Today we shall have the naming of parts. How the opening of that poem by Henry Reed caught his present thoughts; that banal naming of parts of a soldier’s rifle set against the delicate colours and textures of the gardens outside the lecture room. *Japonica glistening like coral . . . branches holding their silent eloquent gestures . . . bees fumbling the flowers. It was the wrong season for this so affecting poem – the spring was not being eased as here, in quite a different garden, summer was easing itself out towards autumn, but it caught him, as a poem sometimes would.
He had taken a detour through the gardens to the studio where in half an hour his students would gather. He intended to name the very parts of rhythm and help them become aware of their personal knowledge and relationship with this most fundamental of musical elements, the most connected with the body.
He had arranged to have a percussionist in on the class, a player he admired (he had to admit) for the way this musician had dealt with a once-witnessed on-stage accident that he’d brought it into his poem sequence Lemon on Pewter. They had been in Cambridge to celebrate her birthday and just off the train had hurried their way through the bicycled streets to the college where he had once taught, and to a lunchtime concert in a theatre where he had so often performed himself.
Smash! the percussionist wipes his hands and grabs another bottle before the music escapes checking his fingers for cuts and kicking the broken glass from his feet It was a brilliant though unplanned moment we all agreed and will remember this concert always for that particular accidental smile-inducing sharp intake of breath moment when with a Fanta bottle in each hand there was a joyful hit and scrape guiro-like on the serrated edges a no-holes barred full-on sounding out of glass on glass and you just loved it when he drank the juice and fluting blew across the bottle’s mouth
And having thought himself back to those twenty-four hours in Cambridge the delights of the morning garden aflame with colour and texture were as nothing beside his vivid memory of that so precious time with her. The images and the very physical moments of that interval away and together flooded over him, and he had to stop to close his eyes because the images and moments were so very real and he was trembling . . . what was it about their love that kept doing this to him? Just this morning he had sat on the edge of his bed, and in the still darkness his imagination seemed to bring her to him, the warmth and scent of her as she slept face down into a pillow, the touch of her hair in his face as he would bend over her to kiss her ear and move his hand across the contours of her body, but without touching, a kind of air-lovers movement, a kiss of no-touch. But today, he reminded himself, we have the naming of parts . . .
He was going to tackle not just rhythm but the role of percussion. There was a week’s work here. He had just one day. And the students had one day to create a short ‘poem for percussion’ to be performed and recorded at the end of the afternoon class. In his own music he considered the element of percussion as an ever-present challenge. He had only met it by adopting a very particular strategy. He regarded its presence in a score as a kind of continuo element and thus giving the player some freedom in the choice of instruments and execution. He wanted percussion to be ‘a part’ of equal stature with the rest of the musical texture and not a series of disparate accents, emphases and colours. In other words rhythm itself was his first consideration, and all the rest followed. He thought with amusement of his son playing Vaughan-Williams The Lark Ascending and the single stroke of a triangle that constituted his percussion part. For him, so few composers could ‘do it’ with percussion. He had assembled for today a booklet of extracts of those who could: Stravinsky’s Soldier’s Tale (inevitably), Berio’s Cummings songs, George Perle’s Sextet, Living Toys by Tom Ades, his own Flights for violin and percussionist. He felt diffident about the latter, but he had the video of those gliders and he’d play the second movement What is the Colour of the Wind?
In the studio the percussionist and a group of student helpers were assembling the ‘kits’ they’d agreed on. The loose-limbed movements of such players always fascinated him. It was as though whatever they might be doing they were still playing – driving a car? He suddenly thought he might not take a lift from a percussionist.
On the grand piano there was, thankfully, a large pile of the special manuscript paper he favoured when writing for percussion, an A3 sheet with wider stave lines. Standing at the piano he pulled a sheet from the pile and he got out his pen. He wrote on the shiny black lid with a fluency that surprised him: a toccata-like passage based on the binary rhythms he intended to introduce to his class. He’d thought about making this piece whilst lying in bed the previous night, before sleep had taken him into a series of comforting dreams. He knew he must be careful to avoid any awkward crossings of sticks.
The music was devoid of any accents or dynamics, indeed any performance instructions. It was solely rhythm. He then composed a passage that had no rhythm, only performance instructions, dynamics, articulations such as tremolo and trills and a play of accents, but no rhythmic symbols. He then went to the photocopier in the corridor and made a batch of copies of both scores. As the machine whirred away he thought he might call her before his class began, just to hear her soft voice say ‘hello’ in that dear way she so often said it, the way that seem to melt him, and had been his undoing . . .
When his class had assembled (and the percussionist and his students had disappeared pro tem) he began immediately, and without any formal introduction, to write the first four 4-bit binary rhythms on the chalkboard, and asked them to complete it. This mystified a few but most got the idea (and by now there was a generous sharing between members of the class), so soon each student had the sixteen rhythms in front of them.
‘Label these rhythms with symbols a to p’, he said, ‘and then write out the letters of your full name. If there’s a letter there that goes beyond p create another list from q to z. You can now generate a rhythmic sequence using what mathematicians call a function-machine. Nigel would be:
x x = x x = = = = x x = = x x x x = x x
Write your rhythm out and then score it for 4 drums – two congas, two bongos.’
His notion was always to keep his class relentlessly occupied. If a student finished a task ahead of others he or she would find further instructions had appeared on the flip chart board. Audition –in your head - these rhythms at high speed, at a really quick tempo. Now slow them right down. Experiment with shifting tempos, download a metronome app on your smart phone, score the rhythms for three clapping performers, and so on.
And soon it was performance time and the difficulties and awkwardness of the following day were forgotten as nearly everyone made it out front to perform their binary rhythmic pieces, and perform them with much laughter, but with flair and élan also. The room rang with the clapping of hands.
The percussionist appeared and after a brief introduction – in which the Fanta bottle incident was mentioned - composer and performer played together *****’s Clapping Music before a welcome break was taken.