Archive for March, 2014|Monthly archive page

Participatory performance in classical music

How does the post-modern world’s culture of participation and interaction transfer to the world of orchestral music? In recent training workshops I led with one of Australia’s symphony orchestras, we examined the concept of the fourth wall in order to prepare the ground for developing more flexible, interactive, connecting performances.

The ‘fourth wall’ is the invisible wall between artists and audiences, creating a sense of a separate world in which the performance exists. It is created by way the environment is organised – audience seating, the lay-out of the performance space, and presence (or not) of a stage – and the performance style – including the amount of interaction between performers and audience (such as speaking, introducing, eye contact, smiles, etc), the performance dress, and even the behaviour of performers and venue staff. In orchestral concerts, we can see how every aspect of the performance environment and style communicates that the music is the focus.

Photo Credit: roomman via Compfight cc

Photo Credit: roomman via Compfight cc

Such an intensely formal and distancing approach to performance can jar or distract when transferred to community contexts. In community performances, the music is not the only focus. It is the musicians and the music, and the people who are there, and the relationships that form when music is the medium and the reason everyone is there in that space at that time. Of course, the music is the primary attraction for the audience (they probably wouldn’t be there without it), but they are also attracted by the opportunity for proximity, or intimacy, or insights, or the chance to feed an interest and learn new things, or to access something different in their local environment.

Many musicians have told me that interactive performances and workshops feel less important for them as performers than main-stage concert hall performances. The music may be less technically or intellectually demanding. A less formal environment can imply that the qualities of musical performance matter less. Audience interest in the person behind the instrument in some way undermines the importance of the music for the performer. These are important challenges to overcome if the inherent value and quality of what you do is one of the primary ways you derive satisfaction from your work.

Thomas Turino’s distinction between ‘presentational’ and ‘participatory’ performance approaches is useful to consider at this point. In his book Music as Social Life, Turino suggests performances should be understood as existing on a spectrum between ‘presentational’ and ‘participatory’. Orchestral concerts – indeed, most concerts – typically fit into a ‘presentational’ approach to performing. ‘Participatory’ approaches are more interactive. The following table sets out some of the primary characteristics:

Presentational Participatory
Clearly-defined artist-audience distinction No distinction – all are participating or are potential participants
Highly skilled group, and assumption that audience does not share similar skills and is not supposed to join in Core group of skilled leaders, but inclusion of wide range of abilities. People participate without judgement
Artist skill and ability determines performance content Inclusion of all abilities can constrain what may take place musically
The music has a set form, which the artists know and work to. Notation and the through-composed nature of the work allows for increased musical complexity. Music is often cyclic or repeated as many times as suits the group. Reliance on memory and direction from within the group rather than notation limits musical complexity.

Turino also argues that the two approaches to performance are so different, they should be considered on their own merits and according to their own values, rather than compared to each other. Therefore, a key step in developing more interactive, or responsive performance formats is one of adjusting mindset and understanding the different values that support these different approaches to performance. Participatory performance is not ‘lesser’ than presentational performance. It is a different approach to performance entirely (even if the musical content remains the same).

There are clear trade-offs that take place when developing a participatory approach to performance. The presentational model allows for lots of predictability, little improvisation, and little risk. The participatory model is more unpredictable, more improvised (although with an overall intention and framework about how the participation will be managed), and riskier.

In other words, by increasing participation and participant-led content, you deepen audience engagement with the music and musicians; however, there will be a corresponding increase in unpredictability (in terms of musical outcomes) that you will want to manage, and an increase in constraints on what can take place musically.

A ‘participatory’ model of musical performance suggests music is more of an activity than an autonomous thing. The way that participatory music practice is enacted implies a belief that musical participation is something that everyone can do (therefore a human behaviour, rather than a special talent), and that participation is an entitlement, or a right. This suggests a belief in the importance of music participation to individual (and collective) thriving and flourishing. Translated into performance contexts, this belief necessitates a level of reflexivity, so that the performance work evolves in response to the participants as they are on that particular day. The emphasis on people and experiences means that process is often as important as the finished ‘product’, even more important sometimes.

