Archives du mot-clé pedagogy

Cécile Guillier : Text 3 – English

Free Immured-Art: Murmurs

Cécile Guillier

 

One of the most enjoyable experiences I had playing music was free improvisation. After overcoming a blockage that prevented me from doing so for many years (all during my studies at the conservatory and a few more afterwards), it became a joyful experience for me. On the initiative of a jazz piano teacher, with a few volunteer colleagues and adult jazz students, we would play for a few minutes, with or without instructions (when there were, it was sometimes structural constraints). My great pleasure was in this alternance of play and discussion afterwards. The discussion was free, that is to say not aimed towards progress or assessment, it was only the moment to talk about how far we had come, how each person had heard it, had been surprised, interested, disconcerted, left out… And I was quite at ease playing or singing, I had the impression that one was playing directly with sound matter (idiomatic or not) and with human relationships (what do I hear from others, do I answer them…). I think I was the only one to view it that way, and the others were surprised by my enthusiasm. I was struck by the power of free improvisation on a group, to connect individuals and create a common culture. The colleague who had organized this was careful not to make value judgments about the sound result and the choices made by each participant. I still have a kind of nostalgia for having caught a glimpse into what I would like to do much more often, and with much more diverse people, whether or not they are already musicians. Having said that, it takes a certain amount of courage to go beyond the usual musical rules of the game, and I don’t always have it. When we talk about walls, it’s mostly there that I see them, in our heads (like a drawing I studied in German class in college that said “the wall is still in our heads”). I get the impression that I have to cross a similar wall every time I play in the street, so outside a concert hall: the moment when I switch from a person who walks with a violin, like everyone else, to a person who is preparing to play in front of others. It’s a small psychological wall to cross.

Another experience, different, of the notion of a wall: during my violin apprenticeship at the conservatory, my teachers often pointed out my defects, my failures. I imagined them as walls that I had to overcome, and with a lot of effort and willpower, I hoped to overcome them. But I believe that the effort and the will focused me on the walls to overcome rather than on the interest to overcome them. I think that if my teachers had told me instead, this is what I enjoy doing, this is why I find interest in doing it, I might have found a quicker way to get over those walls. The pleasure and interest in being a musician, the nature of what a musician is, often remains unquestioned, unshared. It’s often a world of phantasms and individual projections, when it could be a world of shareable experiences.

 


Access to the three texts (English and French)

Texte 1, Faire tomber les murs : mûrs ?      Français

Texte 1, Walkabout Wall Falling [Faire tomber les murs : mûrs ?]      English

Texte 2a, Interlude      Français

Texte 2b, Interlude      English

Texte 3b, L’art-mur de la liberté : murmures      Français

Sharon Eskenazi – English

Return to the French original text: Rencontre avec Sharon Eskenazi

 


 

Encounter with Sharon Eskenazi
Jean-Charles François, Gilles Laval and Nicolas Sidoroff

November 9, 2019

 

Sharon Eskenazi taught dance and improvisation in several art schools and conservatories in Israël from 2000 to 2011. She graduated from the “Movement notation Department of the Rubin Academy of Music and Dance” in Jerusalem, and studied at the Université Lumière in Lyon where she obtained a Dance Master (2013). Co-founder of the group DSF / Danser Sans Frontières in Rillieux-la-Pape, she directed at the Centre Chorégraphique National in Rillieux-la-Pape (CCNR) in 2015 the projet Passerelles. She is the choreograph assistant of Yuval Pick since 2014. She is Artistic Coordinator and Assistant Choreograph at the CCNR.
https://dansersansfrontieres.org/les-spectacles-les-projets/
http://ccnr.fr/p/fr/sharon-eskenazi-coordinatrice-artistique-et-assistante-choregraphique

Summary :

1. General Presentation of the « Danser Sans Fronières » (DSF) and « Passerelles » Projects
2. « Danser Sans Frontières »
3. « Passerelles »
4. Relationships Dance/Music and the Question of Creativity


1. General Presentation of the « Danser Sans Fronières » (DSF)
and « Passerelles » Projects

Jean-Charles F. :

Perhaps, to begin with, could you just describe a little about your background before the projects that took place in Rillieux-la-Pape for example?

Sharon S. :

So, I was born and raised in Israel. I lived there until 2011, when we decided to come to France – my husband is French, so for him it was like coming back – for me it was a real life change. And so my career as a dancer took place mainly in Israel, but I would prefer to say that I am a dance teacher and a choreography teacher. That’s my specialty: teaching choreography or creative processes, that’s what I did in Israel. In my work I’ve carried out a lot of projects between Israelis and Palestinians. I have a very close friend, Rabeah Morkus[*], who is also a Palestinian colleague.

Gilles L. :

Were you students together?

Sharon S. :

At one point, we were both in the equivalent of a “Conservatoire Supérieur” in quotation marks – in Israel it’s not organized in the same way. It is a group of young people who dance with the Kibbutz Dance Company. (It’s the second largest company in Israel, along with Betcheva.) That’s where we met. I grew up there and she joined us when she was 18 I think. I was about 18 years old too. It wasn’t on my Kibbutz, it was right next door. And so we spent a year together in this training program.

Gilles L. :

You say your job is to teach choreography, but is there a diploma? Did you go to school for this?

Sharon S. :

Yes, but that was later. I started… I had danced all my life, there, in their school, and then I did the two-year training course before becoming a professional dancer, and then I stopped. I told myself that I didn’t actually want to be a dancer and I wanted to stop everything. But I thought, still, I loved dancing, so I decided to continue. And I went to do a four-year Degree in Choreography at a dance and music university in Jerusalem, really similar to the CNSMD [higher education conservatory]. The three majors were: choreography, improvisation and notation. The notation system cannot be the same as in music, it tries to analyze movement through signs. So each notation has a different system to perceive space, time, body and body parts. It’s very interesting, I loved it.

Gilles L. :

So these are scores?

Sharon S. :

Yes, it’s completely another world, but it really opened up my thinking on choreography and composition. I learned a lot, and much more than choreography, because choreography includes scenography and performance, but also composition, that is to say how you create the actual score of the movements. That’s it, and after that I continued to dance, but in different projects here and there, and soon I started to teach choreography .

Nicolas S. :

And the degree was for you to become a choreographer? Wasn’t it also to become a choreography teacher? You talked about the three majors, wasn’t there a « minor » in pedagogy or teaching?

Sharon S. :

I can’t say, because some people came out of this program and are now choreographers or dancers. I came out and I was a teacher, so it wasn’t turned towards it, but you had to take courses on – how do you say it? – teaching subjects or pedagogy.

Jean-Charles F. :

Let’s come back to the projects between Israelis and Palestinians?

Sharon S. :

With Rabeah over the years, we have set up projects that use dance as a tool to bring the two peoples in conflict closer together. To be more precise: we have never worked with Palestinians who live in Palestine, so we are talking about Palestinians who live in Israel. When I arrived in France, we had just launched another project in Israel, and I was very disappointed: it was a bit of a shame not to be able to continue working with her. And then when I arrived in France, I said to myself that in fact it’s not only in Israel that there are problems of identity, of living together: how do you meet others? Without being afraid, how do you reach out to someone who is very different and who is sometimes in real conflict – well, this is perhaps less the case in France, but… When I arrived, I realized that there was a real problem of identity here. And so I had the idea of opening a place of creation for young people who love dance and who come from different social backgrounds, to bring together young people from the new town of Rillieux-la-Pape [suburb of Lyon], where we lived, it was just a coincidence…

Gilles L. :

How did you happen to get here? You talk about “coincidence”, about luck?

Sharon S. :

In fact, we arrived in the Lyon area by chance, because we were looking for a bilingual school for our children who didn’t speak French. And we found a school in Lyon, that’s why we moved there. And in Rillieux-la-Pape because we were looking for a house or an apartment, and we were not accepted anywhere because we didn’t have the necessary papers… You know how it is here, it’s very, very strict. And so “here” [in Rullieux-la-Pape], by chance, was the only person who accepted our file. So we said yes right away. And I didn’t work, I had nothing here; at first I decided not to look for work because the children had to face a very big change. And then, after a year, I decided to do a Master 2 at Lyon II in dance, more precisely in performing arts, because I didn’t really speak French and I had very little experience of reading and writing in French. I thought that if I wanted to work here, I would have to improve my level of French and also have a diploma or training in France. And during this Master, I decided to create the association “Danser sans frontières” (DSF) [Dance without borders] to bring together a group of young amateur dancers, who come from very different places and cultures, and practice different styles of dance.

Jean-Charles F. :

Precisely, yourself, what style of dance do you come from?

Sharon S. :

I come from contemporary dance. But as I am more involved in the creative process, it is not a particular style of dance that interests me, but rather what is behind it, the content that people bring into their dance. So it can be urban dance as much as classical dance or contemporary dance. That’s what interested me in this project, to open up a place for creation. For me, creation is a very important act that liberates the person, that gives them access to something inside, to their identity; because to create, you have to know who you are and what you want. And so, for me, the approach was not to envision a dance group working with a teacher who would teach this or that dance or this or that choreography. In addition to the act of creation as a founding act, it was also about collective creativity because, if you create something together, you always have to build something in common, to have the possibility to talk, to share and so on. Those were our two goals and so I founded the association at the end of 2013. The group was created in April 2014 with 12 young people. From the beginning there was equality between girls and boys, really 6 and 6, so it was already good… And there were young people from Rillieux-la-Pape, from the new town as well as from other districts, and also from Caluire-et-Cuire. And we started to work on the first creation together, really the very beginning. So I suggested a few procedures, a few guidelines for creation, and each one created small things for the group, which we put together. Little by little, over the years, it really developed. And since the main goal was to give them the opportunity to create, at the end of the second year, I think, they created their own pieces. So, one person, a dancer, carried and signed the creation. And since then, it’s like that, they are the ones who create and I am there to do my job: to be an outside eye and to accompany them in their approaches, right from the start.

Jean-Charles F. :

It took place in the National Choreographic Center of Rillieux?

Sharon S. :

Not then. It was a personal initiative and so I created an association which carries out its actions in Rillieux-la-Pape. So every year the town council gives me a time slot in a studio belonging to the town, and we work there every Sunday from 4 to 7 pm. So it’s a real commitment on the part of the young people, because it’s no small thing to be present every Sunday from 4 to 7 pm. And in fact it was a very clear axis: there are no auditions, it is not by virtue of ability that someone can be accepted, but by virtue of commitment. Being committed is also an aspect that I find super important for young people. If you decide to do something, it’s to see it through to the end. And it’s not “I’m coming, I’m not coming, it’s cool, it’s not cool.”

Gilles L. :

Did you sometimes have trouble with that?

Sharon S. :

Ah, yes! All the time.

Gilles L. :

And what do you tell people?

Sharon S. :

That means yes, sometimes I tell people for example that they can’t be on stage during the performance because they haven’t been present at rehearsals before. Because they might say: “Well, I can’t, no, I’ve got something else on, ah no, but actually, Sharon, I’m sorry, I’ve got a family dinner…” Then it might happen, but now, for example, I don’t have to worry about it anymore. And for the young people who work with us, as well as new people who join us, it’s so much a matter of course that I have practically no worries about commitment.

Gilles L. :

To come back to Jean-Charles’ question, you went to the Town hall to ask them to lend you a dance studio. And then, little by little, it got closer to the Centre Chorégraphique, later on?

Sharon S. :

Then, the partnership with the Centre Chorégraphique National [in Rillieux] began around the project “Passerelles”. In fact, from the beginning, in addition to all the initiatives that I mentioned earlier about collective creation, I immediately had in my mind the desire to undertake the “Passerelles” project. As I worked in Israel with a group of Israelis and Palestinians, a mixed group, I thought that it could be very interesting to bring the two groups together so that each group could see what it means to meet the other. What does it mean to look at another conflict a little bit from a distance, a different conflict, while not using the word “conflict”, but a social and cultural and political situation, such as the situation in Israel or the situation in France. What does it also mean to have very different identities? How everyone lives their own identity without hiding it, for example. What I found very present here is that… – perhaps there is a political desire or a cultural question? – but one tends to hide one’s singularity or one’s roots in order to be like everyone else. And so I really wanted the young people – I don’t know – blacks or Arabs who live here in the new city to feel proud of their roots, their origins, and to express them freely. And that it’s good to be all different and that everyone brings their own culture. So I thought that by organizing a meeting between the French and the Israeli-Palestinian groups, it would open doors for all the participants. But, at the beginning it was just a project without any money, without knowing if I would have someone behind me to carry it. And I was just starting to work with Yuval Pick[*], director of the Centre Choréographique National, at the time I wasn’t yet his assistant, I hadn’t even started to work at the CCNR. I explained this project to him, he was interested. It was a year and a half after my arrival in France and I no longer had a group in Israel, so I also had to help my Palestinian friend Rabeah to build one…

This was very laborious. At first I started the whole thing here on my own. The Grand Projet de Ville in Rillieux-la-Pape helped me to set up a “city policy” project, so I was able to get public money. And so it was absolutely necessary for this project to succeed. So we created a group together in Israel, me a little bit far away, but Rabeah up close. And all this was realized in February 2015, when the Israeli-Palestinian group arrived in Rillieux-la-Pape. The Centre Choréographique National provided the framework: that meant the use of the studio and also – because there was also the first floor – a place to eat and welcome everyone. There were 24 people in the Israeli-Palestinian group and 12 in ours, so it was a huge group. In addition, the CCNR granted dancer Yuval Pick time to lead the workshop, because the idea was to meet around dance, but not just in a cafe or to visit Lyon. We lived a week of real dance workshop together, with both groups. And it was really a human encounter and a very strong cultural shock for everyone. We had the feeling that “breaking down the walls” is possible. But it’s not that simple, because there were no walls already established between the two groups, because they were very distant, they were very different, culturally very distant. They had no language in common, as the French barely spoke English, the Israelis and Palestinians did not speak French. There was also no common history between the two groups and within each group taken separately. That is, within the Israeli-Palestinian group, there were Palestinians and Israelis who were not used to working together or doing things together. And within the DSF group here, as I told you, there were very different people. And it really had a “whhhfff” effect of – how can I put it? – yes, of coming together, actually of getting closer. People who were complete strangers at first became best friends a week later. It was also true for us adults who were around, we were very impressed with this power that dance has. I say dance, because it’s not just the fact of meeting each other, for me, it’s the dance that made it possible to meet the other, in the first place without using spoken language. That is, without words, and through the body, because the body speaks and it has this capacity to welcome the body of the other, probably better than through words. For them and for us too, it was a very powerful experience.

Let’s just explain a little bit the approach to this project and see how it was built. I started with the Town Hall and the “Grand Projet de Ville” to obtain public subsidies. It wasn’t a huge sum, 3000 or 3500€ I think, and I set up the project with that. In order to be able to cover the costs, I called on families in Rillieux-la-Pape to host the young people. The desire was to get the inhabitants of Rillieux to participate in this project, to really involve them in a common action. It went really well, because they were really there and they came to see the performance. These people, afterwards, kept in touch with the young people of the Israeli-Palestinian group and the French group. It became a circle close to the DSF group. In addition, these families made it possible to welcome the young people without having to take out the budget that this required. And then I also called on the inhabitants of Rillieux-la-Pape to volunteer in the kitchen: there were 35 young people and then the adults around. So there were 50 of us in all who had to eat every day, three meals a day, for young people. And as I had a very small budget, I needed someone who could cook, especially pasta, for 50 people. It was another way to include the inhabitants in this project. And the MJC [Maison de Jeunes et de la Culture – Youth Cultural Center] was also a partner.

 

2. “Danser Sans Frontières”

Gilles L. :

Do you remember how you contacted these people, these volunteers? Was it in the municipal newspaper?

Sharon S. :

Good question. There’s one very important aspect: at the beginning, I didn’t create the DSF group alone. I created it with Hatem Chraiti[*]. He is a hip-hop dancer-choreographer and lives in Rillieux-la-Pape. He is everything I am not: a man, a Muslim, who dances hip-hop. Whereas I am Israeli, woman, Jewish and I come from contemporary dance. I said to myself, voilà, it’s not enough to tell others to break down the walls, you have to start doing it yourself. So he started this project with me, and it was very interesting. Even when I did projects in Israel with Palestinians and Israelis, it was always in the field of contemporary dance. So this was different. I met him, and that was the first time I attended a hip-hop dance class – because in Israel it’s not like here, it’s not very common; although now it may have become so, but 10 years ago I don’t think it was. I worked mostly in places that train young people who wanted to be professionals, urban dance was not taught there. And so I was quite far from this culture and it was through Hatem that I was able to discover hip-hop. It was a way to work with some different people. We started the first “Passerelles” project together. He wasn’t born here, but he has been living and working in Rillieux-la-Pape for years, he has family and friends. So he also helped me to find volunteers, and at that time he also worked at the MJC [Youth Cultural Center] in Rillieux-la-Pape. Through Hatem we also made partnerships with the MJC, with the CCND and through DSF with the Town. So it was the three partners who finally brought the project to fruition.

Jean-Charles F. :

Maybe we can go back a little bit. You talked about commitment, I wanted to know exactly what that meant: was it just a commitment of time? Or to be there? Or were there other things that came into play?

Sharon S. :

For me it was being there.

Jean-Charles F. :

Is it a physical and active presence?

Sharon S. :

Yes, exactly.

Jean-Charles F. :

Is it the only requirement?

Sharon S. :

Yes, that’s all that’s important actually. Because each person brings something, so if they are there, present, they will contribute. And if they’re not there (or only from time to time) it won’t work, neither for the group nor for the specific person.

Jean-Charles F. :

So what was the profile of the people who were removed?

Sharon S. :

In fact I didn’t take anyone out. What was important for me was to demand a regular presence, because commitment is precisely one of the problems of young people living in the new town. Either they have fewer examples in their lives of real commitment, or they don’t feel responsible for what they do. So getting everyone to learn how important commitment is was an essential educational process for me. Because if people aren’t there, they’re not going to learn. It wasn’t so much a question of eliminating anyone, as of saying that success starts with this commitment aspect in one’s professional life. It was to make that clear.

Jean-Charles F. :

So, I understand and even adhere to this idea, but at the same time what interests me is to know a little bit about the reasons for those who didn’t stay hooked.

