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Music Composition Pedagogy- a History, Philosophy and Guide Music Composition Pedagogy: A History, Philosophy and Guide 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 Benjamin John Williams, M.M. Doctor of Musical Arts The Ohio State University 2010 Document Committee: Thomas Wells, Advisor Gregory Proctor, Advisor Donald Harris Copyright by Benjamin John Williams 2010 Abstract Music composition pedagogy is a complex field that seems to defy codification. The idea of the composer as a creative ‘genius’ that arose during the eighteenth and nineteenth century changed the field forever. This study aims to understand the historical divide between Music Composition and Music Theory and its pedagogical implications. Part I of this document is a history of music composition pedagogy that begins with the earliest mappings of musical knowledge as provided by Greek philosophy and continues to the present. Methods and modes of instruction are examined from a cognitive perspective to discern their effect on learning. Ultimately, the technical exercises that developed over time for the teaching of music composition were relegated to the domain of Music Theory apart from the creative field of Composition. Part II of this document includes a philosophy of music composition pedagogy together with a guide for practical application. Recommendations for change are made both for the teaching of Music Theory and Composition. Educational perspectives inform an examination of previous practices and provide guidance for informed pedagogical decisions. ii Dedication Dedicated to my wife, Emily. iii Acknowledgments I would like to thank my advisors, Thomas Wells and Gregory Proctor, for their extremely generous help in developing the ideas in this study as well as my own compositional ability. I also wish to acknowledge the support of the School of Music for facilitating the presentation of my art and research with colleagues. In particular, three of my colleagues have been an extraordinary help in clarifying my ideas: thanks to Blake Henson, Robert Lunn and David Tomasacci. Thank you Emily for your support and encouragement. Soli Deo Gloria. iv Vita December 4, 1982………………………….. Born in Canton, Ohio 2001………………………………………... B.M. Composition, The University of Akron 2005–2007…………………………………. Graduate Teaching Assistant, The University of Akron 2007………………………………………... M.M. Composition, The University of Akron 2007–2008…………………………………. University Fellowship, The Ohio State University 2008–present……………………………….. Graduate Teaching Associate, The Ohio State University Publications Plazak, Joseph, David Huron and Benjamin Williams. “Fixed Average Spectra of Orchestral Instrument Tones.” Empirical Musicology Review 5.1 (2009). Williams, Benjamin. “Writing for Percussion.” Society of Composers, Inc. Newsletter 39.4 (2009): 5–6. Williams, Benjamin. “20th Century Overview.” Society of Composers, Inc. Newsletter 39.4 (2009): 6. v Williams, Benjamin. “Writing for Guitar.” Society of Composers, Inc. Newsletter 39.2 (2009). Williams, Benjamin. “2008 Student National Conference: A Review of the 2008 SCI Student National Conference at Ball State University in Muncie, Indiana.” Society of Composers, Inc. Newsletter 38.6 (2008): 1, 6. Williams, Benjamin. “Fraud Competition: The Ignacy Paderewski International Composition Competition.” Society of Composers, Inc. Newsletter 38.6 (2008): 4–5. Williams, Benjamin. “Spam Messages: The Moscow Musical College.” Society of Composers, Inc. Newsletter 38.6 (2008): 5. Williams, Benjamin. “Computers and Composing.” Society of Composers, Inc. Newsletter 38.5 (2008): 4–5. Williams, Benjamin. “Art vs. Entertainment.” Society of Composers, Inc. Newsletter 38.3 (2008): 5–6. Williams, Benjamin. “Orchestration Texts.” Society of Composers, Inc. Newsletter 38.2 (2008): 6. Williams, Benjamin. “Theory or Counterpoint: What Comes First?” Society of Composers, Inc. Newsletter 38.1 (2008): 6–7. Fields of Study Major Field: Music vi Table of Contents Abstract………………………………………………………………………………….... ii Dedication………………………………………………………………………………... iii Acknowledgments…………….…………………………………………………………. iv Vita………………………………………………………………………………………... v List of Tables…………………………………………………………………………….. ix List of Figures…………………………………………………………………………….. x Chapters Introduction……………………………………………………………………….. 1 Part I. A History of Music Composition Pedagogy……………………………………… 4 1. Composition as Improvisation: Pedagogy Before the Eighteenth Century……. 5 1.1. Aristotelian Schematics of Music……………………………………. 6 1.2. Praxis versus Poesis…………………………………………………. 8 1.3. Formulaic Constructions and Constraints on Melody……………… 12 1.4. Melic Composition………………………………………………….. 15 1.5. Counterpoint Pedagogy……………………………………………... 18 1.6. Simultaneous Composition and the Res Facta……………………... 