectives (Essential Questions, Enduring Understandings) Students will be able to: 1. Accurately perform melody, harmony and rhythm parts of a composition and record the parts separately into the sequencer of the keyboard. 2. Accurately perform melody, harmony and rhythm parts of their own composition and record the parts separately into the sequencer of the keyboard. 3. Record multiple parts to an electronic “sound piece” using non-traditional instrument timbres and effects. 4. Orchestrate and perform three- and four-part synthesizer ensemble pieces within expected performance parameters for their individual levels of expertise. 5. Transfer sequenced MIDI files from the keyboard disk into the computer and, using appropriate software, edit needed corrections, format, and print out the composition. 6. Change instrumentation using an existing music composition stored as MIDI data; and alter tempo, range, and dynamics during the course of the piece, while still maintaining the original integrity of the composition. 7. Compose a four-part electronic sound piece using varied timbre (tone), texture, and dynamics of at least three minute length. Students may incorporate digitally recorded audio sounds into this piece.
    [Show full text]
  • Music for the Piano Session Five
    MUSIC FOR THE PIANO SESSION FIVE: “MOST LIKE AN ORCHESTRA,” 1860-1890 The above illustration for our fifth session a photograph of a modern concert grand piano – a full nine feet in length. By 1860 the piano was a fully developed instrument capable of filling large auditoriums with a wide range of sounds from very low to very high pitches, from very thin to very thick textures, and with many different kinds of sounds – all of which could be made softer or sustained over time by the use of foot pedals. PIANO DUET IMAGES We’re going to begin today’s session by looking at some images of piano duet playing – two people at one piano. As we have seen, this very popular genre of piano music began with Mozart and continued through the 19th century. Over time the image of two people making music at one piano became a powerful cultural image that illustrated, not only music-making, but social status, friendship and family solidarity as well. Here are some images that show various aspects of this once-popular kind of music-making. “MOST LIKE AN ORCHESTRA” There are many reasons why the piano became, and remained, the musical instrument of choice throughout the nineteenth century. We have already discussed several reasons: its reliability; its unique versatility to function as a solo instrument, to blend with other instruments, and to hold its own when contrasted with a full symphony orchestra. Add to this the simple fact that, by 1860, there were thousands of pianos in private homes and places of entertainment, and a vast repertoire of music of many types for both amateur and professional pianists to play.
    [Show full text]
  • Scale Agreement Between
    Scale Agreement between and October 1, 2015 to September 30, 2020 NFB – CFM SCALE AGREEMENT Page 1 TABLE OF CONTENTS TABLE OF CONTENTS .............................................................................................. 1 RECOGNITION ....................................................................................................... 4 1. SCOPE ........................................................................................................... 4 2. DEFINITIONS ................................................................................................. 4 3. APPLICABLE FEES....................................................................................... 5 4. PENSION FUND ............................................................................................. 5 5. MEMBERSHIP ............................................................................................... 5 6. TEMPORARY MEMBER PERMITS ............................................................... 6 7. TELEVISION CLIPS OR FILLERS ................................................................. 7 8. LICENCE FEES .............................................................................................. 7 9. SCORING IN CANADA .................................................................................. 7 10. CONDITIONS AND FEES .............................................................................. 7 11. WORK DUES DEDUCTIONS ......................................................................... 8 12. CONTRACTS ................................................................................................
    [Show full text]
  • 10 Chapter 2
    10 Chapter 2 Answer 2.3 The ER diagram is shown in Figure 2.1. Exercise 2.4 A company database needs to store information about employees (iden- tified by ssn,withsalary and phone as attributes), departments (identified by dno, with dname and budget as attributes), and children of employees (with name and age as attributes). Employees work in departments; each department is managed by an employee; a child must be identified uniquely by name when the parent (who is an employee; assume that only one parent works for the company) is known. We are not interested in information about a child once the parent leaves the company. Draw an ER diagram that captures this information. Answer 2.4 Answer omitted. Exercise 2.5 Notown Records has decided to store information about musicians who perform on its albums (as well as other company data) in a database. The company has wisely chosen to hire you as a database designer (at your usual consulting fee of $2500/day). Each musician that records at Notown has an SSN, a name, an address, and a phone number. Poorly paid musicians often share the same address, and no address has more than one phone. Each instrument used in songs recorded at Notown has a unique identification number, a name (e.g., guitar, synthesizer, flute) and a musical key (e.g., C, B-flat, E-flat). Each album recorded on the Notown label has a unique identification number, a title, a copyright date, a format (e.g., CD or MC), and an album identifier. Each song recorded at Notown has a title and an author.