Sharon S. :

So, here’s an example of a young person who had a lot of personal problems, as well as at school. He got to ninth or tenth grade and then he left school. And so he had a real problem with commitment, a difficulty in believing in something. I accompanied him for three years, from 2014 to 2017. Well I can tell you that I tried everything. I even went with him to the Second Chance School after he was expelled from his high school. So he spent a year at home doing nothing, and I tried with his mother and grandmother to make him continue DSF in spite of all his problems and it was not easy. And in the end I even went to his school to be the accompanying responsible adult and it didn’t work out. He stayed maybe three months in that school, and then he left. And then I tried again to get him back into DSF, because I thought that DSF was a framework that could help him, but I did not succeed. Now he’s no longer in DSF. And it’s true that it wasn’t the fact that we put commitment as the number one rule that led to him no longer being part of DSF, because he had every chance. And the door was always open and he knew it. But it shows that having commitment problems is not just a question of personality. It is also a question of life experience, of… not a family problem, but of…

Gilles L. :

… environment?

Sharon S. :

Yes of environment: what is around you? What makes you unable to be yourself completely in a place for at least some time? Because you don’t believe in it; because nobody trusts you, so you change all the time, so you leave, you come back, you leave, you come back, it’s super complicated. And it’s true that, for example, I know that at the Town Hall, they adhere to the DSF project, but once an elected representative told me: “but why don’t you work with people who are on the street or who are in a very precarious situation?” Because it’s true that the people of DSF are not like that now. Even at the beginning, the young person I was talking about was one of the most vulnerable. The others are students, they are also young people who are very well supervised in their personal lives.

Gilles L. :

Yes, there are a lot of future engineers among these young dancers…

Sharon S. :

Yes, they do major degree studies. But it’s also true that I believe and I hope that being in this context, in DSF, brought a tremendous benefit to everyone. It has strengthened their confidence and their professional path. Now some of them became professional dancers, thanks to that as well. But not all, DSF remains open to amateurs, it is not a professional group.

Jean-Charles F. :

And just to conclude with this initial group, what happened at the first session? Or the first few sessions? At the very beginning? What was the exact situation? What were the dynamics that enabled the development of the group?

Sharon S. :

In fact, in the beginning it was not easy to establish trust with them because of their habits. For example, there were young people who practiced contemporary dance, hip-hop and “dance-hall” which is a dance from the islands, an African dance. But those who practiced these three styles of dance, did it in a way – how can we describe it? – in a very stylish way, that is to say: I produce, I copy the teacher, I produce a style of dance, there is a specific vocabulary that I master more or less. There’s no creative approach to it, it’s just a production approach, that is, producing something and doing it well. And so, for me, with exercises that are more focused on creativity, it was much more difficult. The difficulty was for everyone to be able to develop something creative to get them out of their comfort zones: “Ah, I know how to turn on my head, I know how to do this or that well… whatever…” And through this approach, to be a little closer to artistic endeavors, because that’s what interests me, in the end, it’s art. And MTV’s video-clip isn’t art. Art is all about being able to touch someone’s sensibility. That’s what has been very difficult. If we talk about walls, that’s where the highest wall is. In this city anyway. To show what one is capable of doing specific to oneself is always dependent on the dominant culture of the group to which one belongs, or else, one risks being rejected. This is a phenomenon that can be observed everywhere. But it is even more true when one grows up in a city such as the new town of Rillieux. Then it is not two or three meetings that made the difference. This work took a few years. But at the same time, I knew that it was very important to make them discover the art of dance, because there are some who had never come to the Maison de la Danse for example, had never seen a dance art performance. Some had years of “cultural” practice behind them, and others didn’t at all. And so, just this encounter between people who practice culture or art differently, makes everyone grow. Moreover, the idea was to make them discover the art of dance in all its forms. So we went to the Maison de la Danse, which even organized for us a visit behind the scenes to discover the different professions. And after the Passerelles project, they were really “at home” in quotation marks, at the Centre Choréographique National. So they came to see almost every performance at the end of the CCNR residency, and this is really hard-core. These are emerging companies that are doing things that are not in the mainstream, not in the practices that are recognized by the institutions. How can I put it? That’s not what we see at the Maison de la Danse [laughs]. For example, even very simply the question of homosexuality: I remember one time, a company had worked around that, and for them, it was really the first time they’d seen such free expression around that subject. Then there’s the question of nudity (“you see what I see?”) [laughter]. So, it was also a way of making them discover something artistic or sensitive in them, and to see that it’s OK. We are allowed to touch things that are sometimes forbidden or hidden. So all this was part of breaking down the walls of the facade. Did I answer your question?

Nicolas S. :

We can try to go into more detail. In PaaLabRes, we talk about the notion of protocol, the “trick” that allows it to begin. So Jean-Charles’ question was also about when they arrive, on the first Sunday at 4 pm. How do you open the door, what do you say, the question of the locker room and others? And then, what do you tell them at the beginning, how does it start, is it without words or with words, and what is the first activity you make them do?

Sharon S. :

In fact, if I remember correctly, it was 2014, but I think we started talking because this is not a dance school. We really started from scratch to build the group. So, one Saturday or Sunday, a group arrived… everyone introduced themselves, a little bit, and then I explained to them my intentions on creation, a little bit like I told you. I started by telling them about the “Passerelles” project, because it was already in my head, and I wanted them to know about it to see if they would be interested. We talked about the fact that everyone comes from a different technique or style of dance, that I didn’t intend to put those aside and just do contemporary dance. I wanted to make that clear, so that’s the first thing I put on the table: everyone can stick to what they’re doing, it’s all right, we can still do hip-hop if we want! It was very important, because they were a little bit afraid of losing their habits or what they know how to do. So I don’t remember if we did the meeting and danced right after, or if it was the next time? I think we started to dance right away, in this first meeting. I proposed exercises that allowed them to stay in what they knew how to do and still converse – dance – with the other. I immediately started with dancing. We talked, but there was immediately an action of movement and dance. I wanted them to understand the process, and to see that it wasn’t a dance class like they’re used to (with a teacher there, the dancers are behind and do what the teacher does). That’s not how it works at all. I’m there, I’m talking, I’m giving images, and they have to react, that’s it. Well, at first it’s difficult, because as I told you, they didn’t have access to this way of doing things. They only had access to produce words they already knew: sentences, words and vocabulary they had acquired.

Nicolas S. :

What images do you give? Do some work better than others or not, some you are accustomed to using or not, and why?

Sharon S. :

With DSF, I try to give images the most – how shall I put it? – practical, very action-oriented. [She shows with gestures]. Because they were really amateurs who didn’t know each other, so there were a lot of barriers that made it not so easy.

Jean-Charles F. :

Images are not things that are projected on a screen?

Sharon S. :

Then, “image” may not be the right word because, in fact, they are instructions for actions to be carried out. For example, it’s holding hands. And from there, we can suggest things, such as forbidding separation, to see what we can do with this idea. That’s the kind of situation that everyone can do, even if it’s never simple, because it touches on something intimate. It’s not a question of producing something like, “Hop! I’ve done a spin round and you say ‘wow!’” It is not in this context that it works, that it vibrates. So I try to do simple things, but not that simple. Because they are still dancers: they have to feel the presence of a challenge in relation to the dance, and at the same time it has to remain simple enough or clear enough in the actions so as not to put them in difficulty. I try to find that balance and then improvise a little bit with what you can observe. I prepare something, but then the group improvises on it. And I don’t remember exactly what I was doing, of course. [laughter]

Jean-Charles F. :

It doesn’t matter…

Sharon S. :

But for sure it was in that order, because I always work like that and little by little, from encounter to encounter, it began to make sense. But it took a lot of time. And today, for example, if I invite choreographers to work with the DSF group, and even I from the outside, I say “wow”, it’s incredible how they dance, how available they are. It’s not only the readiness of their bodies in the dance, but it’s also the openness of their inner strength. That is to say, there are no limits and it is very impressive. And it is also because, after five years of working together and with me, a strong nucleus has been formed. They were able to meet choreographers, dancers, they participated in workshops, internships, with a lot of people, they saw performances and at the end they also worked with Yuval Pick, they were able to experience a real creative process with a choreographer. All this has made them super available and super open-minded.

Gilles L. :

There’s a trust that has also been established between them, which I felt a lot when I went to see the performance.

Sharon S. :

For them, it really became a family. A few days ago, on October 30 [2019], we presented a performance and they spent an evening together. In fact, they are together all the time outside of DSF, so they really became like a small family and very close friends… They go on vacation together, it goes beyond what happens in the studio. But it’s true that the trust between them helps them to be free, because it’s always the other’s look that scares us. Everything changes when the other’s gaze becomes so friendly…

 

3. “Passerelles”

Jean-Charles F. :

We can go back to the “Passerelles” project. So, for example, if I understand correctly, it was to invite young people here – or not so young, I don’t know – from Israel and Palestine; so could you describe a little bit the make up of this group. For example, you said that the Palestinians live in Israel, but where in Israel, and the same thing for the Israelis?

Sharon S. :

Well, in the first group that came to Rillieux-la-Pape in February 2015, there were 24, 12 Israelis and 12 Palestinians (or very close to that maybe 11 and 13 or something like that). And it was very important for Rabeah and me that there were not 14 Israelis and 3 Palestinians because it happens very often. Because, for Palestinians, it’s not easy to do things with Israelis. Parity is sometimes not respected at all when doing things in Israel. And it was also very important for us that there was parity between men and women, so there were really almost the same number of boys and girls, of Israelis and Palestinians. Rabeah and I both come from northern Israel, near Lebanon, and we grew up in the same area, she in a Palestinian village, and I in an Israeli village. And so most of the Palestinian youth were from northern Israel. Just to perhaps explain: there are about a million Palestinians living in Israel.

Jean-Charles F. :

They are called Arab-Israelis?

Sharon S. :

Yes. For me, first of all, they are not Arab-Israelis. This is the name that the Israelis have invented so as not to say that they are Palestinians and not to create this link with the Palestinians of Palestine. And if we ask the Arab-Israelis for their nationality, they will say that they are Palestinians.

Jean-Charles F. :

Yes, I see.

Sharon S. :

As I knew that between the Israelis and the Palestinians, it was not easy, there was a real problem of affirmation of identity, especially among the Palestinians towards the Israelis, and of consideration of the Israelis towards the Palestinians. And so, in the “Passerelles” project, there was a moment when France 3 TV came to interview them in the studio here in Rillieux-la-Pape, there was a journalist and a photographer. So they filmed, but they said to me, “But we don’t understand, who’s who? We don’t see any distinctive signs.” And so I said, “Yes, well, it’s true,” and I decided to improvise and ask them to come to the camera and say their first name, last name, and where they came from in the language they preferred. And so all the Palestinians – and they all have Israeli nationality, they all live in Israel – all the Palestinians, all of them, came to the camera, they said in Arabic, “I’m so-and-so, I’m a Palestinian, ah! and I’m a Palestinian who lives in Saint Jean d’Acre in Palestine.” For the Israelis, even Saint Jean d’Acre is totally in Israel, not just for the Israelis but for everyone. For the Palestinians, it is in Palestine. And for the Israelis, it was a real shock that someone in the group who lives in Israel could say that she or he is living in Palestine. It’s quite extraordinary. And I knew that the Israelis were going to be extremely shocked. So, I mention this anecdote just to explain that Rabeah and I can say that we are neighbors. But in Israel it’s not like here, the communities don’t live together. That is to say that the schools, the National Education, are separated. So you can grow up five minutes apart and never meet a Palestinian with an Israeli, except when you go shopping. The systems are separate, so you grow up separately. And sometimes you don’t even speak the official language because, if your parents are not educated or they are not in contact with Israeli society, you can finish school and not being able to speak Hebrew for example.

Gilles L. :

But can you still live in Israel without speaking Hebrew?

Sharon S. :

Then it’ s not easy: you create second-class citizens who don’t have the same opportunities, because they don’t have the same ease of access to power or to people, or even to education. Because if you don’t speak Hebrew, you can’t go to university. So, for example, most of those who have money go to study abroad. They get around the problem of not speaking Hebrew. They don’t watch Israeli TV, which is in Hebrew. They watch TV from Jordan, Lebanon, Egypt. So, you live in Israel, but you don’t take part in Israeli culture at all.

Jean-Charles F. :

What were the dance practices of these two groups?

Sharon S. :

Rabeah is a true pioneer in the Palestinian community. In addition to the problem with Israel, with the Israeli identity, etc., the Palestinians also have their internal problems: because there are Muslims and there are Christians. And there is also a war between Christians and Muslims, which is not easy. And besides, dancing is not at all approved of, neither in the Muslim community nor in the Christian community. It is difficult to accept the presence of artistic practices and that women could be allowed to dance. Well, today that has changed, I’m talking about twenty years ago, when Rabeah started, it was not accepted at all. Today, little by little, it is beginning to be so. She was really able to bring this to the heart of the village. She created and founded a dance school, which I believe was the first dance school to be established in the entire Palestinian community. She advocated this idea a lot, and now there are students who are grown up, and some of them even became professionals. But it’s a continuous struggle. The whole Palestinian group was made up of young people who gravitated around Rabeah, and therefore did not live far from Saint Jean d’Acre, the Palestinian village. As far as the Israelis were concerned, it was more complicated, because I was already here and there was no one to federate a group. And so, we found them somewhat like that, on the basis of those who were interested in this approach, in this project of working with the Palestinians. The idea was not only to come to France, but to create a group in Israel, and really offer something interesting through working together. In fact, this group was created precisely to go to France and a few months later, the group didn’t work anymore because people were too far away from each other. In fact, the group was created two months before the departure. That means that in December 2014, it was the first time they met. When they arrived in France, they hardly formed a group. For them it was the very beginning of the project, and there were 24 of them, which is too many people to manage a group. There has been a big change in the Israeli-Palestinian group that came for the second time in 2015: it is not the same group, but there is, like here, a core group that has followed the project from the beginning.

Nicolas S. :

The first time they saw each other in Israel/Palestine is in December 2014, so did Rabeah use the same methods as you?

Sharon S. :

Yes, but in their group there was less difference in dance styles. Because she works a little bit like me, so those young people already were used to that. And the Israelis that we found through another friend who works with us, also already knew this way of doing things. However, for them, it was the fact of working together that was new. And Rabeah and I really insisted that all the meetings take place in the Palestinian village. Because often the strongest ones ask the weakest to come to them. It’s easier to meet in a Jewish town than to go to a Palestinian village. So we said: well, those who will be accepted into the project will be those who have the will to cross that wall, that door. That was almost the audition for the group: who dares to come several times to a Palestinian village without being afraid. That’s what they did… The young people of Rabeah invited the young Israelis. For example, they also spent a weekend together, being invited to stay with Palestinian families. Because it’s not just dance, not just art, it’s also a civic initiative. Being invited to their homes has been a real turning point for them. It was also always a very warm welcome, and so it was very important.

Nicolas S. :

And what was the language used in the meeting in Israel?

Sharon S. :

It was Hebrew, because in spite of everything – I said that they were different educational systems – they learn Hebrew in school. Then there were some who didn’t speak Hebrew, for example, a young person who was in eleventh grade. But the others spoke well. The official language was Hebrew. Then we tried to use Arabic and Hebrew systematically, it was practically a political assertion. The ages were also quite different. There was a young man who was 16 years old, but also a 25-year-old girl who was already in a Master’s program in Israel. She spoke English, Hebrew and Arabic fluently. So there were all kinds of situations.

Nicolas S. :

If we come back to Jean-Charles’ question, so in France, at the Centre Chorégraphique National, the two groups that came in, what did you make them do and how? Was it a workshop with Yuval Pick’s company?

Sharon S. :

Yes, and every day there was a dance class with Julie Charbonnier[*], a dancer from the company, morning and afternoon – not every day – and there were sessions with Yuval. There was one time when we did things between us precisely to develop the cohesion of the group. We also did a performance at the end of that week, with each group separately. During that week we prepared the performance a little bit, each group rehearsing what they were going to present. And then we worked with Yuval to prepare the performance – it wasn’t a real performance – in what looked like a master class open to everyone. During the performance, on Friday night, the DSF group presented a piece, the Israeli-Palestinian group presented a piece, and at the end Yuval organized a directed improvisation in front of the audience with everybody, 35 people on stage. And so we prepared that too. We visited Lyon, we had an evening at the MJC [Youth Cultural Center], we had an evening debate with the inhabitants of the city as well. What else did we do? [Laughs]

Gilles L. :

I was present at the debate, it was very important after all, especially between them.

Jean-Charles F. :

Can we find out what happened in this debate?

Sharon S. :

In fact, in the debate, precisely what I told you about the moments when everyone said where they came from in their mother tongue and which raised this question: can the Israelis accept the fact that Palestinians feel Palestinian and not Israeli? And so there was all this difficulty between the Israelis and the Palestinians.

Gilles L. :

The debate was very intense.

Sharon S. :

Yes we can say that. So it brought out a lot of things between the Israelis and the Palestinians. It is much easier to express oneself freely outside the territory, and to talk about it, to exchange ideas. Because in Israel, it’s not always very easy. So, for them, it was really a very strong and revealing time. Because the Palestinians were also afraid that the Israelis could not accept this, but they found out that this may not have been the case. So, it was a powerful moment and in the debate this issue came out. Even if to some extent it’s a very intimate issue that doesn’t concern the French, it’s like in every peace agreement, there’s always someone else, there’s always a third person, because in a couple you need a third person to facilitate the exchange. The presence of the French group also served a little bit for that too. Afterwards it was a debate in three languages, so it wasn’t always easy. But what more can be said about this debate?

Gilles L. :

Did they talk about it among themselves afterwards?

Sharon S. :

There, there was then a debate, but it was an intimate, internal debate between us. And it was very, very, difficult, much more difficult than the first one. But I think that during the first week, they didn’t talk much among themselves, especially not about political problems. There was also a real language problem, because English was really very minimal among the French. So it wasn’t a very sophisticated debate. And they were twenty years old anyway, and in the Israeli-Palestinian group, half of the group was underage. The first time there wasn’t much verbal exchange between the young people. But on the other hand, the exchange in the dance was super powerful, we felt a lot of things, even without talking. And that’s what led us to say that, in fact, it was impossible to end there, it would have been a pity. We wanted to organize another meeting, this time in Israel…

Jean-Charles F. :

The return match.