Why is it useful to unpack and discuss the values that underpin performance traditions? It’s important for musicians to feel good about the work they do in community settings. If they don’t, they will be less inclined to initiate or take part in these performances, and our communities will be far poorer as a result! Furthermore, many orchestras and classical music organisations are under pressure from funding bodies to engage more directly and meaningfully with communities – that means being responsive to what communities would like from them. Putting on a free concert in your normal venue then shrugging and saying, “well, we’ve done our bit” doesn’t really cut it any more.

Examination of underpinning values helps performers to position the meaning of the work in a larger social context. Armed with this understanding, and of the different elements that make up a perception of a ‘fourth wall’, performers can begin considering and playing with these, making them less rigid or less distinct. In this way, performances become an invitation to connect and share in something in which everyone has a stake.

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Growing a musical community – Ten years on

Last weekend I worked with graduates of the MSO ArtPlay Ensemble to create music for a special event – ArtPlay’s Tenth Birthday.

ArtPlay is Melbourne’s children’s arts centre. Actually, it is probably Australia’s only dedicated arts centre for children. The ArtPlay philosophy sees children and artists as co-creators – it is a space where children get to work and create alongside professional artists in a rich and diverse program of workshops, performances, installations, and exchanges. It’s my favourite place to work, because the staff are all so dedicated to optimum experiences for everyone who comes into the space. There is such impeccable attention to detail, and so much love, care and appreciation – mutually shared, I should add. I’m very proud to have such a long association with ArtPlay.

The colours of the crowd match the colours of the large-scale 'mosaic' sign at ArtPlay's 10th Birthday party

The colours of the crowd match the colours of the large-scale ‘mosaic’ sign at ArtPlay’s 10th Birthday party

The MSO ArtPlay Graduate Ensemble is made up of children from past MSO ArtPlay Ensembles – we create a new Ensemble every year, and have graduates from the first iteration, in 2005, all the way through to 2013. In this particular Graduate Ensemble project many of the older graduates came back to be part of the project – that was pretty special. Some of them are now in university!

In our opening circle on Saturday, as I welcomed them all, I pointed out that every graduate of the Ensemble is part of a musical community, and that with every year that passes, their musical community grows. It includes people they meet from youth orchestra, from university, and it includes me and the MSO musicians they have worked with over the years. We are all part of the same community of Melbourne-based musicians.

Here in the Graduate Ensemble, everyone has shared an experience of working collaboratively as a group and the strategies you can use to get your creative faculties firing. This was immediately evident as we started the warm-up games. We passed a clap around the circle – straight away, it was whizzing its way round, speedy, focused, and committed. “These are my kids,” I thought proudly!

Next, we walked through the space, each person choosing their own path but committing to straight lines in a particular direction, and to focusing their eyes on their chosen destination. With inexperienced players, this task of walking autonomously doesn’t make a lot of sense. But with a group that understands and follows the instructions, it is magic. A focused group is able to ‘read’ each person’s intentions and make small adjustments accordingly. It looks impressive when it works – people walk their chosen path deliberately, and there are no collisions! Even more importantly, it is a very connecting task, which heightens the sense of ensemble. We upped the speed – still no collisions. Yep, I thought. We are all on familiar territory. What’s more, everyone is here because they want to be, because they like what happens in this territory.

We broke off into small groups. Some of the older graduates took on leadership roles in their group. We didn’t ask them to do this – they just did it. I imagine that this may have been in part because they work in Ensembles in other contexts, where older people lead the younger participants. But it was also about familiarity and confidence with the creative processes we use in the Ensemble, and that I use in projects with older kids, which some of them have taken part in as well. It was a cool thing to observe. Again, flushes of pride!

At ArtPlay on the Sunday, we had a beautiful stage to perform on. As always, figuring out the configuration of groups, instrument sections, power leads and sight-lines took a bit of time (it’s the part of these projects I like the least), but our rehearsal went well, and in the last five minutes (nay, three!) we also devised a rhythmic groove to play outside, in order to draw the audience into the ArtPlay building from the playground and performances outside.

It was a lovely event to be part of, a celebratory event for ArtPlay that was also a chance for the staff, the MSO musicians and myself, and all the parents that we have come to know over the years, to reflect on the creative musical community that we share. It will only grow more.

MSO ArtPlay Graduate Ensemble (courtesy MSO/B.Lobb)