The other day I was talking about John Cage’s infamous 4’33” with one of my students, while giving the student an overview of music history. When we got to 20th century music, it was Laurie, not me, who offered Cage’s iconic – and iconoclastic – piece as an example of 20th century music. Laurie seemed both bemused and confused that a piece of “music” should exist, with a full, written out score, which requires the musicians to stay silent. This prompted a discussion about silence in music, and what Cage was trying to say in the work.

When Cage conceived it, in the years immediately after the Second World War, he was attempting to remove both composer and artists from the process of creation. Instead, by asking the musicians specifically not to play, Cage allows us, the listeners, to create our own music, entirely randomly and uniquely, by listening to the noises around us during four minutes and thirty-three seconds of silence, and removing any pre-conceptions or pre-learned ideas we may have about what music is and how it should be presented and perceived. The work is an example of “automaticism”, and was, in part, Cage’s reaction to a seemingly inescapable soundtrack of “muzak”.

Neither composer nor artists have any control or impact on the piece; the piece is created purely from the ambient sounds heard and created by the audience. In this way, the audience becomes crucial: this aural “blank canvas” reflects the ever-changing ambient sounds surrounding each performance, which emanate from the players, the audience and the building itself.

On another level, as I pointed out to Laurie, Cage was challenging – and exploiting – the conventions of modern concert hall etiquette. By programming the work to be performed at a prestigious venue, with high-status players and conductor, the audience’s expectations are heightened before the performance begins. No wonder the audience felt “cheated” the first time they heard it, and the piece remains controversial to this day.

Cage was not the first composer to conceive a piece of music consisting entirely of silence: examples and precedents include Alphonse Allais’ 1897 Funeral March for the Obsequies of a Deaf Man, consisting of twenty-four blank bars (Allais was an associate of Eric Satie, a composer whom Cage much admired), and Yves Klein’s 1949 Monotone-Silence Symphony, an orchestral forty minute piece whose second and last movement is a twenty minute silence. And there examples from the world of visual art too: American artist, and friend and occasional colleague of Cage, Robert Rauschenberg, produced a series of white paintings, seemingly “blank” canvases, which change depending on the light conditions of the rooms in which they are hung, the shadows of people viewing them and so forth. Like Cage’s work, Rauschenberg’s canvases are brought to life by their viewers and the venue in which they are exhibited.

“They missed the point. There’s no such thing as silence. What they thought was silence, because they didn’t know how to listen, was full of accidental sounds. You could hear the wind stirring outside during the first movement. During the second, raindrops began pattering the roof, and during the third the people themselves made all kinds of interesting sounds as they talked or walked out.” John Cage, speaking about the premiere of 4’33”

Robert Rauschenberg ‘White Painting’ (seven panel), 1951. Oil on canvas.

I’ve never been to a live performance of Cage’s 4’33”, though I did hear it on Radio Three, a “live” broadcast of a performance given at the Barbican Centre by the BBC Symphony Orchestra in 2004. Listening at home, one could easily be distracted and drift off to do something else. Thus, I would love to go to a performance of the work to fully experience it, to sit and listen to the sounds of the concert hall – all the murmurations, breathing, whispering, programme-rustling, snuffling, air-conditioning humming, street sounds from outside (sirens, tube trains rumbling). And also to have the opportunity to “imagine the sound” in one’s own head.

Silence is very important in music. Why else do we have rest markings and fermatas (pauses) to demand silence from the performer? Composers use silence to create drama, suspense, anticipation, to allow us to savour a particularly delicious or sumptuous phrase, a really rich harmonic sequence, or cadence, and to prepare us for, or surprise us with new material. Composers such as Messiaen and Takemitsu employ carefully-nuanced silences to create atmosphere, and to allow the listener (and performer) time for repose or contemplation. And think about the two minutes of silence we observe on Remembrance Day and during the Cenotaph ceremony on Remembrance Sunday. While people fall silent in remembrance, we hear sounds around us more acutely. In 4’33” Cage is asking us to focus on the sounds around us, to listen to background noise, rather than blanking it out.

These days, in our busy lives, we are bombarded with sounds, and noise pollution is the companion to modern life. I quite often have the radio on all day when I am at home (even when I am practising), and when my son gets in from school, more often than not, he plays music on the computer via iTunes or Spotify, or turns the tv on. Then there are sounds from outside: street sounds (traffic, roadworks, aeroplanes), people sounds (voices, mobile phones, footsteps), nature sounds (dogs barking, birdsong, wind whistling, rain falling). Often, if I’ve had a houseful of people over a weekend, the first day I am alone, I leave the radio off and simply savour the “silence” around me – which of course isn’t silence at all, because I live on the edge of a huge metropolis.