Sharon S. :

That’s it, the return match, exactly, and so we left ten months later for Israel, in December 2015. For that I had a “politique de la ville” grant, it was easier to convince the decision-makers of this necessity because they had already seen the “Passerelles” project number one. So we got a subsidy to pay for the plane tickets. It must also be said that the first rule I gave myself was that there should never, ever be a barrier through money, that someone could not do something because they didn’t have money. In fact, they contributed a little bit, because it’s important to say that not everything falls from the sky. But if someone couldn’t pay that amount, I would make sure that the full amount was provided. Some come from very, very modest families, so it’s important. So we went to Israel for a week, and it was a bit the same idea: to do workshops and encounters around dance. But this time, there was no place like the Centre Choréographique National that hosted us for the whole week. We went for two days here, one day there, like that, everywhere in Israel, to meet Israeli and Palestinian artists. Well, it was more Israeli in dance, because there is still not much dance among Palestinians, even if it is starting. But we met other artists and musicians, we made several encounters all over the place. For example, we did an activity in Haifa in a cultural center for the three religions and we also presented the first film “Passerelles ”. We went to Saint Jean d’Acre and we worked with an American dancer who danced for Alvin Ailey. She came voluntarily to give two full days of training. We also went to Tel Aviv to meet a choreographer, we had an improvised jam session with a musician and some dancers. We spent a day in a dance and ecology center: a dance center that defends the environment, for example where water is collected. The whole system is ecological, they built all the studios and the whole building, everything redone with earth and things like that, with a strong ecological commitment. And for example, they do work with people with disabilities. We also spent two days at Kfar Yassif, which is the village of Rabeah.And so we met and danced with an ethnic dance group, a Palestinian dance, the Dabkeh.

Gilles L. :

The Dabkeh ?

Sharon S. :

Dabkeh is the Palestinian dance, the traditional dance of Palestine, not only from Palestine but it is very much linked to the Palestinians. Now, because there is a real need for identity affirmation, many young people are starting to learn this dance as a symbol of their Palestinian identity. There was also a musician specialized in derbuka – what he did was magnificent – who played, and afterwards we danced with him, we improvised.

 

4. Relationships Dance/Music and the Question of Creativity

Jean-Charles F. :

Precisely, this was a question: the relationship to music in all these projects. How does it work with the music, or the musicians?

Sharon S. :

Normally, for example, when we work in the studio, there is no musician. However we always work with music, it’s very important…

Jean-Charles F. :

Is it recorded music?

Sharon S. :

Yes, it’s music that we like, that stimulates the desire to dance, that pulses [snapping her fingers].

Jean-Charles F. :

Music that you like, that is?

Sharon S. :

It’s not the music we listen to at home, but the one we like to work with the dance, that is to say to make the body work, I don’t know how to explain it to you, I can make you listen. For example: Fluxion, Monolake, Aphex twin.

Jean-Charles F. :

Then, do you choose the music?

Sharon S. :

Yes, if I give the class, I choose the music. I find that this music will make you want to do such and such an activity or such and such a type of movement, it creates this desire in the body. Then, everyone uses different music. And if we can work with a musician, it will really be a project built around that, because it’s very specific. If I work with music and pieces that I know and that I choose, there is an extraordinary diversity: I can choose at one time to work on Bach, because I want that kind of atmosphere, and after that, an electronic thing that gives a different energy, or a tribal or African or punk piece, and so on. This gives a much richer palette – rich is perhaps not the word – larger than a single musician who brings a specific color. But it’s super interesting; for example, when we worked with the Palestinian musician. But it was just an experience that we couldn’t develop further.

Jean-Charles F. :

And the participants provided music as well?

Sharon S. :

No. But it’s a good idea. [laughs] I’ll remember it.

Jean-Charles F. :

This idea of creativity is not completely obvious as far as I’m concerned, because it can be declined in millions of registers. Especially, I was wondering, for example, the question of the stage, because contemporary dance seems to me to be completely linked to this notion of “stage” in the sense of a theater and therefore to choreography. While other forms, notably hip-hop, have their origins…

Sharon S. :

In the streets…

Jean-Charles F. :

Yes, and the street is a stage but it is not at all that particular theatre stage. And therefore it has totally different rules, especially in the idea of what we could identify as creativity. (Of course, I don’t know if what I’m saying has the slightest reality.) On the other hand, there is another problem: you said that not only the Palestinians didn’t practice dance, at the beginning of your friend’s project, but society itself didn’t see dance as something “good”. But at the same time afterwards, you say: ah but there is nevertheless a traditional form of dance that exists?

Sharon S. :

But it is not at all the same, for example the Dabkeh is danced originally only by men…

Jean-Charles F. :

So there again, traditional forms of dance seem to me to be quite far from the notion of stage in contemporary dance… And it’s true that, also, we have seen a lot in recent years of recuperation, well, even for several centuries, it’s the tendency of the West to recuperate forms in order to stage them. So it would interest me to know how this is articulated within this project. Because there are also walls that need to be broken down, but the danger of breaking them down is that one form might eat the other.

Sharon S. :

Hm… It’s true that in street hip-hop, we can rather talk about « battle » nowadays, there is a lot of creativity.

Jean-Charles F. :

That’s what causes the one to beat the other.

Sharon S. :

That’s it. And then in fact you improvise with everything you have, everything you are able to do. That’s it, so it creates beautiful moments, except that it’s not a creation, because it’s not writing, it’s improvisation and it’s the present moment. It’s not the same at all.

Jean-Charles F. :

It’s not writing?

Sharon S. :

I mean, it’s not a choreography, sorry.

Jean-Charles F. :

Isn’t it inscribed into a body that moves? Isn’t it learned, can’t it be reproduced?

Sharon S. :

It depends. For me, the creativity in hip-hop is really in the battles. Because there’s this notion of [snapping her fingers] to titillate the other one and always take it to a higher level of I don’t even know what, body, invention, etc. But there’s another aspect of battles, it’s that they’re very much about performance. That is to say that the most important thing is not to show something more intimate, more sensitive, but to show a performance and to make it “spotless”. So, for example, personally, I’m less interested in that. It’s not a question of style of dance, because this aspect doesn’t interest me at all in contemporary dance, where it also exists.

Jean-Charles F. :

Yes.

Sharon S. :

It’s not a question of style of dance, but a question of approach. Then, it’s true that when you choose to highlight something more intimate and inward, you can’t do both. Because you said earlier that one is going to crush the other. I don’t know if I answered your question properly.

Jean-Charles F. :

Yes.

Sharon S. :

So, for me, it’s not a question of recuperation. I know the problem of colonialism in art. But for me it’s not a question of style or aesthetics, it’s a question of what interests me in the person who dances. Afterwards, the first time I saw a “battle”, I saw this creativity, I thought “Wow! That’s really interesting”. But how can you keep this creativity outside of this competitive performance atmosphere? So that there would be this possibility of being in the more fragile, more intimate nuances. For me, it’s not a question of aesthetics, but that suddenly I might see in the person something very inventive, very innovative even. Even if this person doesn’t know what she or he is doing, it just came out like that, so it was amazing.

Jean-Charles F. :

It’s a bit like that in all improvised forms, isn’t it?

Sharon S. :

Yes, but it depends on the objective of the improvisation, on each person’s experience. For example, in a “contact improvisation” jam or other forms of jam, the goal is not to impress the other person, and there’s not really an audience watching. It’s not a show in the form of a jam, it’s a shared experience.

Jean-Charles F. :

Yes, I see.

Sharon S. :

Then, I don’t know, maybe there are other forms of improvisation with people who have other goals. Everything exists, and so… I think it is important that things have a purpose. For example, if the objective is to win something, it already means that we’re in competition; well, for me, that’s already problematic. Because we can’t compete, we’re different, so everyone brings something else. I understand the logic of competition, but for me, it’s not a context that can allow you to be really creative. Because you have to impress all the time, impress even more. So, it brings out amazing things, but the goal is not to bring out amazing things. I don’t know if I’ve answered your question, but for me, the goal is not to recuperate something but to lead to something else.

Jean-Charles F. :

And in classical dance, you also have a competition…

Sharon S. :

Yes. That’s right. Classical dance today seems to be only interested in competitive high-performance.

Jean-Charles F. :

Performance in the sports sense of the word.

Sharon S. :

Yes, if I do sixteen pirouettes, and then I manage to jump [snapping her fingers] and land well and be “perfect”, then the audience applauds. So, it’s like in a battle, where the body performance is much more important than “what does that mean.” Because why are we on stage? We’re not on stage to impress, I don’t know, maybe we are? That is to say that I’m not against virtuosity, but it has to serve a purpose. If it only serves itself, I’m not interested. It can be beautiful, but I’m not interested in it in artistic terms. It’s like the Chinese, they do things where you can only say “Wow!”, it’s beautiful, people are there and they turn on each other’s heads, some amazing things, but for me, it doesn’t move me at all, absolutely not at all. So, of course, I was the one who led the project, so you could say that it was my sensitivity that created a bit of a guideline. I think that, perhaps, when each project is directed, it has the color of the one who is at the head of it, it’s somehow natural. In any case, I think that even today, even after five years, we can completely see the presence of urban dance in everything they dance in DSF. So that hasn’t been erased, even though what they do is also contemporary dance. I think that even Jérôme Ossou’s last creation had a very urban aspect, with jackets and codes that match the daily movements, nurtured by what they experienced, for example the work with Yuval Pick.

Nicolas S. :

I might have one last question. I have to choose it carefully [laughter] (it’s six o’clock). There was the idea in February 2015 of doing something at the Centre Choréographique National, with the Yuval Pick Company, etc. So, it’s a matter of bringing in outsiders, less the idea of “professionals” than the idea of an “exteriority” to the project itself. Then in the trip to Israel in December, you’re going to meet a lot of other people. Do you have a specific approach towards these people, who will be at the center of an activity, but very briefly within the overall project, around the idea of an encounter that shifts or surprises? At the place where I work, I’m fairly comfortable allowing very different musicians to meet each other. We build situations that allow them to start questioning the fact that it doesn’t work the way they think it works, that there are foregone conclusions that they need to deconstruct. That’s a big part of my job, and I like to do it. On the other hand, if at some point I’m told that Palestinians and Israelis come and meet each other, I have a whole literature of political struggles and history, but I have fewer tools at my disposal to develop situations. What do you expect from the invited guests? Do you make particular requests to the Yuval Pick company’s interveners on the first day, or not? Because I’m not sure there’s a need for it either… To sum up: how do you go about organizing the encounter of this project with outside contributors?

Sharon S. :

I did nothing special, except to present a little bit of the history of the group and its composition. I didn’t do anything else because, in dance, we dance. It can also be what you said, to organize a very specific encounter in order to find other ways to dance. But normally, if you have a very heterogeneous group of people, the fact of dancing together is going to create that right away. In other words, there is no other way. We work with “contact”, we don’t work frontal, we work without mirrors and we only work with each other. So, at the end of an hour and a half, well, it’s very rare that you don’t feel close to each other. That’s true! That is, it’s very physical, it’s not in the head, it’s not intellectual, it’s just that it’s a reality that happens between people who dance together and who have to touch… But it’s not a physical contact like we have in everyday life, it doesn’t lead to anything sexual or empathetic, it’s both neutral and functional, but it still creates a very intimate relationship, in a very different way than in the life as we know it. In fact, almost everyone who intervened – here with Yuval, his dancers, even in Israel – had a bit of the same approach. Not all of them, there are all kinds of approaches, because we also did a class and learned a choreography, but everything was lived through as a special experience. So, every time it happened, it was a new experience, and they were open to that. But most of the time it’s the process itself that creates that, regardless of the primary objective of the course. That is, I can do a course around a subject, but what will happen in an underground stream is what I think is important. So, we can organize very different workshops, but in the end, it will be what is going to be the most present in the overall feelings of the people. That’s my experience, I work with a lot of very different publics, so I can say that it almost always works. Then it might not work for a person who really feels in danger about that. Just, maybe to finish the story of “Passerelles”, it’s important to say that after these two projects, there was another project in Bordeaux. But the last project that we did together, with the two groups, the Israeli-Palestinian and the French, was a creation with Yuval Pick, the choreographer of the Centre Chorégraphique National. The piece is called “Flowers Crack Concrete”, with the idea of flowers cracking concrete: how can you make the walls between people break down? The whole piece was about that and the question of how can we be singular and do things together? Not to erase individuality in order to be together, but to live one’s individuality in order to create an ensemble. That was Yuval’s objective, and at the same time he created a piece himself for his dancers with the same idea, and one with this group. This time there were 12 Israeli-Palestinian and 12 French. It was presented at the Maison de la Danse and in Israel in 2018. This project was very important in terms of budgets and organization, this time it was carried by the CCNR, not by DSF.

Jean-Charles F. :

Thank you very much.

 


Artists mentioned in this Encounter

* The dancer Julie Charbonnier started her professional training in 2010 at the Conservatoire National Supérieur de Danse de Paris (CNSMDP). Three years later, she moved to Bruxelles to join Génération XI of P.A.R.T.S, a school founded by the choreograph Anne Teresa de Keersmaeker. Then in 2014, she joined the team of the CCNR directed by Yuval Pick, as permanent dancer. She starts this adventure with the duo Loom, which is a piece combining a great subtility and a powerful physical involvement. http://www.ccnr.fr/p/fr/julie-charbonnier

* Hatem Chraiti . hip-hop teacher and events organizer.  At the time of the founding of « Danser Sans Frontières », he was a teacher at the MJC of Rillieux-la-Pape. https://www.youtube.com/watch?v=fU9uHfdmgk8

* Rabeah Morkus is a Palestinian dancer born in Kfar-Yassif in 1972. She studied choreography and dance pedagogy at the schools Kadem and Mateh Asher. She joined the   Saint-Jean-d’Acre theatre and the Kibbutz Company directed at that time by Yehudit Arnon. She participated to several creations conducted at the alternatie theatre of Saint-Jean-d’Acre by Hamoutal Ben Zev, Monu Yosef and Dudi Mayan. In parallel to her activity as a dancer,  Rabeah works at the rehabilitation through dance in a project with the goal of helping children in conflict with their family and the women who are victims of domestic violence. For her, dance is also a means to overcome traumas . http://laportabcn.com/en/author/rabeah-morkus

* Yuval Pick .Director of the Centre Chorégraphique National of Rillieux-la-Pape since August 2011, Yuval Pick is a very experienced perfomer and choreograph. He studied at the Bat-Dor Dance School in Tel Aviv, he joined the Batsheva Dance Company in 1991 until 1995 when he pursued an internaltional career with artists like Tero Saarinen, Carolyn Carlson or Russel Maliphant. He joined in 1999 the Ballet of Lyon National Opera and in 2002 he founded his own dance company, The Guests. He created pieces featuring an elaborated movement writing, and he collaborated extensively with musical composers, in ritual forms of dance,with an always questioned balance between individuals and the group. http://www.ccnr.fr/p/fr/directeur-yuval-pick

Cecil Lytle

Accéder à la traduction en français : Rencontre avec Cecil Lytle

 


Encounter between Cecil Lytle,
Jean-Charles François and Nicolas Sidoroff

Lyon, August 3, 2019

 

The pianist Cecil Lytle came to Lyon in August 2019 for a friendly and touristic visit. Cecil Lytle was Jean-Charles François’ colleague in the Department of Music at the University of California San Diego during the 1970s and 1980s. For the past few years, as part of a program organized by the University of California, Cecil Lytle taught a course on jazz history in Paris every summer. A visit to Cefedem AuRA took place on August 3, 2019 in the company of two members of PaaLabRes: Nicolas Sidoroff who teaches at this institution and Jean-Charles François who was its director from 1990 to 2007. We discussed the history of Cefedem, the nature of its project focused on the development of unique curricula, and also the constant institutional difficulties that this institution had to face since its creation. Following this guided visit, the three musicians met with a view to publishing the transcript (based on the recording of this session) in the third edition of paalabres.org, « Break down the walls ». Throughout his musical career, Cecil Lytle has refused to limit himself to a single aesthetic. He has been very insistent on combining several traditions in his practice. Moreover, his important influence in the functioning of the university has allowed him to develop actions in the field of education for the social promotion of minorities in the United States from disadvantaged neighborhoods. The beginning of the interview focuses on a meeting between Cecil Lytle and Nicolas Sidoroff to get to know each other. The latter’s artistic practice is discussed, before aspects more specifically related to our guest in the field of arts and politics.

 


Summary :

1. Introduction
2. Cecil Lytle, musician at the conjunction of several traditions
3. University and the Preuss School
4. A Secondary Education School in a Neighborhood
5. The Walls and Pedagogical Methods
6. The Walls and Musical Practices


1. Introduction

Jean-Charles F.:

Before we start, it might be good to for you [Nicolas] to say few words about yourself. Nicolas was just in New York last month. So now he knows perfect English. [laugh]

Nicolas S.:

No… is it my accent [laughs]? I went there with French students, who did not speak English, so I always had to go from English to French and French to English.

Cecil L.:

That’s how we are in Paris. We start to say something in French and they switch to English.

Nicolas S.:

I had already been once in Boston and New York, and that time I spoke a lot in English for two weeks. My English had significantly improved. Last month, for one week, it was mostly French!

Cecil L.:

So you went there to do what?

Nicolas S.:

I am a doctoral student at the Paris VIII University and I work on music and the division of labor in music, in an Educational Sciences laboratory. We have formed a collective of students from this university, to stick together, to be collective in our research and to try to shape the university according to our experiences and ideas. And we made a proposal for a symposium on the idea of re-imagining higher education in a critical way. It was held at the New School in New York. Sandrine Desmurs who works at Cefedem AuRA[1] also came with us to present the mechanisms that we have put in place at Cefedem. I also attended a lot of concerts, and I took the opportunity to meet as many musicians as possible, like George Lewis, William Parker and Dave Douglas for example. I also work part-time at Cefedem with the students of the professional development diploma program for already on-the-job music teachers. And in the other part of my time, I play music, I conduct research, notably with the PaaLabRes collective, and I’m also a PhD student in Education Sciences.

Cecil L.:

So you make music, you are a performer?

Nicolas S.:

Yes, I play mainly in two collectives: one I call post-improvisation, a type of music called downtown[2] – Downtown II – do you know this term?

Cecil L.:

I know the expression. It comes from George Lewis?

Nicolas S.:

Yes. The expression has its origin in New York, but a lot of people play this downtown music and don’t live in New York.

Cecil L.:

I bet you.

Nicolas S.:

And it’s the second generation of downtown music, which is called Downtown II, of which John Zorn is one of the important figures and also Fred Frith, to take the most famous ones. That’s just one of the two streams of music that I do. The other one comes from Réunion Island, an island in the east of Africa, south of Madagascar. In the small islands in that part of the Indian Ocean there’s specific music called maloya and sega. And I’ve been playing this music with Réunionese people for about twenty years now, mostly on trumpet.

Cecil L.:

Now, is that what is called in France ethnomusicology?

Jean-Charles F.:

No, it is a practice that we call traditional music, but it is above all a live culture, it is not a music of the past, but of today.

Nicolas S.:

And maloya is quite specific, because it’s a music that’s been banned for an extremely long time.

Cecil L.:

By the colonials?

Nicolas S.:

Yes. By the French colonials.