    [Show full text]
  • The Compositional Influence of Wolfgang Amadeus Mozart on Ludwig Van Beethoven’S Early Period Works
    Portland State University PDXScholar Young Historians Conference Young Historians Conference 2018 Apr 18th, 12:30 PM - 1:45 PM The Compositional Influence of olfW gang Amadeus Mozart on Ludwig van Beethoven’s Early Period Works Mary L. Krebs Clackamas High School Follow this and additional works at: https://pdxscholar.library.pdx.edu/younghistorians Part of the Musicology Commons Let us know how access to this document benefits ou.y Krebs, Mary L., "The Compositional Influence of olfW gang Amadeus Mozart on Ludwig van Beethoven’s Early Period Works" (2018). Young Historians Conference. 7. https://pdxscholar.library.pdx.edu/younghistorians/2018/oralpres/7 This Event is brought to you for free and open access. It has been accepted for inclusion in Young Historians Conference by an authorized administrator of PDXScholar. Please contact us if we can make this document more accessible: [email protected]. THE COMPOSITIONAL INFLUENCE OF WOLFGANG AMADEUS MOZART ON LUDWIG VAN BEETHOVEN’S EARLY PERIOD WORKS Mary Krebs Honors Western Civilization Humanities March 19, 2018 1 Imagine having the opportunity to spend a couple years with your favorite celebrity, only to meet them once and then receiving a phone call from a relative saying your mother was about to die. You would be devastated, being prevented from spending time with your idol because you needed to go care for your sick and dying mother; it would feel as if both your dream and your ​ ​ reality were shattered. This is the exact situation the pianist Ludwig van Beethoven found himself in when he traveled to Vienna in hopes of receiving lessons from his role model, Wolfgang Amadeus Mozart.
    [Show full text]
  • Beethoven's Eroica Sketches: a Form-Functional Approach
    Thomas W. Posen Dissertation Prospectus. Approved Winter 2020 McGill University Beethoven’s Eroica Sketches: A Form-Functional Approach Introduction, Methodology, and Contributions This dissertation introduces new insights into Beethoven’s compositional process to his third symphony. It accomplishes this aim by reconstructing the transcribed single-line sketches to the Eroica found in the Eroica Sketchbook (Beethoven, Lockwood, and Gosman 2013), and by analyzing the reconstructed sketches with form-functional theory (Caplin 1998; 2013). More broadly, this study reorients the analyst’s perspective by valorizing the sketches instead of critiquing them. Form-function theory provides an ideal framework for finding and understanding the strengths in the sketches for three primary reasons.1 First, it prioritizes the role of local harmonic progressions as a determinant of form. We can realize the harmonies that Beethoven implies in his single-line sketches with a high degree of objective accuracy. By contrast, other musical parameters such as texture, dynamics, or instrumentation, which are vital criteria for other well-defined sonata theories (e.g., Hepokoski and Darcy 2011), are very sparse in the sketches and therefore difficult to reconstruct without substantial subjective interpretations. Second, form-function theory minimizes motivic content as the basis of formal function. This feature is important for describing how Beethoven uses the same musical material for different formal functions in successive drafts, and conversely, how he preserves particular formal functions while changing their musical content. Third, the theory establishes well- defined formal categories that can be applied flexibly at all levels of analysis of the sketches (Caplin 1998, 4). These strictly defined categories enable an analyst to elucidate Beethoven’s formal and phrase- structural strategies in individual sketches and compare them across drafts with firm theoretical foundations in an aesthetically neutral environment.
    [Show full text]
  • African-American Bassoonists and Their Representation Within the Classical Music Environment
    African-American Bassoonists and Their Representation within the Classical Music Environment D.M.A. Document Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Musical Arts in the Graduate School of The Ohio State University By Ian Anthony Bell, M.M. Graduate Program in Music The Ohio State University 2019 D.M.A. Document Committee: Professor Karen Pierson, Advisor Doctor Arved Ashby Professor Katherine Borst Jones Doctor Russel Mikkelson Copyrighted by Ian Anthony Bell 2019 Abstract This paper is the culmination of a research study to gauge the representation of professional African-American orchestral bassoonists. Are they adequately represented? If they are not adequately represented, what is the cause? Within a determined set of parameters, prominent orchestras and opera companies were examined. Of the 342 orchestral and opera companies studied, there are 684 positions for bassoonists. Sixteen of these jobs are currently held by African-Americans. Some of these musicians hold positions in more than one organization reducing the study to twelve black bassoonists. Translated to a percentage, .022% of the professional bassoonists within these groups are African-American, leading the author to believe that the African-American bassoon community is underrepresented in American orchestras and opera companies. This study also contains a biography of each of the twelve bassoonists. In addition, four interviews and five questionnaires were completed by prominent African- American bassoonists. Commonalities were identified, within their lives and backgrounds, illuminating some of the reasons for their success. Interview participants included Rufus Olivier Jr. (San Francisco Opera), Joshua Hood (Charlotte Symphony Orchestra), Monica Ellis (Imani Winds), Alexander Davis (fellowship recipient), and Andrew Brady (Atlanta Symphony Orchestra).