22 1.7. Summary……………………………………………………………. 24 2. Practical Methods of Composition: Pedagogy During the Eighteenth Century 27 2.1. Species Counterpoint and Fux’s Gradus ad parnassum……………. 27 2.2. Thoroughbass and Niedt’s Musicalische Handleitung……………... 31 2.3. Theory of Harmony and Rameau…………………………………… 36 2.4. Melodic Form as Composition and Analysis……………………….. 40 2.5. Summary……………………………………………………………. 43 3. Division of Music Theory and Composition: Pedagogy During the Nineteenth and Twentieth Centuries………………………………………………………… 46 3.1. The Composer as ‘Genius’…………………………………………. 47 3.2. Conservatoire de Paris……………………………………………... 50 3.3. The Theory-Composition Divide…………………………………… 54 vii 3.4. Summary……………………………………………………………. 57 4. Composition as Separate from Music Theory: Pedagogy Through the Early- Twenty-First Century…………………………………………………………… 63 4.1. The Divide Between Creativity and Technique, and NASM……….. 64 4.2. A Brief Sample of Twentieth-Century Textbooks…………………... 69 4.3. Artificial Intelligence and Composition…………………………….. 75 4.4. Summary……………………………………………………………. 81 Part II. A Philosophy and Guide of Music Composition Pedagogy…………………….. 85 5. Creativity in Music Theory: Composition as Music Theory Pedagogy………. 86 5.1. The Place of Composition in Music Theory Pedagogy…………….. 87 5.2. Music Theory as Composition……………………………………… 92 5.3. Implementing Composition in Music Theory………………………. 95 5.4. Creativity in Music Theory………………………………………... 100 5.5. Summary…………………………………………………………... 102 6. Pedagogical Philosophy for Composition: Integration of Technique and Creativity………………………………………………………………………. 104 6.1. Learning Objectives……………………………………………….. 105 6.2. Technical Competencies…………………………………………... 108 6.3. Creative Competencies……………………………………………. 112 6.4. Self-Criticism……………………………………………………… 114 6.5. Summary…………………………………………………………... 115 7. Composition Pedagogy in Practice: Guide to Teaching Composition………. 118 7.1. Duration and Pacing of an Education in Music Composition……... 119 7.2. Compositional Problem Design…………………………………… 123 7.3. Defining Problems through Instructional Discourse………………. 127 7.4. Deliberate Practice and the Eighteenth-Century Exercise………… 130 7.5. Constructive Criticism and the Lesson……………………………. 133 7.6. The Development of Originality and Graduate Studies…………… 136 7.7. Student Interaction in the Classroom and Studio………………….. 141 7.8. Evaluation…………………………………………………………. 144 7.9. Summary…………………………………………………………... 146 References……………………………………………………………………………... 148 viii List of Tables Table 1.1. Zarlino’s harmonies that are found between the parts of a chord.…………... 24 Table 4.1. Pre-compositional considerations for a short composition.…………………. 73 ix List of Figures Figure 1.1. Schematic of musical knowledge as described by Aristides.……………….. 7 Figure 1.2. Schematic of melic composition as described by Aristides.………………... 16 Figure 1.3. Realizations of sequence (a) and succession (b) as described by Aristides... 17 Figure 1.4. Musica enchiriadis, organum at the fourth.………………………………... 19 Figure 1.5. “Discantus positio vulgaris,” interval progression.……………………….... 21 Figure 2.1. Campion’s règle de l’octave.……………………………………………….. 33 Figure 2.2. Elaborations of a thorougbass pattern (a) in various meters and styles (b–d).35 Figure 4.1. Tones available for use in an exercise for melodic construction with a cell.. 74 Figure 4.2. Sample composition with limited pitch content.…………………………… 75 Figure 4.3. A sample series of voice-leadings from a first chord.……………………… 78 Figure 4.4. An emulation of Figure 4.4 that maintains structural voice-leading.………. 79 Figure 5.1. Examples of composition ‘problems’ from most to least restrictive (a–c).… 93 x Introduction Composition pedagogy may be divided into two general components: the teaching of technique and creativity. Modern practices of teaching composition in higher education tend to focus primarily on creativity, whereas technique has generally been relegated under the purview of studies in Music Theory. Ironically, the history of modern Music Theory is that of Composition until the advent of music conservatories in Europe during the nineteenth century.1 At that time the training of young musicians was delegated into specialized areas, two of which were Music Theory and Composition—as separate disciplines for the first time. It is perhaps revealing that Paul Hindemith (1895– 1963), a twentieth-century composer, would be the first to establish a post-secondary degree in Music Theory separate from Composition.2 It may be worth articulating the etymology of technique and creativity in order to discern an appropriate application of these concepts to the field of composition pedagogy. Technique can be traced back through the French
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