Jean-Charles F.:

The French are still there. [laughs]

Nicolas S.:

This music came to the forefront in the 1970s thanks to the communists and the independentists. It was at the same time that reggae also made an international breakthrough. And that’s when what’s known as malogué or maloggae (a mix of maloya and reggae) developed[3] and seggae (sega and reggae) It has become a kind of very contemporary mix of traditional music, popular music and modern music. So I play with a family who came to France thirty years ago. I was playing this malogué, séga and seggae music with notably the father who sang, played bass and led the ensemble, and his son who sang and played drums. He was not yet 18 when I met him. And he was about ten years old when the malogué was created, he couldn’t reach the bass drum pedal! [Laughs] Today, the group has reconfigured itself on a roots reggae basis, it’s called Mawaar.[4] It means « I’ll see » in Réunionnese and a good part of it is sung in Creole. And we’re still working on the music from Réunion Island, even though we don’t play it live on stage any more. The father I was talking about is on bass, and it’s the son who is very active. He plays guitar and drums, he sings, he’s one of those who contributes the most to the music.

Cecil L.:

Do the people on that island speak French?

Nicolas S.:

Yes, and Creole. A very nice Creole.

Cecil L.:

You have been to that island?

Nicolas S.:

Yes, but only for a week, because the Cefedem has developed a music teachers’ training program in Réunion Island. And I was able to observe the three different Creole languages: the first one, the French in Metropolitan France can understand it, even if some expressions are not French, they are still understandable; the second one is mixed, the French understand some words but not everything; and the third one, the French understand nothing.

Cecil L.:

[laugh] You just play the music. [laugh] Yes. So how did you get interested in that island, that one place?

Nicolas S.:

Because of the people I met.

Cecil L.:

Here? They live in France?

Nicolas S.:

That’s because I met this family, and very soon I enjoyed talking and playing this music. I have to say that I make music in situation: I met people who are very interesting and know a lot of things about this island, its history, its music and about their origins, etc. So, I’ve shared their life, spent time with them, especially by playing music.

Cecil L.:

It is very important meet people where and how they are, to stay with this people, to eat their food, to hear their stories, how do they cry, how they are happy, how they are sad. There is a pianist living in Paris, Alan Jean-Marie from Guadeloupe. He plays jazz, regular straight-ahead traditional jazz. His jazz playing is so infused with the songs and sounds from Guadeloupe, traditional folk songs in jazz version. That’s what people do with jazz worldwide – – they make it their own. He sings in Creole, very interesting. He is not a great singer, but he is very soulful, very spiritual. Let me ask, how often do you go to the island?

Nicolas S.:

Just this time, and only for one week.

Cecil L.:

Oh! It is not enough.

Nicolas S.:

Quite insufficient! Besides, it was really special in this story. I went alone, without this family and the current band, with very little time at hand. It became like a joke between us: yes, I was going to discover music played there right now, meet musicians who live on that island… They weren’t happy that I could do it without their presence. That’s the way life is. But now I can see that I’ll have to go back. So we’re working more intensively on the project of going there to play music together and discover this island with them.

Cecil L.:

It is very courageous. I mean, it is courageous to study something that the West has not heard before so much.

Nicolas S.:

It’s a practice that comes from the streets, outside the walls of the university. We can look at it in terms of the epistemologies of the South, starting with the work of Boaventura de Sousa Santos. He is Portuguese and is involved in the adventure of the World Social Forum. He has worked in South America, studying subordinate and dominated communities, how they organize themselves and how they use and produce knowledge not recognized or considered by the colonizers and Westerners. And he coined the expression « epistemologies of the South ». And it’s very interesting to observe how, now, more and more work at the university is asking these kinds of questions: the domination is still that of the objectivity of whites, of the North, of the West…

Cecil L.:

There is some interesting work being done in literature – some of our old colleagues in critical studies… Sara Johnson, who is on the faculty of the Literature department at the University of California San Diego, has been writing about cultural transitions from Caribbean and New Orleans. And in fact, I have my music students reading chapters from her book about island tastes and cultural practices–not music so much, not about the music. But some of the class distinctions persisted when the French left, when the colony ceased to exist.[5] Black classes emerged from the indigenous culture, the middle class, the military, and they started behaving like the French [laugh], very aristocratic and the core people fled to New Orleans, to Charleston or to Atlanta, to the Southern States. And then, she has just been writing from socio-literary point of view. Truly, Sara’s point is not about written literature, but oral literature. And there is obviously more and more written literature emerging since independence, but she is tracking the stories, the legends, the tales. So her work tracks cultural progressions taking place that measures closely with trans-cultural effects in music. And, all of these stories are set to music, they don’t talk about it, they sing about it, they dance it.

 

2. Cecil Lytle, musician at the conjunction of several traditions

Jean-Charles F.:

Should we start the formal interview?

Cecil L.:

Ah! OK.

Jean-Charles F.:

So, maybe to begin with, can you explain a little about who you are, what were your adventures in the past?

Cecil L.:

I am Cecil Lytle, I am pleased to be here to talk with friends who make music and make friend with people who talk about music. My initial music… How I got involve in music? My father was a church organist, Baptist church organist, he played gospel music. Also, I am the last of ten children, I have nine brothers and sisters. So all of us were in the church all the time, Pentecostal Baptist Church, five days a week, nights a week.

Jean-Charles F.:

Where was that, in New York?

Cecil L.:

In Harlem. So it was not religion as much as it was the music that influenced me – – maybe they are the same. I don’t think that my father and mother were very fundamentalists. They just thought it was something useful for the children to do. For there were lot of bad things for children to do. We were all in the church, in the choir, we did all that. My father played the Hammond B3 organ, and right next to him was a broken down Mason & Hamlin baby grand piano. So, I am told that, when I was five years old or so, I used to sit at the piano. What is that? I think it was the happiest music I ever made [bangs his hands on the table] with the palms of my hands, and the choir… These were not professional musicians, these were women who cleaned the streets and men who worked as postal workers, so they were not trained musicians. But the power of hearing a gospel choir right in your face! You had to appreciate the mingling of their song, sweat, and dancing while praying for salvation here and in Heaven. I was too young to fully appreciate the power of imagination of African Americans, but I knew that something magical was occurring three feet away from me, and I wanted desperately to be a part of it. they sang about misery and happiness in the same breath. So it was… That every Sunday was a magical moment when these people could feel their pain, power and agency. When they left the church they were back to the real world, but it was a very special few hours when a hundred people, hundred and fifty people, could share power. Now they all knew what happens when you leave the church, when you go back home, to go back to work, they knew that world still existed. So I always remember that joy, the power of this moment – those three hours together one day a week. And I always wanted to create that more, everyday more. The challenge for me was how to do that wherever I might be in the future.

I had proper piano lessons by the time I was eight or ten years old. My father got money – enough money together to send me downtown to a piano teacher. I don’t know how my father found out about this fellow, but he was a recent Russian immigrant to New York, a Russian Jewish. He spoke no English, I spoke no Russian. So for one year he had me play on the lid of the piano, to begin with the finger stroke. I guess that’s how they do it in Russia. Just finger strokes, may be for six months, I just played on the lid of the piano. It made no sense to me, but I understand now what he was after…, now [laugh]. I thought that my father should pay him half as much. But it gradually started to make sense. About the same time, I think I also started hearing classical music. My father used to take me to Carnegie Hall, different kinds of places around New York to hear pianists. I remember he took me to hear Wilhelm Kempff, the German pianist, he played the Hammerklavier Sonata and I could remember the power of that piece, this crazy piece, it went on forever, the Fugue! I just thought it was fascinating. Everyone thinks it is fascinating. So I started to mix my gospel jazz music with trying to play Beethoven’s sonatas – -imagine that! And I think I tried to do both ever since, traditional, classical music and improvised music at the same time. Years later at Oberlin Conservatory, I think my most important musical experience was early years in the church, and it was because of the authority and the legitimacy of those untrained Gospel singers – their sound, legitimacy.

I imagine that you experienced something like that on the Réunion Island. People had no training in music or the arts, but it was powerful. They would communicate and said what they had to say. I think that what came out of all my music to say that. To feel that way. Then I met Jean-Charles François and other very interesting people who improvise in different ways, who improvise with a very different language. The goal was the same, but the language, the vocabulary was different. And I found that fascinating to enter the realm of someone else’s musical legitimacy – – to appreciate what was important to them… Music that was out of reach.

It was a very short step from gospel music, to jazz- – it is the same music, it changes the words, it changes its limitations, but all the chords are identical. There is this new movie about Aretha Franklin – I think it’s called Amazing Grace, it just came up this year – it follows her from church, gospel music to her career in Soul. It is all the same sound, and the same authority, same power.

By the time I was fifteen, my older brother Henry played drums, jazz drums, so we had a jazz trio and played around New York, a bit. It’s kind of odd, but the more I moved in the jazz world, the more I felt uneasy – -I didn’t want to spend a life as a jazz musician. I saw the life of the jazz people I met. There was one incident that turned my head around. I was once playing at the Savoy Ballroom with a large dance band backing up Arthur Prysock. While we were playing, this guy kept coming up to me at the piano saying, “Hey, man, let me play the piano, let me play the piano”. He wanted to sit in. I told him to talk to the band leader. So I’d play another number, he comes back: “Hey man!” – I was fifteen years old or so- and he was an older guy – “you can’t play that stuff, let me play the piano, let me play the piano.” So, anyway, when we took a break, I went to the band leader and said: “Who is this guy? He is bugging me, you know!”, and the band leader said: “Oh man! Don’t worry about him, he’s a junkie, that’s just Bish.” It was Walter Bishop J., a great pianist, a famous jazz pianist. I had his records at home. But he was strung out on heroin, he was all messed up in his head and body, and it hits me: “do I want to round up doing that?” A fifty year-old guy asking a fifteen year-old for a job. I did not sour on jazz, but I did not want to be dependent on a jazz life. And I wanted to play other music too. So I think the church experience and at least early jazz gigs that gave me more questions than answers. I knew from the church experience that I wanted to play music that had authority and meaning, but at the same time I wanted to do a lot of different things, not just gospel music, not just jazz, not just be-bop, and not just one thing.

So when I met Jean-Charles, I was directing the University Gospel Choir (at the Univesity of California San Diego), and we were playing New Music concerts together. I think the university gave me an opportunity to do all the things I wanted to do. If I was just playing night clubs, I would get bored. So just playing Beethoven’s Sonatas, I’d get bored… We did Stockhausen’s Kontakte, which was fun… So that’s kind of how I think about music, I don’t think that my expectations from those early experiences has really changed much, I don’t think. The authority of the music I heard as a child, the variety of music I was introduced early on, they sort of stuck with me.

 

3. University and the Preuss School

Jean-Charles F.:

You were recruited by the University of California San Diego to conduct the Gospel Choir and to develop a jazz program, but later you also became the pianist of the department beyond the different aesthetics?

Cecil L.:

I thought I was hired for the Black Music, and we did just concerts and lectures. I don’t really remember what specific job title was. But then we played the concerts and it was fun, we leave a rehearsal and we talked, and I went upstairs and I do the Gospel Choir, and there is Carol Plantamura, we would rehearse lieder, there was plenty of variety. I guess my history isn’t a straight line – – my history is a mystery, I like that! But that was during the old Third College days at UCSD, when Third College was considered to be the “revolutionary” part of the University. And in many ways, it was. It was the “third” of what became six colleges. And the Third College was founded in 1965 with the original concept to be a college dedicated to Greek Antiquity. And then, Martin Luther King was assassinated, Bob Kennedy was assassinated, riots, protests and anti-Vietnam protests. Students became aroused and asked, “Why are we studying Greek antiquity when history was being made in the streets of America now?” So, the students changed the direction of the college to be more progressive – I try not to say left wing because I don’t know what that means anymore – but to be more politically active. And the leaders of were one professor, Herbert Marcuse, and his doctoral student, Angela Davis who was finishing her PhD in anthropology. She has written about this period in her life and in the life of the new University of California campus in La Jolla. She was sort of the spoke person for the students, and Marcuse the spoke person for the faculty, both moving the College in a more progressive direction. The name that the students gave for the College was “Lumumba-Zapata” College. Do you remember the name Patrice Lumumba, the assassinated President of the Congo? And Emilio Zapata the Mexican revolutionary? It was never named that formally, but some older alumni still called it Lumumba-Zapata College.

Jean-Charles F.:

And because nobody in the administration wanted to name this college that way, it was named “Third College”, just because it was the third one in existence.

Cecil L.:

Hell, the faculty didn’t want Lumumba-Zapata. Parents couldn’t imagine sending their precious son and, especially, daughter to Lumumba-Zapata College. They were rightly afraid that we were going to make them political revolutionaries… That was not going to work. So the University said: “No bullshit! No Lumumba-Zapata! We will call it ‘Third College” and used that official name for the next 20 years.

In 1988, 52 of USCD’s performers and composers went to Darmstadt. I became Provost of Third College the week after we returned from the Darmstadt Music Festival. This post was very meaningful for me, because it gave me a platform to do things that I thought were in the interest of justice, working on opening the walls of the university. So, the first issue I tackled was finding a meaningful name for the College, not leave it with a number. What I wanted to avoid was that, when someone would ask “Where do you go to school?”, one would not answer “I go to number three!” We tried “Third World College”, not really… So we did finally give the college a meaningful name, again. Thurgood Marshall College was rebirthed in 1991. A name clearly associated with social justice and progressive attitudes about race and class relations, and until it changes again, it is still Thurgood Marshall College.[6]

Nicolas S.:

Can you tell us who is Thurgood Marshall?

Cecil L.:

He was the first African-American Supreme Court justice. But before that, he overturned a number of a number of racist laws from the time of slavery. He also defended inmates on death row and African-American troops who were accused of cowardice during the war – the Korean war. Later, he married a Philippino women and he helped write the Philippines constitution with these principles of fairness and justice. His name is certainly not as recognizable as Martin Luther King, Jr. So, I am not surprise that his name is not as well-known abroad. But he was central in the Civil Rights Movement along with Martin Luther King. Interestingly, they didn’t always agree in terms of strategy. Thurgood Marshall criticized King’s plan to put children on the streets to confront the police – – putting children at risk to dramatize the effects of racism. Thurgood Marshall point of view was that this approach was too dangerous, people could be killed, and he felt that his important task was to overturn the laws that were racist and holding people back. Through their disagreement, however, they actually worked well together on a two-point strategy: King in the streets and Marshall in the courts. So I thought that it was appropriate to – perhaps, because his name is not as well-known as Martin Luther King Jr – to put his name on the table, to name the College after Supreme Court Justice Thurgood Marshall. And it inspired me and inspired students and the faculty involved to think about those issues. We had to ask ourselves everyday: “are you teaching social justice? Are you doing social justice in the community, in your classroom? Are you participating in a meaningful way?” I think that the name change had that effect, I believe it had that effect. Later, we redesigned the curriculum to emphasize many voices in literature, many voices in sociology, to re-emphasize the study of the Third World – this was 1988.

Then California did something very negative: during the 1990 Presidential campaign, California passed a law that condemned Affirmative Action. Namely the University of California would no longer be allowed to use race as a determining factor in its student admissions. California had decided that people who are black or brown would get additional considerations because of historical discriminations in the country. California citizens said “no, that’s wrong, you are discriminating against white people,” which kind of doesn’t make sense, but that was the outcome of the new law, Proposition 209. Oddly, California voted overwhelmingly for Bill Clinton and at the same time did away with racial preferences. Actually, I felt a bit trapped. If I am the Provost of a college named for Thurgood Marshall, then I have to speak, do something to counter this new law. So, a group of us, faculty and few students started talking about the idea of building a k-12 school for black and brown children, low income black and brown children. It would be a public charter school, grades 6-12 and the University would run it. Knowing that there would be opposition, we wanted to align the effort with an older tradition in American universities to have a secondary school on campus. Unfortunately, many of these “Lab Schools” were for very brightest and affluent students; kids who were doing algebra in the third grade, and reading Salman Rushdie on the week-end- -very bright students. This is a long accepted tradition for high-end American universities. So, I wanted to take advantage of that idea, but build a college preparatory school for poor children in order to get them ready to go to the most selective universities. This school would be a model for other schools in the community showing how to design a curriculum, a pedagogy, and to use college students as tutors to the classroom. Frankly, I wanted to not only reform public schools, but reform the university as well. I was trying to educate two types of students, the students from the poor neighborhoods who were involved in school, and the university students who never met these kids before.

I think my subversive idea was to change the university and have our university students receive academic credit for tutoring in class. Just like we give academic credit for taking Physics, History, Engineering, we would give academic credit for tutoring in school- -for being a decent citizen. And it seems to be working, the k-12 students are doing very well, they received admittance the prestigious universities. Our k-12 school is name after the principal donor, Peter Preuss. Preuss School doesn’t have a lot of dropouts. 850 young people start at Preuss School in the 6th grade and graduate from the 12th grade. I took a lot of criticism from friends on the Left because we also took millions from some pretty Right-Wing donors who were feeling guilty about how they were mistreating Black people and Mexican people. I took their money to build Preuss School because I figured that I’d do more for social justice with their money than they ever would.

So, a lot of good people got mad at me because I took “blood money”… There were good Liberals who gave money, too. Anyway, we built the Preuss School.[7]

Nicolas S.:

The building was built to accommodate 850 students?

Cecil L.:

Eight, zero, zero; eight, five, zero. That’s right! We knew the school would be successful. It is on the university campus under our control, it is right near the university hospital, the School of Engineering is right next to it, so there is this an environment of learning free from roving gangs. Students absorb the culture of learning from the university environment. The trick is, how do you translate more broadly back into the community? How do you go to a school that is in the neighborhood, the ghetto, and try to build that kind of environment. That’s a tricky proposition.

Bud Mehan, from the Sociology Department at UCSD, was a partner in this endeavor. He studies education reform. Bud was sort of the intellectual part of this initiative; I was the… – what do you say? – the “politician.”