So to me Cage’s 4’33” is important not just in the history of modern music, or the concept of artistic “creation” and our notions of what constitutes “music”, but because it forces us to listen to silence, to take time out to listen, and really listen. It is also the best example, in my mind, of audience participation: it is music which invites us to “join in”, take part, and make our own unique contribution to the whole experience.

A video of a performance of 4’33” at the Barbican, London in 2004

Toru Takemitsu – Piano Distance

‘A sparkling picture of Whig society in the years running up to the Reform Bill – Linda Kelly captures all the fun as well as the political excitement of the best known salon of the age.’ Lady Antonia Fraser

ImageSituated in the heart of London’s Holland Park are the remains of Holland House – the site of what was once England’s most celebrated political salon. In the first thirty years of the nineteenth century – when the Whig party was almost constantly out of office – the home of the third Lord Holland became the unofficial centre of the Opposition. Devoted to the ideals of the prominent Whig statesman Charles James Fox and enriched by the progressive views of a new generation of writers, critics and politicians, the influence of Holland House permeated the political climate. At a time when revolutions threatened to engulf Europe, the Whig tradition of aristocratic liberalism proved to be one of the chief factors in the peaceful achievement of parliamentary reform. Presided over by the beautiful and clever Lady Holland and combining discussion of politics and the arts, the salon attracted the greatest names of the age – Byron, Talleyrand and Madame de Staël were all frequent visitors. In this book, Linda Kelly brings to life the colorful world of Holland House.

Linda Kelly is a writer and biographer specialising in late 18th and early 19th century subjects. She has written for numerous papers including the New York Times, the Washington Post and the Times Literary Supplement, and is a Fellow of the Royal Society of Literature and the Wordsworth Trust.

£25.00, hardback

Publisher: I.B.Tauris & Co Ltd

ISBN: 9781780764498
Publication Date: 28 Feb 2013
Number of Pages: 288

Click here to order

www.lindakellybiographer.wordpress.com

How long have you been playing the piano? 

I guess, in total, nearly 20 years. I started when I was 7, and had lessons until the age of 18. Then restarted again at around 25-ish after spending too long at university doing science degrees.

What kind of repertoire do you enjoy playing, and listening to? 

I have very broad listening tastes – any type of music from anywhere really. I’m a composer too so I think listening widely is really important for broadening your musical horizons. I’m much more conservative when it comes to playing though. I recently discovered I love playing Bach, which is great for the fingers, brain and soul! I played a lot of classical repertoire at school, but now love playing the Romantics (Brahms, Chopin and Rachmaninoff particularly) and really enjoy Debussy. I’d like to learn some works from more modern composers too, particularly Kapustin and Ligeti. I also like playing jazz – Cole Porter, Fats Waller, Herbie Hancock, anything really.

How do you make the time to practise? Do you enjoy practising?

I think people make time for what’s important. I love practising so I usually find time at the expense of other things (like exercise!). I play at least an hour a day, often more. Learning to play a really great piece is quite addictive I think – and really life enhancing to spend so much time in the company of a great work of art. Usually I play in the evenings, but sometimes manage 45mins before work too.

Have you participated in any masterclasses/piano courses? What have you gained from this experience? 

Yes, both, multiple times. My masterclass experiences have been mixed – some have been wonderfully enlightening and encouraging, and some rather soul destroying! I think it depends on how well you know the piece (don’t even consider doing it unless you know the piece absolutely inside out!) and the personality of the teacher. As for summer schools – I like to go to one every year or so, to sort of turbo-charge my enthusiasm for practising. I’ve been to Chetham’s a few times, which is amazingly invigorating but absolutely exhausting! I always come back fresh with new ideas for how to practice, and an enormous wish-list of pieces to learn. I’ve also done a week at Dartington and been to the COMA (Contemporary Music for Amateurs) summer school a few times, which are much more varied as they don’t just focus on piano. It’s always a real pleasure to meet like-minded people at summer schools and share you passion.

If you are taking piano lessons what do you find a) most enjoyable and b) most challenging about your lessons?

I think being challenged to think and hear in a different way is the most enjoyable aspect of lessons, as well as being introduced to new repertoire. The most challenging aspect of lessons is probably not playing as well as I know I can when I’m home alone. Which is really frustrating!

What are the special challenges of preparing for a piano exam as an adult? 