    [Show full text]
  • The Use of Music Technologies in Field Education Courses and Daily Lives of Music Education Department Students (Sample of Atatürk University)∗
    Universal Journal of Educational Research 6(5): 1005-1014, 2018 http://www.hrpub.org DOI: 10.13189/ujer.2018.060521 The Use of Music Technologies in Field Education Courses and Daily Lives of Music Education ∗ Department Students (Sample of Atatürk University) Gökalp Parasiz Department of Fine Arts Education, Necatibey Education Faculty, Balıkesir University, Balıkesir, Turkey Copyright©2018 by authors, all rights reserved. Authors agree that this article remains permanently open access under the terms of the Creative Commons Attribution License 4.0 International License Abstract Technology-oriented tools/devices have long situations. been an indispensable part of music as well as music Technology and education are branches of science in education for many years. It is of great importance in music their own right and they have different theories and education for students and teachers and the future of music techniques but they are used together to improve quality in to follow closely and use the technological developments learning and teaching environments. This use reveals a new in the present age in which technology directs the future. discipline, namely education technology [10]. Today, both The aim of this research is to determine the use of information content and technological developments are technology and music technologies in music training rapidly changing and spreading. These formations students' field education courses in general and to naturally affect learning-teaching styles [16]. The determine the contribution of technology in both learning development of technology affects both the structure of the and application fields both individually and in general education system and the learning-teaching activities.
    [Show full text]
  • CMA Youth Orchestra Learning Goals and Audition Requirements Beginning Orchestra ​Requirements for Entry
    CMA Youth Orchestra Learning Goals and Audition Requirements Beginning Orchestra requirements for entry (NO AUDITION REQUIRED): ​ • Graduation from a CMA Lindenbaum Outreach Program Strings Class or 1 year of private ​ lessons • Well-established instrument and bow-hold; proper posture ​ • No music reading experience or limited knowledge of note reading ​ • Can play A and D major ​ Chamber Orchestra requirements for entry: ​ • Well-established instrument, bow hold, and posture ​ • Read all C, G, and D major notes in first position fluidly ​ th • Read all rests and rhythms from whole to 8 -notes,​ including simple dotted rhythms ​ ​ • Able to hook, slur, and play staccato/legato bowings ​ • Able to follow Orchestra Director and blend with group ​ • Knowledge of dynamics ​ Audition Material for Chamber Orchestra: • Scales with Hook and Slur bowings: ​ o Violins: 2-Octave G Major Scale o Violas and Cellos: 2-Octave C Major Scale o Basses: ​ ​ ​ ​ ​ 1-Octave D Major Scale • Assigned piece ​ • 2-4 lines of sight-reading ​ CMA Performers requirements for entry: ​ • Concurrent enrollment in private lessons or CMA Small-Group Lessons ​ • Can play and read notes in keys up to 3 sharps and 3 flats in first position ​ • Read all rhythms generally, including sixteenths, all dotted rhythms, and triplets ​ • Comfortable with more complicated bowing patterns, including lifts ​ rd • Able to shift to 3 position​ and developing further shifting skills ​ ​ • Emerging vibrato ​ Audition Material for CMA Performers: • Scales and Arpeggios ​ o Violins: 2-Octave D Major Scale and Arpeggios o Violas and Cellos: 2-Octave G Major ​ ​ ​ Scale and Arpeggios o Basses: 2-Octave Scale of choice ​ ​ • Assigned piece ​ • 3-6 lines of sight-reading, including accidentals ​ As always, please let us know if you have any questions! [email protected] or (830) 372-6448 ​ ​ Auditions for Chamber Orchestra and CMA Performers Once your student graduates from the outreach classes and into the orchestras, they are not ​ expected to advance from level to level each year.
    [Show full text]
  • The-DIY-Musician's-Starter-Guide.Pdf
    Table of Contents Introduction 1 - 2 Music Copyright Basics 3 Compositions vs. Sound Recordings 4 - 5 Being Your Own Record Label 6 Being Your Own Music Publisher 7 Wearing Multiple Hats: Being Four Income Participants 8 - 12 Asserting Your Rights and Collecting Your Royalties 13 - 18 Conclusion 19 Legal Notice: This guide is solely for general informational purposes and does not constitute legal or other professional advice. © 2017 TuneRegistry, LLC. All Rights Reserved. 0 Introduction A DIY musician is a musician who takes a “Do-It-Yourself” approach to building a music career. That is, a DIY musician must literally do everything themselves. A DIY musician might have a small network of friends, family, collaborators, and acquaintances that assists them with tasks from time to time. However, virtually all decisions, all failures, and all successes are a result of the DIY musician’s capabilities and efforts. Being a DIY musician can be overwhelming. A DIY musician has a lot on their plate including: writing, recording, promoting, releasing, and monetizing new music; planning, marketing, and producing tours; reaching, building, and engaging a fan base; managing social media; securing publicity; and so much more. A DIY musician may hire a manager and/or attorney to assist them with their career, but they are not signed to or backed by a record label or a music publishing company. Just three decades ago it was virtually impossible for the average DIY musician to get their music widely distributed without the help of a record company. While some DIY musicians were successful in releasing music locally and developing local fan bases, widespread distribution and reach was hard to achieve.
    [Show full text]