 

4. A Secondary Education School in a Neighborhood

Cecil L.:

After a few years of operation, we discovered that many Preuss School parents had a child at Preuss School and another attending their local neighborhood school. About 40 families came to us at a board meeting and asked quite vigorously, “Can you help us start a Preuss School in our own neighborhood so that our children don’t have to go on the bus for one hour and half to go to the university.” We started meeting with the parents every Thursday night in the library at the local school for about a year and a half. Grand mothers would bring tamales for endurance during the long meetings. We’d start at 7 o’clock, 7h.30 until 11 o’clock just talking about how to do this. Very exciting! It was like a revolution was brewing for the parents, mostly Mexican-American parents and  African-American mix, plus some others. And it was just exciting that these were parents who were seeing what was possible in one child and wanted that effect distributed to all the children in the neighborhood. And, they lead it, they pushed it. We would meet and write letters to the San Diego Unified School District, asking for permission to change things at that local school. The District was so annoyed that they fired the principal who welcomed the revolution. They fired him to get rid of him, and they said that we could not continue to meet with the parents on school property. So through the good graces of the neighborhood priest, we began meeting at the Catholic church across the street every Thursday night. The entire community got behind this: the Church, the parents, the barbershops, people in the neighborhood. And for a year and a half we wrote the charter document to ask the School District for the money to run the school, our own school, based on the Preuss School model. It was approved and in 2004 at a raucous meeting at the school board. We opened Gompers Charter School the next year after a crowded year of planning.

In a way, I think Gompers Charter School[8] is more important than Preuss School. Preuss School has a lot of protections: gangs do not come on the University campus. These young people come to the university with a different expectation – they plan to study. But in the community, there is lot of pressure not to study, there are intimidations, and at that school campus, gangs came on campus all the time. We also discovered something interesting: if there was a riot in a California prison, (San Quentin or Chino State Prison) two or three days later, we would have a riot at the high school. If person “A” beats up person “B” in the prison, his family and friends would retaliate against relatives at the local high school. It was like clockwork: if there was a Monday riot at Chino prison, Mexicans against Blacks, for instance, and the Blacks lost, they got the worse of it, by Thursday we would have a retaliation riot at the high school. The connection between school and prison is very strong, and we had to figure a way how to fix that, because you can’t educate kids who are constantly looking over their shoulders. So, we had to work with the police and the district attorney to get an injunction, a legal document, that 200 known gang members could not come within three blocks of the school during school hours. A few of them tried and they were arrested, and they finally got the message and left Gompers Charter School alone. This is why I say that Gompers is the real test of the Preuss School model. It is in the ghetto, in the neighborhood, and it’s exposed physically to all the detriment of the community. Us university types gave advice, helped to write the letters and spoke at the meetings, but we let the mothers and grandmothers do the pushing on this. The university was not coming to tell them how to do it. But we certainly “had their back.” A lot of long hours went into the effort to open Gompers Charter School. I’d like to think both Marshall and King approved of the effort.

 

5. The Walls and Pedagogical Methods

Jean-Charles F.:

You mentioned pedagogical methods that were used, and could you say a few words about that?

Cecil L.:

Yes. Well, we recognize – I mean it is common knowledge – that poor families can’t always provide a college-going environment. Both the youngster and the parents foster good study habits and success aimed at going to college. Even if the youngster chooses not to go to college, they are going to be great plumbers, because they are educated, they know technology, they are creative actors in their community, they can build for the future. But I have a bias: I want them to go to college to be doctors and lawyers.

And… pedagogy: we learned a couple of things, we learned this from parents. In American high school, there is something called “home room” where students start the day in a class with a teacher reviewing school traditions. In most secondary schools, students change “home room” class from year to year with a different teacher, different students. One major innovation we implemented something called, “looped advisory” where the same group of teacher/students stay together throughout all the grades until graduation. For of all, the teacher gets to know the biography of every student, what is happening in the neighborhood, what is happening with the parents and siblings. Our teachers love “looped advisory” because they fulfill more than the mission of teaching but caring about those that they teach. A number of schools in San Diego, Los Angeles, and around the country have adopted this model. So there’s one pedagogic difference.

The other pedagogic innovation is to have university students in the classroom with the teacher and the students. So typically in a mathematics class, there will be a teacher, may be an assistant teacher and up to twenty university student tutors in the classroom sitting right next to the youngster helping with the mathematics or reading. About 65% of the students are Mexican, from Mexico, so not all of them speak English with fluency when they arrive in the 6th grade. So that the idea is to accelerate their language, and also accelerate good learning habits. The university tutors meet with the teacher one day a week to prepare for the lesson plan in the following week. That is very successful and very expensive. Small classes are expensive. Tutors are not paid but they receive academic credit. They are taking a class to learn how to teach, so we have to hire a teacher to instruct them adding more costs – but it is worth it. Although it costs about one-quarter more to educate disadvantaged youngsters for college, it is an expense much worth the effort. Just remember, it is economically cheaper and wiser to develop a child in school than it is to repair an adult in prison.

Although these sound like major innovations, they are common knowledge reforms every one will confirm as necessary for quality education to take place.

Jean-Charles F.:

During my visit to Preuss School, I was able to observe a computer class where students were working in small groups of four to develop a project for a small four-wheeled cart driven by one person for a regional competition. The idea was to take the cart downhill and whoever made it the furthest down the hill on the way up won. Each group had to work with a computer to find the most efficient way to build the cart to win the competition.

Cecil L.:

Yes, you know kids like games, and so use games as instructional tools. I don’t mean, you know, video games, but the computer lab inside Preuss School is state of the art and accessible to students. I don’t remember this project, that’s sound about right, I don’t know, but that’s special. What I do remember, they were in competition with other schools to build a machine about this big [Lytle hand motion] to move eggs from here to there without breaking them. So you have to design a machine that scoops the eggs, and you have to design all the electronics, and the wheels and gears to build the device and complete the task. And they fail, I mean, sometime, that’s why you practice. Like many of my colleagues in biomed labs, they often fail or fall short. Therein is another lesson: endurance and creativity. Repeat it until you get it right.

Jean-Charles F.:

And did the arts and music played a role in the school?

Cecil L.:

Not so much. That’s my disappointment. Everyone thought that Cecil Lytle was building a music school. I didn’t want to influence that, because the children are so far behind in basic skills. We started with 6th grade and students come and roughly reading at the 3rd grade level. So, Preuss School spends a lot of time in 6th grade and 7th grade bringing their skills up to what is the expected level, so by the 8th grade they are usually sailing through course work. That doesn’t leave much time for music or athletics, unfortunately. There is a choir, there is a small orchestra, but not individual lessons. No, I didn’t emphasize the arts in the curriculum although everyone thought at first I wanted to build a music school but… I wanted to build to acquire the basic academic skills so that they could decide what they want to do with their future. And a number of students have their own bands, they rehearse after school, but we don’t have a big fancy music program. And I think the pedagogical big idea was to individualize education as much as possible – -delivering education on a one-on-one relationship, that someone gets to know the student strengths. A great many of our 850 students are from Mexico and the rest of Latin America. Spanish is the home language, however the youngsters are, essentially, illiterate in both Spanish and English; theirs is not academic Spanish. It tends to be a highly expressive, but crude, use of languages. Consequently, many classes in the early years are bilingual hoping to bring the youngster forward in their skills. It can be done, I think, with great determination on the past of the student, the teacher, and the family.

Jean-Charles F.:

I know someone who teaches kindergarten and first grade in California, in a neighborhood with a lot of emigrants from Mexico. Many years ago, he began teaching in a bilingual format, Spanish in the morning and English in the afternoon. But this program stopped because of regulations from the authorities who claimed it was a bad formula for the children. So everything is done in English now.

Cecil L.:

That’s bad!

Jean-Charles F.:

And he was very disappointed by this decision.

Cecil L.:

He should be. I heard that they are saving money. You have to have bi-lingual education in these situations in Southern California and many parts of the United States.

Jean-Charles F.:

It was not a question of saving money, as I understand, it was a question of imposing the English.

Cecil L.:

Yes. So there was two parts benefit for Right Wing ideology.

Nicolas S.:

You only talk about the successes achieved, were there any failures or more problematic aspects that you may have been able to solve?

Cecil L.:

How do you learn from that, yes. There is a very subtle point to be made in terms of possible regret. I think there is a subtle regret– and this happened to me, and I did not handle it very well. I remember one incident when I was about 16 year-old in high school. My mother asked, “Oh, aren’t you going to play your Debussy for the church women’s club?” And I said something like: “Oh, I don’t want to play for those people.” I thought I was pretty slick! By then, I was taking piano lessons from a Julliard teacher and fully ensconced in high art and I forgot where I came from. She slapped me, I was seventeen, she slapped me. She sternly said: “I am one of those people.” My mother was a poor women from Florida with very little education, but she always knew the value of education. We were at that moment both learning about the class distance such education can create if you’re not careful. It was years later before I figured out the crime I had committed. I realized what I’d done, and I was becoming for her an enemy, I was becoming an aristocrat, I was becoming elite, I was becoming one of people always trying to evict us from housing.

So I think one of my regrets or fears about these schools is that we may be making them the enemy of their families if we are not careful. How do you do that? In many cases, their grandmothers only speak Spanish poorly, and this youngster is reading Shakespeare and planning to go to Harvard. This collision may be handled carefully and individually. Each family has to be warned about the turmoil associated with class distinctions and behaviors; and, how to avoid them. Teachers and counselors talk with families about what may be coming, but we cannot go home with them and explain to the grandmother why the granddaughter wants to vote Republican [laugh] or something. We don’t give them as much transitional support as we wish we could. This is especially concerning with young Latinas. The family (usually the father) wants his daughter to be successful in America. But after receiving good grades and scoring high on standardized tests, he doesn’t want the girl to go away to college. We have had a number of examples of very successful students who were admitted to schools like Harvard with full scholarship, and dad says “no, you stay home, you go to school closer to home.” It kind of breaks your heart, but I understand that this is too much of a change. And many of these families have three generations, four generations living in the house: grandma, the parents the child, and may be a baby. So this clash of traditions, of generations, and values, change is real. If Preuss School is successful, we run the risk of helping to create the enemy of the family, we are creating the future landlords that will evict people in their same circumstance, we may be creating the future police chief, the future lawyer. So, I don’t know if this is a failure, but something we need to pay attention to in the evolving life of the child and family. It was my lesson, I had to learn on a cold wintry day in our kitchen. So, I don’t know if this qualify exactly as a failure, but something, for sure. In one generation, changing the trajectory of the family, a family that is poor for at least 6 generations within subsistence living on the dredge. And suddenly in one generation the kid is going to UCLA, UC San Diego, and the child is under stress, taking care of grandmother in Spanish, and to read Shakespeare. Or playing Debussy. And so that’s something we never fully address, and may be cannot be addressed fully.

Nicolas S.:

I also have a question about the construction of the Preuss School building, did you have the opportunity to choose the location of the spaces, the walls, the architecture, etc.? Did you make a special effort to change the standard format – in France schools are often referred to as army barracks?

Cecil L.:

Oh! Army barracks! Well, may be! Preuss School is quite beautiful with plenty of open spaces. We told the architect, education is going to happen in the classroom. But because we live in Southern California, a great deal of education will happen outside the classroom, because in California it is warm weather. So they were told to give us a plan that has classrooms and give us a plan that there can be space outside where the tutors and the students can meet under the supervision of nearby teachers. What they came up with was pretty clever, actually. Preuss School is designed on a 5-finger patter, with a central administration building here (hand gestures) and in between each building are courtyards with little tables so that tutors can meet their student to go over the class assignments together. Consequently, supervised education happens inside and outside the classroom, and even on the sports fields.

The first Saturday of every months is for parents’ meeting – we have 300 parents attend. That number is unheard in American schools – may be you get four parents, five parents, but 300! Now Gompers, we inherited a school that has been in the ghetto for nearly half a century. Once we were able to secure the campus, we took down most of the interior courtyard walls, and created quiet rooms for tutors and students. But we cannot tear buildings down and start anew. Gompers has added a new family counseling building and a gymnasium for sports. And the gymnasium is open to the community in the evening, so that families can come do sports in a fitness center. We’ve tried to make Gompers Charter School a part of the community, not close it up nights and weekends. There are still security issues. We have armed policeman on the campus. Unlike Preuss School, Gompers survives in a pretty tough neighborhood.

Nicolas S.:

And public police provides security guards?

Cecil L.:

We hire our own private police and train them properly about how to react. We have an agreement with the City police to not come on campus, unless they are called. This works pretty well. It is the case, unfortunately, when public police arrive, they quell the problem and sometime make it worst. So we stopped that, and now security works with the city police. No one likes to see the police come. The security guards are from the community, they know these people, they go to church with them, it is a little more friendly. Two or three of them are armed, the others are just walking around. But their purpose is to keep people out, that’s it. Because the students are not making trouble. I’ve talked a lot about the schools, I know if it is music or what you want to talk about?

 

6. The Walls and Musical Practices

Jean-Charles F.:

Well, may be, a last question will be – to go back to music – what walls do you see today in the field of practicing music?

Cecil L.:

You mentioned John Zorn and George Lewis. People like that have been at the front of what music is going to become, it is not big yet. People who have lots of taste, attitudes, ways of doing things, the too serious pianist, the athlete who plays Chopin Etudes like nobody’s business, I think it is about over. Do you feel that way? People lament the dying orchestra, but I don’t think it’s a bad idea. Why should there be a dozen orchestras in New York? One pretty good one is OK. The writing is on the wall already: audiences are getting older. People hate me if I say that but if it is dying out of disinterest, it is kind of a fossil, prehistoric fossil. So, will orchestras be around 100 years – there will be a few of them– they are very expensive and the repertoire they play is very limited, about 25 different works played all year all around the country. I mean these are wonderful pieces, I love them, I play them, but is that institution viable? I don’t think it is, and I don’t think its death is a terrible…

Jean-Charles F.:

I agree completely.

Cecil L.:

What is going to linger around, I think, are the problems you were telling me about starting this school. More evidence that powerful people are oriented towards the traditions and if you do something new, or have a different way of doing something old, they are not going to support you, they are going to give you a hard time. So when you were telling me about your fight to start this school, I know what you are talking about. But you have to enjoy the fight or else they will overwhelm you and your efforts. So, I don’t think it is a terrible idea. I think people like you, George Lewis in particular, are really exciting and challenging to watch. I’m especially excited about trumpeter/improvisor, Stephanie Richards, new to the music faculty at UCSD – really exciting. It is going to be difficult, but what I hope is that, if the institutions consolidate, the money that goes into supporting the 20 orchestras in New York, get redistributed somehow. I think that one of the unintended benefits of personalized technology in the past quarter of a century is that individual artists are finding ways around the music industry and can represent and present themselves at low cost. Subsidize yourself is the motto. And I don’t think that this is purely an American phenomenon. Artists in Europe and elsewhere are becoming known without the heavy packaging of agents or concert halls. I continue to think, however, that we cannot abandon the “institutions” to the lowest artistic denominator. So there is a tension to what I profess. In time, I hope, the individualized promotion approach will sufficiently coerce the pillars of arts and culture in society to rethink the public. The La Jolla Symphony, for instance is doing some interesting stuff: commissioning new works for large ensemble. The pieces are not always successful, but neither were the 700,000 sonatas printed between 1700-1900.

Jean-Charles F.:

Well, thank you very much.

Cecil L.:

Thanks. It gives me chance to think about stuff.

Nicolas S.:

Good continuation!

 


1. Cefedem AuRA [Centre de Formation des Enseignants de la Musique Auvergne-Rhône-Alpes] is a Center created in 1990 by the Ministry of Culture devoted to music teachers training (for music schools). It is a center for professional ressources and artistic higher education in music. See https://www.cefedem-aura.org

3. See for example the groups Naessayé and the recording Oté la sere in 1991, or Cyclon of the recording Maloggae in 1993. And for the seggae (séga and reggae), See for example, Kaya et Ras Natty Baby and the Natty Rebels.

5. See Sara Johnson, The Fear of French Negroes: Transcolonial Collaboration in the Revolutionary Americas (Berkeley: University of California Press, 2012). This book is an interdisciplinary study that explores how peoples responded to the collapse and reconsolidation of colonial life following the Haitian Revolution (1791-1845). The book is based on expressions related to the trans-colonial political situation of blacks, both aesthetically and experientially, in countries such as Hispaniola, Louisiana, Jamaica and Cuba.

Reinhard Gagel

Accéder à la traduction en français : Rencontre avec Reinhard Gagel

 


Encounter between Reinhard Gagel and
Jean-Charles François

Berlin, June 29, 2018

 

Reinhard Gagel Reinhard Gagel is a visual artist, pianist, improviser, researcher and pedagogue who is associated with the Exploratorium Berlin, a center in existence since 2004 dedicated to improvisation and its pedagogy, which organizes concerts, colloquia and workshops (he retired in March 2020). He works in Berlin, Cologne and Vienna. This interview took place (in English) in June 2018 at the Exploratorium Berlin. (www.exploratorium-berlin.de) in June 2018. It was recorded, transcribed and edited by Jean-Charles François.

 


Summary :

1. Transcultural Encounters
2. Improvisation Practices across the Arts
3. Pedagogy of Improvisation, Idioms, Timbre


1. Transcultural Encounters

Jean-Charles F.:

I think that today many people work in different environments with professional, artistic, sentimental, philosophical, political (etc.) identities that are incompatible with each other. The language that should be used in one context is not at all appropriate for another context. Many artists occupy, without too many problems, functions in two or more antagonistic fields. Many teach and give concerts at the same time. The antagonisms are between art teaching circles and those of artistic production on stage, or between the circles of interpretation of written scores and those of improvisation, or between music conservatories and musicology departments in universities. The discourses on both sides are often ironic and unlikely to degenerate into major conflicts. Nevertheless, they correspond to deep convictions, such as the belief that practice is far superior to theory, or vice versa: many musicians think that any reflexive thinking is a waste of time taken from the time that should be devoted to the practice of the instrument.

Reinhard G.:

There is also a tradition here in Germany of considering old-fashioned to work in both pedagogy and improvisation. At the Exploratorium (in Berlin), for years and years all the musicians in Berlin said that the Exploratorium was only a pedagogical institute. This is really changing: for example, our concerts include musicians who are also scholars. There was a problem between the academic world and the world of practicing musicians, and I think that these boundaries are being erased a little bit, in order to be able to develop exchanges. The type of symposium I am organizing – you attended the first one – is a first step in this direction. The musicians who are invited are also researchers, pedagogues, teachers. But in Germany, our discussions are mainly focused on the constant interaction between theory and musical practice. This is my modest contribution to trying to overcome the problem that exists in many of the colloquia in which we participate: that’s there’s only talk talk talk, endless speeches, successions of paper presentations and little that really relates to musical practice. Your action with PaaLabRes seems to go in the same direction: to bring together the different aspects of the artistic world.

Jean-Charles F.:

To bridge the gaps. That is to say to have in the Editions of our digital space a mixture of academic and non-academic texts and to accompany them with artistic productions, with artistic forms that, thanks to digital technology, mix different genres.

Reinhard G.:

In your Editions you use French and English?