Fear of making an idiot of yourself! I was scared of having a memory lapse, as I always play from memory. Finding enough time and courage to practice the whole program in front of people can be a challenge too. But overall I’ve really enjoyed preparing for the two exams I’ve done as an adult (ATCL and LTCL performance diplomas).

Has taking piano lessons as an adult enhanced any other areas of your life? 

I’ve certainly met more pianists through lessons, which has been great. I think playing piano and challenging yourself to continue learning has enormous benefits in all areas of life, and makes you more mentally alert.

What advice would you give to other adults who are considering taking up the piano or resuming lessons? 

Do it! But find a teacher who enthuses you and makes you want to practice, not one who makes you feel like you have to start from scratch every week.

If you could play one piece, what would it be? 

Something very long – like Bach’s Goldberg Variations – so I didn’t run out of music!

Though actually it might be Chopin’s Fourth Ballade

Caroline Wright has an MMus in musical composition from the University of London, and a Licentiate Diploma in Piano Performance from Trinity College of Music, London. She is a scientist by profession, and blogs about musical memory at http://memorisingmusic.com.

Gail Fischler

What is your first memory of the piano?

I remember sitting at the piano at my Grandma Packy’s as a very little girl and being completely entranced. We didn’t have a piano and I would pick out songs and create my own whenever I found one. I wanted to take lessons for years as a child but my parents refused until I was 9. My Grandfather Zickert was an opera singer and they didn’t want that life for me.

Who or what inspired you to start teaching?

It wasn’t a matter of whether I was going to teach—it was what. I remember getting in trouble for bringing all the little neighbourhood kids to our house and playing school when I was 7 or 8. I am pretty much a born teacher. You know the old saying, “them that can’t teach”? I don’t think it means what we commonly think. To me it means that you can’t do anything else because it is your true nature—your true calling.

I started teaching when I was in high school. As much as I would do things differently with those early students now, I know that that those first teaching experiences—good and bad—are the rock that my teaching and blogging are built on today.

Who were your most memorable/significant teachers?

All my teachers have been memorable. Some in positive and others perhaps not so much. I learned both what to do and what not to do from them all. From my childhood teacher, I learned to read music, basic theory, and how to create basic arrangements. From my undergraduate professor, Patrick Meierotto, I learned that music was an entire world of sound, thought, and communication with others—the most important lesson of all in my opinion. Once that lesson was well and truly ingrained, I was able to build on it and grow into myself. As I practice and teach bits of advice from all of my teachers and coaches bubble to the surface and it’s like I have this great support group. Sometimes it can be quite startling! I still chuckle over Johana Harris’ simple little gem, written in my copy of the Poulenc Flute Sonata, “Don’t hold over gone notes.”

Who or what are the most important influences on your teaching?

Obviously, my teachers and coaches have been a large influence. But, I think the most important influences are my colleagues and my students themselves. Both continually both validate and make me question my choices and that is an excellent thing.

Most memorable/significant teaching experiences?

I have had a lot of memorable experiences over the years, but, here are a couple that have truly stuck in my mind.

A high school transfer student I’ll call Marcella had had lessons with me for about 18 months. She would learn the nitty-gritty musical details alright, but never really seemed to be able to make the music come alive or have much connection to it. I did everything to bring it out of her and was beginning to think that perhaps she just didn’t have it in her. One night at studio class, we did an activity where I played recordings of a piece by 3 different artists. I had the students fill out a form which asked what they liked and didn’t, details of patterns and repetitions, and form, as well as how they thought each artist used interpretive details to convey their personal view. Marcella’s insights were stellar—by far the best in the class. She had really heard and learned everything I had been trying to teach her. She just couldn’t make it come out of the piano. By the time she graduated, she had become only somewhat more able to be expressive herself but I was content that I had given her something that would last a lifetime—the ability to appreciate music at a deep level.

An adult student who came to the college had many holes in her background. The biggest was her ear. She could only hear the melody and everything else went by the wayside. During her 3rd semester we were working on one of the more accessible Beethoven sonatas in hopes of building her musical conversational skills. It was quite a stretch for her. We spent many hours working on recognizing the layers and letting the voices interact with each other. One day she came in and said I heard it! I heard it! She had made the connection in an 8 measure section of the piece. After that, she began to be able to apply what she had learned to other sections. At her jury, she performed her piece with many mistakes but with such determination and understanding of the voices and musical content that I was brought to tears, I was so proud.

Neither of these students had demonstrated perfection in performance by any means, and yet each had broken a barrier and transcended themselves. I continue to be changed by each and every student I teach.

What are the most exciting/challenging aspects of teaching adults?

