
GCSE Listening Paper 1992:
(Musical extract played on the tape - short excerpt from Mendelssohn's 'Fingal's Cave')
Q. Make one comment about the music you hear
My pupil's actual written answer on the exam paper: "It does my head in"
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I had tried - for five years at that point - to persuade the young lady concerned that there was more music worth listening to than just Kylie and New Kids on the Block. In some cases, I learned eventually, you just have to give up!
Sometimes, it's hard even to convince the uneducated teenager that what they are being asked to listen to is describable AS music!
Take Steve Reich's famous 'Clapping Music'. No pitched notes, no instruments (save hands) - two performers clapping an identical rhythm pattern, with one of them getting progressively more and more 'out of phase' with the other until, eventually, enough patterns have been repeated to once again bring the two together in unison. A simple idea...but music? Or is it more like a (rhythm) game?
Skip 18 years into the future and I have just had a very interesting Facebook conversation with a talented young friend. He is a professional military musician, percussionist with several notable brass bands and also works in the rock/pop field - so it's not someone unacquainted with different genres and styles of music I am talking about.
It seems Glen flicked over to tonight's Prom concert part-way through the London Première of Julian Anderson's 'Fantasias'. His comment?
"Just flicked on the Proms, what a load of rubbish! When are they ever going to play a nice melody and not just tune up!"
You might imagine - a bit like a red rag to an old bull like me! I may not have been over-impressed by Mr Anderson's latest opus myself - but I'll defend its right to exist and be described as music to the death!
So...to go back to my title...what IS music?
In the afore-mentioned teaching career I would ask that question of my Year 7 classes and write the responses on my whiteboard:
tunes
instruments
rhythm
sounds
beats
Same answers, every class - every year.
None of the responses are the answer to the question! Music might contain some or all of these but none (except one) are a prerequisite of 'music'! 'Sounds' being that response, of course.*
My next question to the class, therefore, is obvious! Does that mean that all sounds are music?
Discussions ensued! The majority would say "no" but some would say, "Yes, all sounds are music". I ask every person in the room to 'make a single, short noise'. Thirty children enjoy the chance to do so: shy girls tap the desk, Johnny and his five brash mates make fart noises or belch - they think it's original, of course!
I ask if that was music and most agree it wasn't - it was just 'random'. So, I invite Johnny to the front of the class and ask him to point at members of the class in turn and, when he does, for each to make his/her noise. More often than not Johnny returns to the same few friends, in turn, hence introducing repeated, identifiable patterns into the 'performance'. Most of the class now think that Johnny's piece WAS music...sort of!
I open the classroom door and ask everyone to listen to the sounds they can hear outside and we then make another list:
trees rustling
traffic
footsteps
fire alarm/police siren
plane
voices
birds
We agree that wasn't music either - just random noises again - so I play a CD I prepared earlier that places each of the sounds we had just heard and discussed into a defined 'soundscape'.

Same sounds as the random ones but, now, quite a lot think my piece could be described as music...so what had changed?
Here is the crux or aim of the whole lesson - the introduction (never by ME, by the way) of the word ORGANISED. If random sounds are somehow organised we turn them into music - and once that bridge is crossed most of my pupils were ready for more.
Leonard Bernstein once described music as "Sounds that change*** and move along in time." It is the placing of sounds into a context of time that turns them into music - organising them, if you like!
Glen followed up his first comment with:
"come off it - really did sound like they where just tuning up at one point! That's not Music!"
Really? Over two centuries ago Haydn used 'tuning up' as part of his Symphony Number 60 - 'Il Distratto' (The Absent-Minded Man). So did Britten in 'Young Person's Guide'. When The Beatles asked their assembled musical forces to 'make any sounds, getting gradually higher and higher' they created the famous, apocolyptic crescendo you can hear twice in 'A Day In The Life' - not far from 'tuning up', really, is it?
I'm quite sure Julian Anderson's instructions to the National Youth Orchestra this evening were quite clear in their intent - certainly I'd guess, clearer than some of the more outlandish Graphic Scores produced during the last century!
Whether 'Fantasias' is 'good' music or not remains to be debated. The answer will depend on many factors and will always be an individual one - some will love it and many more, surely, will not! Whether it goes on to become part of the popular orchestral repertoire yet to be seen!
But music it most certainly is! ****
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* There might even be some who would argue against even THIS, however. I have seen 'silent' choirs of deaf children 'singing' using signing - together, in time...'performing' a song. Music?
Further, most people who have been music students are aware of John Cage's famous 4'33" - a piece of 'music' in which a pianist sits at a piano silently for the duration of the 'piece'! The argument is always, "Well, OF COURSE, it's not (proper) music!"**
** Oy!!!...read the rest of the blog...THEN read this you impatient person! ****
*** The word 'change' is also important in this description - or else one might be able to describe a resting heartbeat as 'music'. If it is resting (i.e. virtually constant) then the sounds won't usually change, so failing Bernstein's criteria. If one goes for a short run then rests again the sound of the heart will find its tempo increased, then decreased again - in this scenario you have made a conscious decision to run, knowing this will cause the tempo change = arranged/organised the sound...and I'd, therefore, defend it as music!
**** My interpretation of 4'33" is that Cage has been an absolute genius on this occasion, manipulating the audience into becoming the performance! The pianist sits in silence listening tothe discomfort of an audience not knowing how to react to the situation. Uneasy shuffling, embarrassed coughs, hushed whispers ("has he started yet?" "what's going on?"), maybe even unwrapping of boiled sweets! And the pianist/audience, being 'in the know' hears the sounds created from the composer's stimulus - the 'organised sound' of my final definition!