Jean-Charles F.:

Yes and no. We really try to concentrate on the French public who often still have difficulty reading English. Translating important texts written in English and still little known in France seems very important to me, this was the case with the texts of George Lewis, David Gutkin and Christopher Williams. Unfortunately, we do not have the possibility to translate texts written in German. We are in the process of developing a bilingual English-French version of the first edition.

Reinhard G.:

I have the feeling that your publication is interesting, even though I didn’t have much time to read it in detail. I find the theme of the next edition “Break down the walls” really important. My next symposium at the Exploratorium in January (2019) is going to be on “Improvising with the strange (and with strangers), Transitions between cultures through (free) improvisation?” I invited Sandeep Bhagwati, a musician, composer, improvisator and researcher, who works at a university in Canada and lives in Berlin. He belongs to at least two cultures, and he has created an ensemble here in Berlin that tries to combine elements from lots of different cultures to produce a new mixture. It’s not like so-called “world music” or inter-cultural music or anything like that – I think they’re trying to find a really new sound. This should be built from all the musical sources of the musicians who make up the ensemble and who all come from different cultures. I invited him to give a concert and to present the keynote address of the symposium. The last symposium was about “multi-mindedness.” This term is said to come from Evan Parker, and it refers to the problem of how a large group of musicians organizes itself while playing together. Some musicians use methods of self-organization, others use conducting in various forms. For example, my Offhandopera brings a lot of people together to create an opera in real time, with moderate conducting. The symposium has led to a good exchange and the new edition of Improfil[1] (2019) will be devoted to these issues.

Jean-Charles F.:

A first reaction to what you have just said might be to ask how this idea of trans-culturalism is different from Debussy’s approach, which takes the Indonesian gamelan as a model for certain pieces. There are, for example, many composers who use other cultures from around the world as inspiration for their own creations. Sometimes they mix in their pieces, traditional musicians with classically trained musicians. The question that can be asked in the face of these sympathetic attempts is that of the return match: to put the musicians of European classical music in their turn in situations of discomfort by confronting themselves with the practices and conceptions of other traditional music. It is not just a question of treating the musical material of particular cultures in a certain way, but of confronting the realities of their respective practices. In Lyon within the framework of the Cefedem AuRA[2] that I created and directed for seventeen years, and where from the year 2000 we developed a study program that brings together musicians from traditional music, amplified popular music, jazz and classical music. The main idea was to consider each cultural entity as having to be recognized within the entirety of its “walls” – we have often used the term “house” – and that their methods of evaluation had to correspond to their modes of operation. But at the same time, the walls of each musical genre had to be recognized by all as corresponding to values as such, to necessities indispensable to their existence.

Reinhard G.:

For their identity.

Jean-Charles F.:

Yes, but we have also organized the curriculum so that all students in the four domains should also be required to work together on concrete projects. The idea was to avoid the situation where, as in many institutions, the musical genres are recognized as worthy of being present, but separated in disciplines that communicate only very rarely, and even less allow things to take place together. There are many examples where a teacher tells the students not to go and see those who make other types of music.

Reinhard G.:

It is typical of what happens often in musical education.

Jean-Charles F.:

In fact, this also happens a lot in higher education. The question also arises in a very problematic way with regard to the absence of minorities from popular neighborhoods in France in conservatories: the actions carried out to improve recruitment can often be considered as neo-colonialist in nature, or on the contrary are based on the preconception that only the practices already existing in these neighborhoods definitively define the people who live there. How to break down the walls?

Reinhard G.:

This fits my ideas quite well:

    1. My first idea was to say that improvised music is typically European music – free improvisation – there are for example differences in practice between England and Germany. British musicians have a different way of playing. Nevertheless, there is a communality. Whether it is a common language, is a question that I ask myself, I don’t have a ready-made theory on the subject. On the one hand there are the characteristics linked to a country or a group of musicians, but on the other hand there are many possibilities to meet in open formats, as for example at the CEPI[3] last year. If I play with someone sharing the same space, I don’t have the impression that he/she is an Italian musician. Nevertheless, she/he is Italian and there is a tradition of improvisation specific to Italy.
    2. But the next idea that came to my mind was that of Peter Kowald – do you know him? – the double bass player from Wuppertal who had the idea of the global village. His idea was to find out in practice whether there is a common musical language between the cultures. He coined the term « Global Village » for improvisation and he brought together musicians of different origins.(See the article in the present edition: Christoph Irmer, We are all strangers to ourselves .)
    3. And the third idea that motivates me concerns things that I see as very important in the actual political situation: the scientific research concerning the encounter between different cultures. In Franziska Schroeder’s book Soundweaving: Writings on Improvisation[4] there is a report written by a Swedish musician, Henrik Frisk, on a research project about a musical group that tried to grow together with two Vietnamese and two Swedish musicians. He describes in his text the difficulties they had to overcome: for example, you cannot just say “OK, let’s play together” but you have also to try to understand the culture of the other, that is the strangeness that despite everything exists. So, they provide a good example. The Swedish musicians went to Vietnam and the Vietnamese musicians went to Sweden. And they tried to stand in the middle between the two cultures: what is the tradition of Vietnamese music, what could they do or not, and so on… They meet each other to work together and play. And that was the basis of my idea to organize the next symposium in January with musicians and researchers, and I found Sandeep who I think is very aware of these issues: for him it’s an essential aspect of his project. He told me that he is not talking about trans-culturalism, but about trans-traditionalism. Because, he says – it’s the same as what Frisk says – a culture always has a tradition and you have to know that tradition, your culture can’t be all that matters, but tradition is what’s most important. And I’m very curious to know what he is going to say and what we will learn from the debate that will follow.
Jean-Charles F.:

And at the Exploratorium, how do you address the question of the public and the difficulties of bringing in specific social groups?

Reinhard G.:

For the past year we have been developing a project called « Intercultural music pool ». And there are questions in Germany and in Europe today concerning refugees and borders, the question of bringing in only a few and not too many; and on top of that the question of terrorism and invasion and all that. In this situation, in Germany, we are moving in both directions: on the one hand, official political decisions and, on the other, local initiatives that try to integrate emigrants. So, we decided to develop an integration project so that people from other countries can play with musicians who have been living in Germany for a long time. And there are examples of choirs that exist in Berlin where people and refugees sing together. Matthias Schwabe[5] and I accompanied this project from the theoretical point of view, with the papers and other necessary formalities. This project has been in place for a year but with no refugees participating. In this ensemble, there are two musicians who come from Spain, but this is not at all what we hoped for. Certain musicians came and said that it could be possible to do it with improvisation; improvisation is a link to bring people together. I don’t know how we’re going to continue, but for now it’s a fact: we tried to make this project public, but they didn’t come. Therefore, I think we need to ask ourselves questions given this failure on inter-culturalism and trans-culturalism. And for me the question is whether improvisation is really the link, the bridge that fits? For example, it is perhaps more important for me to learn a Syrian song than to improvise with someone from that country. I will ask the musician leading this « intercultural musical group » to make an assessment of these experiences. We have not yet carried out the evaluation of this action, but it seems important to do so before the symposium. Here are the questions we are facing: is improvisation really an activity that involves a common language? No, I think it may not be the case.

 

2. Improvisation Practices across the Arts

Jean-Charles F.:

Well, very often I also ask myself this question: why, if improvisation is free, why does the sound result most of the time fit into what is characterized as contemporary music from a classical and European point of view? And one way of thinking about this state of affairs in a theoretical way is to say that improvisation, historically, appeared as an alternative, at the time when structuralism dominated the music of the 1950s-60s. The alternative consisted of simply inverting the terms: since structuralist music was then presented as written on a score, and moreover was written in every detail, then one had to invert the terms and play without any notation at all. And since structuralist music had developed the idea that ideally every piece of music should have its own language, then it was absolutely necessary to develop the notion of non-idiomatic music, which obviously does not exist. And since all structuralist scores were written for well-defined instrumental sounds in treatises, then ideally all these sounds should be eliminated in favor of an instrumental production belonging only to the one who created it. You can continue to invert all the important aspects of the structuralist culture of the time. But to invert all the terms we risk depending only on the culture of reference, and to change nothing fundamentally. On the other hand, and this is a paradox, what free improvisation has not failed to preserve is particularly interesting: its artistic productions have remained « on stage » in front of an audience. Outside the stage, music does not exist. This is a legacy of the Romantic West that is difficult to get rid of. As a result, it can be said that free improvisation developed strategies to prolong the tradition of European learned culture while claiming that it did exactly the opposite!

Reinhard G.:

I think it’s important to emphasize that it’s not just about looking at improvisation as such, but all the things that improvisation includes. I agree with you about romanticism, improvisation on stage and the idea of inspiration on the moment, the idea of momentum, of waiting for moments of genius. For me, everybody in the world of improvised music talks about the quality, good or bad, of improvisations and the inspiration of the moment, the momentum in jazz, these are important things that do not only concern the practice of improvisation. I discovered through you the works of Michel de Certeau and I am reading a lot about collectivism and its applications in collective performances and performance theory: this theory tries to reflect about the way to show something, and it’s not only to have music on stage. But it’s possible to think about things outside of just the music on stage: you can go and perform outside the concert hall and mix audience and the musicians together and find new forms of performance of dance and music. I kind of like this idea of saying that improvisation is not just about these genius things, but it’s really a common thing; it’s a way of making music; it’s elementary, you have to make music that way. So, I meet a person and we make sounds together, and if someone says, “Okay, I have a song,” then let’s sing it together, and if I don’t know that song, we’ll just play one strophe or a phrase or something like that. I also think that the concept of quality is also a Western idea, this perfection in performance…

Jean-Charles F.:

Excellence!

Reinhard G.:

Let’s stop saying that it’s necessary to organize concerts, but let’s rather say that it’s necessary to invest in places where it’s possible to play, that’s what interests me. The Exploratorium is going a little bit in this direction: we organize open stages where people can play together, and so people are invited to produce music by themselves. It’s not about doing something that someone tells them to do, but it’s “let’s do it together”. So, I think it’s necessary to think about improvisation not only in terms of what constitutes its central core, at the heart of the music, may be not only in the core constituted by the interactions together, but also in the core of concerts and situations. That seems interesting to me. For example, the game of “pétanque” organized in France by Barre Phillips[6]: it was a bit like this idea of putting something in common, not for an audience, but for ourselves. And today, we meet before we play together in a concert[7] and not only on the day of the concert.

Jean-Charles F.:

Right.

Reinhard G.:

Here’s what could happen: it was my idea to invite you to do a concert, but it would be very interesting to do a rehearsal before the concert. I’d like to do that in addition to playing at the concert and trying things out and being able to talk about them. For me this is as important as doing concerts. It goes hand in hand with the idea of coming and going, finding things, allowing yourself to get out of the cage, getting out a little bit of the cage of improvisation limited to musical things, dealing with issues of idioms, interactions, looking at other aspects…

Jean-Charles F.:

With PaaLabRes, we have been developing for two years a project to bring together practices between dancers and musicians at the Ramdam[8] near Lyon, notably with members of the Compagnie Maguy Marin. This project was also based on the idea of bringing together two different cultures (dance and music) and trying more or less to develop materials in common, the musicians having to do body movements (in addition to sounds), the dancers producing sounds (in addition to dance movements). Improvisation here was a way to bring us together on a basis of equality. Indeed, what improvisation allows is to put the participants in full responsibility towards the other members of the group and to guarantee a democratic functioning. This did not mean that there was an absence of situations in which a particular person assumed for a moment to be the exclusive leader of the group. At the Exploratorium what about the interactions between artistic domains, do you have any actions that go in this direction?

Reinhard G.:

Yes, I am also a visual artist. Since last year I have had a new studio – in the countryside – which I use as my atelier: I can create in a continuity my music and my visual works together, and in October (2018), a musician, a poet and I will play a performance of my paintings. As far as other art forms are concerned, the question of improvisation is not the most important thing. In the visual arts, I think that there is no reflection on the questions of improvisation.

Jean-Charles F.:

In our project with dance, at some point last year, Christian Lhopital[9], a visual artist joined us. If you go to look at the second edition on the PaaLabRes website, the map that gives access to the various contents is a reproduction of one of his paintings. He came to participate in a session of encounter between dance and music. At first, he hesitated, he said: “What am I going to do?” Then he said, “OK, I’ll come in the morning from 10:00 to 12:00 and I’ll observe”. The session started as usual with a warm-up that lasted almost two hours, it’s quite a fascinating experience, because the warm-up is completely directed at the beginning by a person from the dance who gradually organizes very rich interactions between all the participants and it ends in a situation very close to improvisation as such. We start with very precise stretching exercises, then directed actions in duet, trio or quartet, and little by little in continuity it becomes more and more free. Well, after a few minutes, Christian came to join the group, because in a warm-up no one is afraid of being ridiculous, because the goal is not to produce something original. And then after that he stayed with us all weekend and took part in the improvisations with his own means in his artistic domain.

Reinhard G.:

This is something very important. For example, if you say or think: “when I make music, I have to be completely present, concentrated, and ready to play”, then the music doesn’t necessarily materialize in action. If you think, “Okay, I’ll try this or that” [he plays with objects on the table, glasses, pencils, etc.] and it produces sounds and there’s I think pretending that it’s music, that music only functions when it is recorded, or is just on stage, or if you listen to it in perfectly made recordings. This can become a completely different way of practicing music. In Western music, I think, historically in the 17/18th centuries musicians were composers and practicing musicians (also improvisers); it was a culture of sharing musical practice, of common playing: there was Karl-Philip Emmanuel Bach and the idea of the Fantasy and meeting to play at dawn, with the expression of feelings and with tears, and these were very important events for them. Later, I think, we developed the idea that we had to learn to play the instruments before we could really play them to produce music.

Jean-Charles F.:

Specialization.

Reinhard G.:

Yes, specialization.

Jean-Charles F.:

And to continue this story, Christian participated in the improvisation process by using the stage as if it were a canvas to draw on by using paper cut-outs and drawing things on them as the improvisations unfolded.

Reinhard G.:

I would like to see this, where can I find this information?

Jean-Charles F.:

At the moment this is not available, it might become possible in the future.

Reinhard G.:

OK.

Jean-Charles F.:

You said earlier that visual artists don’t talk much about improvisation.

Reinhard G.:

This may be a prejudice on my part.

Jean-Charles F.:

It’s quite true though, Christian Lhopital, the artist in Lyon had never done it before. We met the American trumpeter Rob Mazurek[10], who is an improviser but also a visual artist. He produces three-dimensional paintings that serve as musical scores. The relationship between musical practices and the production of visual art is not obvious.

Reinhard G.:

Yes, it’s more a question of going into a trance through different media, and I think that with music and dance things are more obvious because it’s done in continuity over time and you can find combinations in the various ways to move the body and to produce sounds on the instruments. But let’s take for example literature, improvisation in literature. That would be something very interesting to do.

Jean-Charles F.:

There is improvised poetry, like slam.

Reinhard G.:

The slam, OK.

Jean-Charles F.:

Slam is often improvised. And there are improvised traditional poetic forms. For example, Denis Laborde wrote a book on improvised poetry practices in the Basque Country[11] in a competitive logic – as in sports – by improvising songs according to tradition and very precise rules: the audience decides who is the best singer. There are traditions where the literature is oral and is continuously renewed in a certain way.

Reinhard G.:

There are also singers who invent their text during improvisation.

Jean-Charles F.:

But my question was about what a center like the Exploratorium was doing in this area. Are there any experiments that have been carried out?

Reinhard G.:

Yes, one of the workshops is dedicated to this aspect of things, but it is not the main focus of our program.

Jean-Charles F.:

What is it about?

Reinhard G.:

She is a visual artist who makes pictures – I didn’t attend this workshop, I can’t say exactly what she does – but she gives materials to the participants, she gives them colors and other things, and she lets them develop their own ways of drawing or painting. She conducted this workshop in public during our Spring festival.

Jean-Charles F.:

But she does this with music?

Reinhard G.:

No. She doesn’t. I really don’t know why. Maybe it’s because that’s kind of the way we do things here, which is to say, “everybody does it their own way”. Ah! once we’ve moved to our new home, we’ll be more open to collaborations.

Jean-Charles F.:

And you also have dance here?

Reinhard G.:

Yes, we have dance.

Jean-Charles F.:

What are the relationships with music?

Reinhard G.:

It’s more in the field of live encounters on stage. There are three or four dancers who come with musicians for public performances, and there are open stages with music and movement, and last Thursday we had the “Fête de la musique” here. The performances that are given here often bring together dancers and musicians.

Jean-Charles F.:

But these are only informal meetings?

Reinhard G.:

Yes. Informal. Anna Barth[12], who is a colleague of mine and is working at the library with me, is a Butoh dancer. She has performed a lot with Matthias Schwabe in this very slow and concentrated way of moving, and they’ve done performances together. But that’s not one of our major focuses. Our work is concerned with free improvisation in all arts, but 90% of it is music. There is a little bit of theater-improvisation, but only a little bit. The Exploratorium is centered mainly on musical improvisation.

 

3. Pedagogy of Improvisation, Idioms, Timbre

Jean-Charles F.:

Are there any other topics you would like to share with us?

Reinhard G.:

Yes, there is a question I ask myself that has nothing to do with multiculturalism. I work in Vienna at the University of Music and Performing Arts with classical musicians on improvisation. They are students at the Institute for Chamber Music. I’ve only had two workshops with them. I only give them a minimum of instruction. For example: “Let’s play in a trio” and then I let them play, that’s how I start the workshop. And during this first improvisation, there are a lot of things they are able to play, and they do it, they don’t have problems like saying “OK! I don’t have any ideas and I don’t want to play”. They play and I invite them to do so. And they use everything they have learned to do well after fifteen years of study. My idea is that I don’t teach improvisation, but I try to let them express themselves through the music they know and are able to play, and this would mean that they have the resources to improvise, to make music not only by reproduction. They can be also inventors of music. And for them, it’s a surprise that it works so well. They’re present, they’re concentrated, and they have really good instrumental technique and what they’re doing sounds really interesting. The feeling expressed by all is that “it works!” So I’m thinking about a theory of improvisation which is not based on technique, but on something like memory, memory of all the things you have in your mind, in your brain, what you have embodied, and with all that you just have to give them the opportunity to express themselves by just allowing them to play what they want. And I think that if we lived in a culture where there would be more of this idea of playing and listening and where classical musicians would be allowed to improvise more often and to improve in improvised playing, we could develop a common culture of improvisation. I’ve been doing that for the past five or six years and I have many recordings with very amazing music. What I want to discuss with you is about these resources. What are the resources of improvisation? What does improvisation mean to you? I think it would be interesting to get a better idea of what a common idea of improvisation would be.