I love teaching adults. They are motivated extrinsically for the most part. They come to lessons because they want to. The biggest challenges are that they get frustrated easily and their learning habits are ingrained. Because they have clear goals, they don’t always have the patience to let the process have the time it needs. Since their learning habits are ingrained, it can be hard and sometimes very emotional to change those habits. Adults also often get fixated on details and fail to see the larger picture. ( i.e. a missed Bb ruins the entire lovely tone and mood they created in a piece) You also often have to work through a great deal of fear.

What do you expect from your students?

I expect them to do their best and push themselves beyond that which they think they are capable. I want them to be themselves but the best themselves possible. That’s it.

What are your views on exams, festivals and competitions?

These are important parts of becoming a professional pianist. For those who will go on to other careers, they are important because they give concrete goals to work for. Participating in events like these are a trade off because the lessons and practice are differently focused. Some of my students participate and others’ time is better spent in deep practice and discovery of a larger variety of music and creative projects.

What do you consider to be the most important concepts to impart to beginning students, and to advanced students?

Beginning students need to learn what practice is and how to do it. It doesn’t matter what skill or concept you are learning. It matters how you work. Students have to learn to work smart and not get down on themselves just because something doesn’t go right. As they advance, they need to continually refine these skills to adapt to their repertoire and adult lives.

Another important thing all students need to learn is that listening to music of all genres is essential to being a good musician. As they mature, they need to learn to bring their total experience of life into their music.

What do you consider to be the best and worst aspects of the job?

The best aspect of the job is that I get to do something I love and it’s new everyday. I get to help people grow and stretch themselves through teaching, workshops, and blogging. I also get to work with a lot more repertoire than I could ever keep up on my own. The worst aspect has to be some of the parents. It’s so sad when they stand in their child’s way and there is absolutely nothing you can do about it.

My favourite student funny of all time went something like this: Me: How are you doing today? 8 year old girl: Not so good. My brother and I had a fight. Me: Oh no! what happened? Girl (clearly disgusted): Well, he said there was no such thing as F Major!!!

What is your favourite music to teach? To play?

I am really quite eclectic in my tastes. My favourite music is always what I am working on at the time somebody asks. That said, Beethoven is definitely my boy! I also am continually drawn to 20th century and contemporary composers and I teach quite a lot of that repertoire.

Who are your favourite pianists/pianist-teachers and why?

Our home library consists of about 75 linear feet of 78s, 33s, and CDs plus a large iTunes library and my YouTube channel. I love listening to performers from all eras and discovering their unique approach to a piece or a time period. It really does keep you honest and put details such as ornaments, tempo, and touch into perspective. The common thread I find is that rules, such as ornamentation, touch, stylistic details, etc, never drive the interpretation—the music itself does. It drives me quite crazy when someone discounts an entire performance because of a preconceived idea of an ornament , tempo, or slur.

Gail Fischler is an MTNA Nationally Certified Teacher, and a past president of both Arizona State Music Teachers Association and Tucson Music Teachers Association. Gail received her undergraduate degree in music from San Jose State University and completed her masters in piano performance and her doctorate in Music Education and Piano at the University of Arizona. Her teachers and coaches have included Patrick Meierotto, Johana Harris, Marilyn Thompson, Ozan Marsh, Rex Woods, and Carol Stivers. She is a recipient of the Janice McCurnin – Beatrice Searles ASMTA Honored Teacher Award.

Gail was a founding member of the Board of Directors of the National MusicLink Foundation and has served as Southwest Regional MusicLink Coordinator. She has performed across Arizona and presented lectures, workshops, and research presentations throughout the United States and in Canada. Gail has adjudicated for the Arizona Study Program, Roberta Slaver Competition, Prescott Fine Arts Association Piano Scholarship Competition, NAU Adele Piano Competition, ASMTA Honors Recital, TMTA Scholarship Audition, AMEA Solo & Ensemble Festival, Cochise Young Artists Competition, and NAU Concerto Competition.

Gail currently teaches private and community class piano at Eastern Arizona College and maintains an independent studio in Tucson. Her students have won honors in state and local competitions, evaluations, and festivals. She is co-author with Neeki Bey of Latin America, a volume of original, folk, and popular pieces coming in August from Piano Accents. Gail also runs Piano Addict, a website for piano students, teachers, and avocational players and The Musical Adjectives Project, an interactive Wiki to aid pianists and musicians in describing and understanding the emotions and character within repertoire. She holds Permanent Professional Certification in piano from Music Teachers National Association.

Gail’s blog – Piano Addict