Jean-Charles F.:

Yes. It’s a very complicated question. Historically, in my own background, I was very interested in the idea of the creative instrumentalist in the 1960s. The model at that time was Vinko Globokar and I was convinced that thirty years later there would no longer be composers as such, specialized, but rather kinds of musicians in the broadest sense of the term. But curiously at that time I didn’t believe that improvisation – especially free improvisation – was the way to go. In the group that performed at the American Center on Boulevard Raspail in Paris with Australian composer, pianist and conductor Keith Humble[13], we were thinking more in terms of making music that belonged to no one, “non-proprietary music”. We thought, for example, that Stockhausen’s Klavierstücke X – only clusters – was grandiose, except that clusters cannot belong only to Stockhausen. The concept of this piece, “play all possible clusters on a piano in a very large number of combinations” could very well be realized without referring to the detail of the score. So, we organized concerts based on collages of concepts contained in scores, but without specifically playing these scores.

Reinhard G.:

I can understand this, because for me too, the term collage is a very important thing.

Jean-Charles F.:

I left Paris for Australia in 1969, then San Diego, California in 1972. One of the reasons for this expatriation had been the experience in Paris of playing in many contemporary music ensembles with most of the time three or four rehearsals before each concert with musicians who were very skilled in sight-reading scores. One had the impression of always playing the same music from one ensemble to another. The musicians could produce the written notes very quickly, but at the cost of a standardized timbre. We had the impression of being in the presence of the same sounds, for me, the timbres were hopelessly gray. At the American Center, on the contrary, without the presence of any budget – it was not a “professional” situation – music was made with as many rehearsals as necessary to develop the sounds. It was a very interesting alternative situation. And that’s exactly what a research-oriented university in the United States could offer, where you had to spend at least half your time conducting research projects. There was a lot of time available to do things of your own choosing. And once again, some composers in this situation wanted to recreate the conditions of professional life in large European cities around a contemporary music ensemble: to play the notes very well as quickly as possible without worrying about the reality of the timbre. So, with trombonist John Silber we decided to start a project called KIVA[14], which we did not want to call “improvisation”, but rather “non-written music”. And so, as I described above, we simply inverted the terms of the contemporary ensemble model: in a negative way, our unique method was to forbid ourselves to play identifiable figures, melodies, rhythms, and in usual modes of communication. It was rather a question of playing together, but in parallel discourses superimposed without any desire to make them compatible. We would meet three times a week to play for an hour and a half and then listen without making comments to the recording of what had just happened. At first things were very chaotic, but after two years of this process we had developed a common language of timbres, a kind of living together in the same house in which small routines developed in the form of rituals.

Reinhard G.:

And what were the sources of this language, where did it come from?

Jean-Charles F.:

It was simply playing and listening to this playing three times a week and not having any communication or discussions that could positively influence our way of playing.

Reinhard G.:

Ah! You didn’t talk?

Jean-Charles F.:

Of course we were talking, but we felt that the discussion shouldn’t influence the way we played. But this process – and today it doesn’t seem possible anymore – was very slow, very chaotic, and at a certain moment a language emerged that no one else could really understand.

Reinhard G.:

…but you.

Jean-Charles F.:

Yes. Composers in particular didn’t understand it because it was a disturbing alternative…

Reinhard G.:

But it wasn’t traditional music, but the music you had developed… Was it the experience of contemporary music that gave you the initial vocabulary?

Jean-Charles F.:

Yes of course, it was our common base. The negative inversion of the parameters as I have noted above does not fundamentally change the conditions of elaboration of the material, so the reference was still the great sum of contemporary practices since the 1950s. But at the same time, as Michel de Certeau noted when he was present on the San Diego campus, there was a relationship between our practices and the processes used by the mystics of the 17th century. It was a question for the mystics to find in their practices a way to detach themselves from their tradition and their techniques. It’s exactly the opposite of what you described, it’s a process in which the body has stored an incredible number of clichés, and good instrumentalists never think about their gestures when they play because they’ve become automatic. That’s what we’ve been trying to do: to bring all this into oblivion. You mentioned the idea of memory.

Reinhard G.:

Memory, yes.

Jean-Charles F.:

It was exactly another idea, to try to forget everything we had learned so that we could relearn something else. Of course, that’s not exactly how it happened, it’s a mythology that we developed. But for me it remains a fundamental process. The fear of classical musicians is to lose their technique, and of course whatever happens they will never lose it. In this process, I have never lost my ability to play classically, but it has been greatly enriched. The importance of this process is that through a journey to unknown lands, one can come back home and have a different conception of one’s technique.

Reinhard G.:

It’s a combination of new and old things?

Jean-Charles F.:

Yes, so it is possible to work with classical musicians in situations where they have to leave their technique aside. And in the case of John Silber for example – he borrowed this idea from Globokar, and Ornette Coleman[15] had the same kind of experience – because our playing periods lasted for a very long time without interruptions, he got tired when he only played the trombone. So, he had decided to play another instrument as well, and he chose the violin, which he had never studied. He had to completely reinvent by himself a very personal technique of playing this instrument and he was able to produce sounds that nobody had produced until then.

Reinhard G.:

But the process through which these classical musicians I work with go through seems different to me: it’s a bit of another way of considering instrumental playing. If I tell them “play!” they don’t really try to play new things, but they recombine.

Jean-Charles F.:

Yes, what they know.

Reinhard G.:

They recombine what they know. But because they are in an ensemble situation, they can’t have control over it. There’s always someone who comes across what they’re doing. If they have expectations, there’s always someone who comes and disturbs them, and then you have to find a new way. And the interesting thing is that they are able to follow these crossings without getting irritated and saying “no, I can’t…” It’s a phenomenon where in many workshops, the participants first say “I can’t” and as soon as they start – a bit like the painter you mentioned – it works. And the question I ask myself is: is it a musical problem or is it a problem related to the situation? My main theory is that suddenly there’s a room and someone allows them to do something and they do it. And it’s interesting to note that they never do it on their own. They come to me and they play, and then they go outside, and they never do it again. There has to be a group and a space dedicated to this activity. There is a musician who came with his string quartet and they tried to improvise. Later he told me that they played an improvisation as an encore at a concert; but they didn’t announce that it was an improvisation but that it was written by a Chinese composer; and he said that the audience really liked that encore very much, and he was really surprised that it could happen like that. For me the problem seemed clear, because if they had announced that they were playing their own music, there would have been people who wouldn’t have wanted to listen to it. If you play Mozart, it’s because you’re playing something serious, there’s an effort to be made, and so on. So, the improvisation is more centered on the personality of the person doing it, and you enjoy yourself doing it, that’s a very interesting fact.

Jean-Charles F.:

It is said – I don’t know if this is really the case – that Beethoven playing the piano in concert improvised half the time and that the audience much preferred his improvisations over his compositions.

Reinhard G.:

It is really an interesting fact, yes.

Jean-Charles F.:

Was it like that because improvisations were structurally simpler?

Reinhard G.:

Now we are faced with two possible paths. The first leads us to an open field where we say to ourselves: “I don’t want to do what others have already done or are doing”. And the second one is to say: “I’m going to do an improvisation that won’t be a complete” – what do you call it? …

Jean-Charles F.:

An erasure, an oblivion.

Reinhard G.:

This is about “thinking about your ways in a new way” rather than looking for a new musical content; and so, it is not a very avant-garde posture. Yes, we produce music that is a bit polytonal, with polyrhythms, and harmonies that are a bit wrong, a bit like Shostakovich, etc. But for me the important thing is not to say: “we are going to create a completely new music”, but that the students can see the work session as improvisers. What they are able to do in this situation and the skills they can develop will help them to explore things for themselves: “it’s not something original that will define me, I’m only a little bit open to new things, but I love the music we produce together, I find it moves me completely.” This happens in a very direct way because they’re playing as persons and not as someones to whom I would say, “please play me now from bar 10 to bar 12, in a wahhhhhhh [whispering loudly], you know how to do it.” But if they decide to do it on their own, then  it’s something completely different.

Jean-Charles F.:

Yes, but for me the essential question is the timbre, the qualities of the sound. Because there is an equation between structural music and others: the more emphasis is placed on the complexity of an established grammar, the less interesting the sound material is, and the more emphasis is placed on the complex quality of timbre, the less interest is placed on the complexity of syntactic structures. If we consider the European classical music of the 19th and 20th centuries, there is a long process in which instrumental playing becomes increasingly standardized, and the dominant instrumental model of this period is the piano. And so, the challenge is to create a lot of different kinds of music, but from the point of view of what is represented by the notation system, the notes and their durations, which can easily be realized on the equivalence of the keys of the keyboard. It is a matter of manipulating what is standardized in the notation system, the design of instruments and the techniques of sound production, in a non-standardized way and differentiated from one work to another. The structural approach in this case becomes very useful.[16] And of course a lot of experimentation has been done in this context with the looting of traditional music by transforming it into notes: of course, in this process we lose 99% of the values on which this music works. The equation is complicated because from the moment concrete and electronic music appear, a different cultural branch is set up, a different conception of sounds. And with popular music such as rock, the combination of notes is of no interest, because it is too simplistic and tends to be based on few chords, which makes this music more accessible. But what matters is the sound of the band, which is eminently complex. The musicians of these types of music spend a considerable amount of time working out in groups a sound that will constitute their identity, reinventing their instrumental playing based on what they identify in past recordings in order to dissociate themselves from them. Following this model many situations can be envisaged in improvisation workshops that put musicians in processes where they have to imitate what is really impossible to imitate in others, difficult situations, especially for musicians who are so efficient in reading notes. What happens when a clarinetist plays a certain sound and now with your own instrument, a piano for example, you have to imitate the sound that is produced in the most exact way?

Reinhard G.:

It is a question of timbre.

Jean-Charles F.:

Yes. The world of electronics creates a universe of resonances. This is true even if we don’t use electronic means. But at the same time, you are completely right to think that the tradition of playing from the notes written on the score is still a very important factor in musical practices in our society.

Reinhard G.:

In Western society.

Jean-Charles F.:

A lot of good things can still be done in this context.

Reinhard G.:

You have a memory, and a pool, and an archive. I think – and this surprises me a lot, but that’s exactly how I see it – that improvisation doesn’t work with notes, but it functions with timbres. I call it musicalizing the sound. With the classical musician, you have a note, and then you have to musicalize it, you have to decode it.

Jean-Charles F.:

To put it in a context of reality.

Reinhard G.:

Exactly! Put it in a context, and then you bring it to sound. And when you turn the sign into sound, as a classical musician you are in the presence of a lot of fusion from sign to sound, using everything you’ve learned and everything that makes up the technique. The technique allows you to realize variations of dynamics, articulations and many other elements. This is the way they really learned to play. And now I’m going to take the notes out and ask them to keep making music. And that’s how I often start my workshops by asking them to play only one pitch. The seven or eight people who were at my workshop in Vienna last week, they did an improvisation on one pitch with the task of doing interesting things with that pitch. And it’s interesting because they have so many nuances at their disposal, and it sounds really very, very, well. And for me it’s the door that opens to improvisation, not to rush to many pitches, but to always start with things that are based on the sound qualities. If you look at the history of music, I think that humans who lived forty thousand years ago they had no language, but they had sounds [he starts singing].

Jean-Charles F.:

How do you know?

Reinhard G.:

I have a recording [laughter]. And I’ve done the following experiment with my students: do a spoken dialogue without using words [he gives an example with his voice], it works. They can’t tell you something specific, but the emotional idea is there. I think you’ll agree that the timbre of the spoken voice is really a very important thing, as Roland Barthes noted in The Grain of the Voice.[17] I agree with him. I try to get these classical musicians to improvise a little bit in their tradition, so they don’t create new things, to discover their instrument, but within their tradition.

Jean-Charles F.:

From the point of view of their representations.

Reinhard G.:

Yes exactly, and what came out of this workshop is very interesting.

Jean-Charles F.:

This is a very pedagogical way of doing things, otherwise the participants are lost.

Reinhard G.:

Yes, the former Head of the department of chamber music at the University of Music and Performing Arts in Vienna loves improvisation. I think what he likes about improvisation is that the students learn to get in touch with each other and with the issue of timbre production. For chamber music these are very important things. I’m not a perfect instrumentalist myself because I don’t spend thousands of hours in rehearsals, but I think I can work with that in my mind, I can really find a lot of artists working in music on scores that are interesting, it’s really very rich.

Jean-Charles F.:

In a string quartet, the four musicians have to work for hours on what is called the tuning of the instruments, which is actually a way of creating a group sound.

Reinhard G.:

That’s what I do with improvisation, I function in a way that is very close to this tradition. The tasks are often oriented towards intonation between musicians, but it’s not only about going in the direction of the perfect bow stroke, but also in the direction of the music. Well, I was very happy with this interview, which will feed into my writing. I would like to write a book on improvisation with classical musicians, but I don’t have the time, you know how life is…

Jean-Charles F.:

You have to be a retiree to have the time to do things! Thank you for taking the time to talk.

 


1. Improfil is a German journal [connected with the Exploratorium Berlin] concerning the theory and practice of musical improvisation and functions as a platform for professional exchange among artists, teachers and therapists, for whom the subject of improvisation is a main topic in their work. See https://exploratorium-berlin.de/en/home-2/

2. The Cefedem AuRA [Centre de Formation des Enseignants de la Musique Auvergne-Rhône-Alpes] is a center in existence since 1990, devoted to the training of music school instrumental, vocal and music theory teachers. It is a center for professional ressources and artistic higher education in music. It carries out research in musical pedagogy and publishes a journal Enseigner la Musique. See https://www.cefedem-aura.org

3. CEPI, Centre Européen Pour l’Improvisation [European Improvisation Center] : “For me CEPI is a meeting point where improvising musicians, other practitioners of improvised performance-arts, scholars, thinkers, anyone who is active and/or curious about new forms and methods of doing can meet to exchange their ideas and experiences and also to participate together in the creative process, in short to improvise together.” Barre Phillips, 2020. See http://european.improvisation.center/home/about

4. Franziska Schroeder, Soundweaving : Writings on Improvisation, Cambridge, England : Cambridge Scholar Publishing. See the French translation of Henrik Frisk, “Improvisation and the Self: to listen to the other”, in the present edition of paalabres.org.: Henrik Frisk, L’improvisation et le moi.

5. Matthias Schwabe is the founder and director of Exploratorium Berlin.

6. During the CEPI meetings in Puget-Ville (in 2018 in particular), Barre Phillips proposed a game of “pétanque”, in which each team consisted of two ball throwers and one person who would improvise music at the same time.

7. The encounter took place a day [July 2018] before a concert of improvisation at the Exploratorium Berlin with Jean-Charles François, Reinhard Gagel, Simon Rose and Christopher Williams.

8. RAMDAM, UN CENTRE D’ART [à Sainte-Foy-lès-Lyon] is a place for working, a rather flexible place, open to a multiplicity of uses, with adjustable and transformable spaces according to the needs and constraints of the selected projects. Ramdam is place of residence of the Dance Compagnie Maguy Marin. See https://ramdamcda.org/information/ramdam-un-centre-d-art

9. Christian Lhopital is a French contemporary visual artist, born in 1953 in Lyon. He essentially produces drawings and sculptures. His work was presented at the Lyon Biennale: “Une terrible beauté est née”, by Victoria Noorthoorn, an ensemble of 59 drawings from different epochs (from 2002 through 2011) were presented in the form of a drawing cabinet. In June 2014,the Éditions Analogues in Arles have edited the book Ces rires et ces bruits bizarres, with a text by Marie de Brugerolle, illustated by photos, mural graphit powder drawings, sculptures, miniatures, from the serie « Fixe face silence ». https://fr.wikipedia.org/wiki/Christian_Lhopital

10. Rob Mazurek is a multidisciplinary artist/abstractivist, with a focus on electro-acoustic composition, improvisation, performance, painting, sculpture, video, film, and installation, who spent much of his creative life in Chicago, and then Brazil. He currently lives and works in Marfa, Texas with his wife Britt Mazurek. See the known place “Constellation Scores” in the second edition of this site (paalabres.org) http://www.paalabres.org/partitions-graphiques/constellation-scores-powerpeinture/ Access to Constellation Scores. See https://www.robmazurek.com/about

11. Denis Laborde, La Mémoire et l’Instant. Les improvisations chantées du bertsulari basque, Bayonne, Saint-Sébastien, Ed. Elkar, 2005.

12. Anna Barth is a freelance dancer, choreographer and artistic director of the DanceArt Laboratory Berlin. She studied Modern Dance, Improvisation and Composition at the Alwin Nikolais and Murray Louis Dance Lab in New York City and Butoh Dance for several years with renowned co-founder and master of Butoh Dance, Kazuo Ohno and his son Yoshito Ohno in Japan. https://www.annabarth.de/en/bio.html

13. Keith Humble was an Australian composer (1927-1995), conductor and pianist who saw these three activities in continuity with a practice that resembled the function of the musician before the advent of the professional composer in the 19th and 20th centuries. During the 1950s and 1960s, he lived in France. He was the assistant to René Leibowitz and in 1959, at the American Centre for Students and Artists, he established the ‘Centre de Musique,’ a ‘performance workshop’ dedicated to the presentation and discussion of new music. It is in this context that Jean-Charles François met him. He continued to work with him until 1995. See http://adb.anu.edu.au/biography/humble-leslie-keith-30063

14. KIVA, 2 CD, Pogus Produce, New York. Recordings 1985-1991, with Jean-Charles François, percussion, Keith Humble, piano, Eric Lyon, computer vocoder manipulations, Mary Oliver, violon and viola, John Silber, trombone.

15. See Henrik Frisk article, op. cit. in the present edition: Henrik Frisk, L’mprovisation et le moi.

16. See Jean-Charles François, Percussion et musique contemporaine, chapter 2, « Contrôle direct ou indirect de la qualité des sons », Paris : Editions Klincksieck, 1991.

17. Roland Barthes, « Le grain de la voix », Musique enjeu 9 (1972).

Jean-Charles François – English

Return to the original text in French: Invention collective

 


 

Collective Invention in Music

and Encounters Between a Diversity of Cultures

Jean-Charles François

 

Summary:

1. Introduction
2. Alternative forms to definitive art works
3. Improvisation
4. Artistic Processes or just Human Interactions?
5. Protocols
6. Conclusion

 


Introduction

The world in which we live can be defined as one in which a great diversity of practices and cultures coexist. As a result, it is difficult today to think in terms of the modern Western world, Eastern philosophy, African tradition or other labels too easy to use to guide us in the chaos of the world. We are in presence of an infinite number of networks, and each of us is active in more than one of these. Therefore, we have to think about musical practices in terms of ecological problems. A practice can kill another one. A practice can depend directly on another’s survival. A practice can be directly connected to another and still be different. The ecology of practices (see Stengers 1996, Chapter 3) or how to face a potentially very violent multicultural world is probably today as important as the ecological question of the future of the planet earth. I will attempt in this article to treat one aspect of the diverse world of artistic practices: improvisation with heterogeneous groups.

My own personal research on mediation between groups of musicians belonging to different cultural practices or musical styles stems from my involvement as the director (between 1990 and 2007) of a center devoted to the training of music school teachers, the Cefedem AuRA in Lyon, France. This institution was created in 1990, under the authority of the Ministry of Culture, and offers a two-year program leading to the Music Teacher State Diploma [Diplôme d’État de professeur de musique], geared towards the teaching of voice, instruments, basic musicianship, choral conducting, jazz, popular music [described in France as Musiques actuelles amplifiées, Today’s Amplified Music], and traditional music in music schools and conservatories organised throughout France by the towns. Research was conducted within the framework of curriculum development in this institution, in direct collaboration with Eddy Schepens and the entire pedagogical and administrative team of this institution.

For the first ten years all the students at the Center were classical musicians issued from Regional Conservatories. In 2000, the study program was completely reinvented to accommodate the inclusion of jazz, popular music, and traditional music students, alongside the ones from the “classical” sector. The curriculum was based on two distinct imperatives: (a) each musical genre had to be recognized as autonomous in its practical and theoretical specificities; and (b) each musical genre had to collaborate with all the others in specific artistic and pedagogical projects. We were thus confronted with the issue of how to face the problem of a difference of culture between a highly formalised teaching tradition with low exposure to public presentations, and traditions that are based on atypical or informal forms of learning involving a high degree of immediate public interactions. The problem that then had to be solved can be formulated as follows : the classical sector tends to develop an instrumental or vocal identity in a posture of technical readiness to play any music (on the condition that it would be written on a score) ; other musical genres tend to require of their members a strong identity based on the style of music as such accompanied by a technical approach based solely on what is necessary to express that identity. Our task was to find solutions that could include all the ingredients of this triple equation. Two concepts emerged: a) the curriculum would focus on student projects rather than on a series of courses and the definition of their content (although these courses continued to exist); b) projects should be based on the principle of a contract binding students to a number of constraints determined by the institution and on which evaluation would be based. The Centre has developed a research program on these issues and in pedagogy of music, and publishes a journal, Enseigner la Musique (see for example François & al. 2007).

Taking this concept of intercultural encounters as a model, experimental situations have been carried out by a Lyon collective of artists in existence since 2011: PaaLabRes (Artistic Practices in Acts, Laboratory of Research [Pratiques Artistiques en Actes, Laboratoire de Recherche]).
Several projects were developed:

  • A small group of improvisators met to propose protocols for developing common material in the context of collective invention[1]. These protocols were tested, discussed and then tried in a number of workshops addressed to the largest range of participants (professionals, amateurs; beginners and advanced students; musicians and dancers belonging to different musical categories, styles and traditions) (2011-2015).
  • Regular meetings of PaaLabRes musicians with dancers (Maguy Marin’s Company members among others) have been organized at the Ramdam, an arts center near Lyon, with the aim of developing common materials between dance and music in improvisation (2015-2017).
  • Through the digital space www.paalabres.org a reflection on the definition of artistic research, situated in between formal academic research and artistic practices, between various artistic domains and diverse aesthetic expressions, in between pedagogy and performance on stage. (See the station Débat, line “Artistic Research in the first edition of paalabres.org).

 

2. Alternative forms to definitive art works

Improvisation situations seem in this context to be a good way to deal with heterogeneous encounters through practicing music, not so much as a focusing on aesthetics values, but rather as a democratic process that this situation seems to promote: each person is fully responsible for her or his sound production and for interacting with the others persons present in the space, and also with the diverse means of production available.

The definition of improvisation, within the art practices of the West—especially in its “freer” forms— is often proposed as an alternative to the written music that dominated European art music for at least two centuries. Improvisation faced with the structuralism of the 1950-60s tended to propose a simple inversion of the prevailing model:

  1. The performer considered up to that time as not being a major participant to the creation of major works, becomes through improvisation completely responsible for her/his creation in a context that changed the definition of work of art.
  2. The practice of writing signs on a score and respecting them in interpretation is replaced by the absence of any visual notation and the prevalence given to oral communication.
  3. There will be no more works definitively fixed in historical memory, but processes that are continuously modified ad infinitum.
  4. The slow reflective method used by the composer in a private space when elaborating a given piece of music will be replaced by an instantaneous act, in the spirit of the moment, on stage and in the presence of an audience.
  5. Instead of having compositions that define themselves as autonomous objects articulating their own language and personal sleight of hand, free improvisation will tend to go in the direction of the “non-idiomatic” (see Bailey 1992, p. ix-xii)[2] or towards the “all-idiomatic” (the capacity to borrow sound material from any cultural domain).

And so on, all the terms being inverted.

For this inversion to occur, however, some stable elements have to remain in place: notably the concept that music is played on stage by professional musicians before an audience of educated music lovers. This historical stability of the concert performance largely inherited from the 19th century goes hand in hand according to Howard Becker with what he calls a “package”: an hegemonic situation that controls in a global way all the actions in a given domain with particular economic conditions, definitions of professional roles and supporting educational institutions (see Becker 2007, p. 90). The reversal of elements appears to guarantee that certain aesthetical attitudes would remain unchanged: for example, the concept of “non-idiomatic” might be considered as reinforcing the modernist view of an ever-changing process towards new sounds and new sound combinations. We don’t know which idiom will result from the composer’s work, but the ideal is to arrive at a personal idiom. The improviser should come on stage without idiomatic a-priori, but the result will be idiomatic only for the duration of the concert. The “blank slate” ideal persists in the idea that each improvisation has to occur outside beaten paths.

The nomadic and transverse approach to improvisation cannot be confined to the idea that it is an alternative to sedentary human beings personified by the classical musicians of the West. The nomadic and the transverse practices cannot just pretend to offer an alternative to institutional art forms, through their indeterminate movements and infinite wanderings. Rather the (transversal) nomads have to deal with the complex knots of practices situated in between oral and written communication, timbre and syntactic articulation, spontaneity and predefined gestures, group interactivity and personal contribution.

 

3. Improvisation

One of the strong frameworks of improvisation – as distinct from written music on scores – is the shared responsibility between players for a collective creative sound production. However, the exact content of this collective creativity in actual improvisations seems unclear. In improvisation, the emphasis is on the unplanned public performance on stage, on the ephemeral act that happens only once. The ideal of improvisation seems to be dependent on the absence of preparation, before the act itself. And at the same time, the actual act of improvisation cannot be done by participants who are not “prepared” to do it. The performance may be unprepared in the details of its unfolding, but generally speaking it cannot be successfully carried out without some intense preparation. This is indeed the paradox of the situation.

Two models can be defined, and we have to remember that theoretical models are never reflecting reality, but they offer different points of reference allowing us to reflect on our subject matter. In the first model the individual players undergo an intensive preparation inscribed in a time frame of many years, in order to achieve a personal voice, a unique manner of producing sound and gestural acts. This personal voice, or manner of playing, has to be inscribed in memory – inscribed in the body – in a wide-ranging repertoire of possibilities. This is the principal condition of the improvisation creative act: the creative elements are not inscribed on an independent support – like a score – but they are directly embodied in the playing capacities of the performer. The players meet on stage as separated individuals in order to produce something together in an unplanned manner. The performance on stage will be the superimposition of personal discourses, but if players can anticipate what the partners will be able to produce (above all if they have already played together or listen to their respective performances), they will be able to construct together, within that unplanned framework, an original sonic and/or gestural world. The emphasis on individual preparation seems to not hinder the constitution of a fairly homogeneous network of improvisators. This network is geographically very large and imposes, without having to specify any definition, the conditions of its access by a set of implicit unwritten rules. What is at stake here? The main focus of this model is on the public performance on a stage, where the important issues concern the sonic or gestural quality of the acts in that encounter produced by everybody present, including the attitudes and reactions of the audience.

The other alternative model puts the emphasis on a collective co-construction of the sonic universe independently from any eventual presentation on stage or other types of interactive actions. It implies that a substantial time is spent on elaborating a repertoire of sonic (or any other) materials within a permanent group of people. The development of the collective sound depends on a sufficient number of sessions working together with all members present. That these sessions are performed before an audience or not, is beside the point. This second model does not present much interest if the members of the group are homogeneous in their background, notably if they acquired their professional status in the same kind of educational institutions and the same processes of qualification. If they are not different in some important respect, the first model seems to be more adequate, as there is no difficulty in building a collective sound world directly through improvised performance on stage. But if they are different, and above all if they are very different, the idea of building a collective sound material, or a collective artistic material, is not a simple task. On the one hand, the differences between participants have to be maintained, they have to be strictly respected in mutual terms. On the other hand, building something together will imply that each participant is ready to leave behind reflexes, habits, and traditional ways of behavior. This is a first paradoxical situation. Another paradox immediately becomes apparent adding to the complication: on the one hand, the material that is collectively developed has to be more elaborate than just the superimposition of discourses in order to qualify as co-constructions; and, on the other hand, the material should not become fixed in a structuration, as would be the case with a written composition, the material should remain open to improvisation manipulations and variations, to be realized at the actual moment of the improvisation performance. The performers should remain free to interact as they see fit on the spirit of the moment. This second model does not exclude public performance on stage but cannot be limited to this obligation. It is centered on collective processes and might involve other types of social output and interactions.

The challenges of the second model are directly linked to debates about the means to be developed in order to break down the walls. To face these challenges, it is not enough to just gather people of different origins or cultures in the same room and expect that more profound relationships will develop. It is also not sufficient to invent new methodologies appropriate for a given situation, to ensure that a miracle of pacific coexistence will occur. In order to face complexity, you need to develop situations in which you should have a number of ingredients:

  1. Each participant has to know in practical ways what all the other participants are about.
  2. Each participant is obligated to follow collective rules decided together.
  3. Each participant should retain an important margin of personal initiative and remains free to express differences.
  4. There can be processes in which a leadership can emerge, but on the whole the context should remain on a democratic level.

All this complexity demonstrates the virtues of pragmatic tinkering within the framework of this plan of action.

As the sociologist and jazz pianist David Sudnow showed when he described the learning processes of his hands that enabled him to produce jazz improvisations: sound and visual models, although essential to the definition of objectives to be attained, are not sufficient to produce real results through simple imitation:

When my teacher said, “now that you can play tunes, try improvising melodies with the right hand,” and when I went home and listened to my jazz records, it was as if the assignment was to go home and start speaking French. There was this French going on, streams of fast-flowing strange sounds, rapidly winding, styles within styles in the course of any player’s music. (Sudnow 2001, p. 17)

Some degree of “tinkering about” is necessary to allow the participants to achieve their purposes through heterogeneous detours of their own, outside the logical framework given by the teacher.

The idea of dispositif (apparatus, plan of action) associated with “tinkering about” corresponds to the definition found in the dictionary: an “ensemble of means disposed according to a plan in order to do a precise action”. One can refer to the definition given by Michel Foucault as “a resolutely heterogeneous ensemble, comprising discourses, institutions, architectural amenities, regulatory decisions, laws, administrative arrangements, scientific enunciations, philosophical, moral and philanthropic statements, some explicitly stated, some implicitly unsaid…” (Foucault 1977, see also the station timbre, line “Improvisation” in the first edition of paalabres.org)

In applying this idea to a co-production of sonic or gestural materials in the domain of artistic practices, the institutional elements of this definition are indeed present, but the emphasis is here directed towards the network of the elements created through everyday action, which are contextualized by given agents and materials. Thus, the means are defined here as concerning, at the same time, the persons concerned, their social and hierarchical status within a given artistic community, the materials, instruments and techniques that are provided or already developed, the spaces in which the actions take place, the particular interactions – formalized or not – between participants, between participants and materials or techniques, and the interactions with the external world outside the group. The dispositifs are more or less formalized by charters of conduct, protocols of action, scores or graphic images, rules pertaining to the affiliation to the group, evaluation processes, learning and research procedures. To a great extent, however, the dispositifs are governed on an everyday basis in an “oral” manner, in contexts that can change radically according to circumstances, and through interactions, which by their instability can produce very different results.

 

4. Artistic Processes or just Human Interactions?

The idea of dispositif, or complex apparatus, at the same time denies that artistic acts be simply limited or confined to well identified autonomous objects, and it also enlarges considerably the scope of artistic endeavours. The network that continuously forms, informs and deforms itself cannot be limited to a single focus on the production of artistic materials for the benefit of a public. The processes are no longer defined in specific specialized spaces. The term improvisation is no longer strictly limited to a series of sacred principles of absolute freedom and spontaneity or, on the contrary, respect for any tradition. Improvisation can incorporate activities that involve a variety of media supports – including using writing on paper – to achieve results in particular contexts. The purity of clear and definitive positions can no longer be what should dictate all possible behaviour. This does not mean that ideals have been erased and that the values that one wants to place at the forefront of the reality of practices have lost their primordial importance.

The confrontation of nomadic and transverse artistic practices to institutional imperative requirements may concern many areas: improvisation, research, music and art education, curriculum design, reviving traditional practices, etc. More and more artists find themselves in a situation in which their practice in strictly artistic terms is now considerably widened by what we call “mediation”, or mediating between a diversity of elements (see Hennion 1993 and 1995): pedagogical activities, popular education, community involvement, public participation, social interactions, hybrid characteristics between artistic domains, etc. The immersion of artistic activities into the social, educational, technological and political realms implies the utilization of research tools and of research partnerships with formal institutions as a necessary part of the elaboration of artistic objects or processes (see Coessens 2009, and the PaaLabRes’ station the artistic turn). Research practices in artistic domains need to a large extent the legitimacy and evaluation given by academic bodies, but it is equally important to recognize that they must be seen as part of an “eccentric science” (see Deleuze & Guatarri 1980, pp. 446-464), which considerably changes the meaning of the term “research”. The important questioning of these artists pertains directly to the very practice of conducting research: it tends to attempt to erase the usual strict separation between actors and observers, between the scientific orientation of the publication of results and other informal forms of presentation, and between the artistic act and reflections about it.

A possible nomadic and transverse response would be found along a pathway between the freedom of creative acts and the strict imposition of traditional canons. In this context, the creative act can no longer be seen as a simple individual expression asserting freedom in relation to a fiction of universality. The constitution of a particular collective, defining its own rules along the way, must play, in an unstable friction, against individual imaginative desires. To place somebody in a situation of research would mean to anchor the creative act on the formulation by a collective of a problematical process; the complete freedom of creation is now bound by collective interactions and to what is at stake in the process, without being limited by the strict rules of a given model. The creative act would cease to be considered as an absolute object in itself, and the accent would be put on the numerous mediations that determine it as a particular aesthetical and ethical context: the convergence at a certain moment of a number of participants into some form of project. The knots of this convergence need to be explicated not in terms of a particular desired result, but in terms of the constitution of some kind of chart of the problematic complexity of the situation at its inception: a system of constraints which deals with the interaction between materials, spaces, institutions, diverse participants (musicians, administrators, amateurs, professionals, theoreticians, students, general public, etc.), resources at hands, references, etc. According to Isabelle Stengers, the idea of constraint, as distinct from “conditions”, is not an imperative imposed from outside, nor a way to institute some legitimacy, but it requires to be satisfied in an undetermined manner open to many possibilities. The signification is determined a posteriori at the end of a process (Stengers 1996, 74). Constraints have to be taken into account, but do not define pathways that might be taken for the realization of the process. Systems of constraints apply best when very different people with different specialized fields are called to develop something together.

 

5. Protocols

We have called “protocols” collective research processes that take place before an improvisation and that will colour its content, then accumulate in the collective memory a repertoire of determined actions. The detail of this repertoire of actions is not fixed, nor is it necessarily decided that a given repertoire should be called up during an improvisation. The definition of the term protocol is obviously ambiguous and for many will seem to go completely against the ethics of improvisation. The term is linked to connotations of official, even aristocratic circumstances, where behaviour considered acceptable or respectable is completely determined: it refers to socially recognised modes of behaviour. Protocol is also used in the medical world to describe series of care acts to be followed (without omissions) in specific cases. It is not in the sense of these various contexts that we use the term.

The definition of protocol is here linked to written or oral instructions given to participants at the beginning of a collective improvisation that determine rules governing the relationships between persons or that define a particular sound, gestural or other type of material. It corresponds more or less to what you may find in dictionary (here French Larousse dictionary on-line): “Usages conformed to relationships between people in social life” and “Ensemble of rules, questions, etc. defining a complex operation”. The participants have to accept that in a limited time, some interaction rules in the group would be determined with the aim of building something together or to understand another point of view, to enter into playing with the others. Once these rules are experimented, when situations have been built, the protocol in itself can be forgotten in order that interactions less bound by rules of behaviour can take place, retrieving then the spirit of unplanned improvisation. The ideal, when determining a protocol, is to seek a collective agreement on its specific content, on the exact formulation of the rules. In fact, this rarely takes place in real situations, as different people understand rules in different ways. A protocol is most often proposed by one particular person, the important factor is to allow all present the possibility to propose other protocols, and also to be able to elaborate variations on the proposed protocol.

The contradiction that exists between the intensive preparation that improvisers impose on themselves individually and improvisation on stage that takes place “without preparation”, is now found at the collective level: intensive preparation of the group of improvisers must take place collectively before spontaneous improvisation can take place, using elements from the accumulated repertoire but without planning the details of what is going to happen. If the members of the collective have developed materials in common, they can now more freely call them up according to the contexts that arise during improvisation.

Thus we are in the presence of an alternation between, on the one hand, formalized moments of development of the repertoire and, on the other hand, improvisations which are either based on what one has just worked on or, more freely, on the totality of the possibilities given by the repertoire and also by what is external to it (fortuitous encounters between individual productions). The objective remains therefore that of putting the participants in real improvisational situations where one can determine one’s own path and in which ideally all the participants are in specific roles of equal importance.

Different types of protocols or procedures can be categorized, but care should be taken not to catalogue them in detail in what would look like a manual. In fact, protocols must always be invented or reinvented in each particular situation. Indeed, the composition of the groups in terms of the heterogeneity of the artistic fields involved, the levels of technical (or other) ability, age, of social background, geographical origin, different cultures, particular objectives in relation to the group’s situation, etc., must each time determine what the protocol proposes to do and therefore its contextual content.

Here are some of the categories of possible protocols among those we have explored:

  1. Coexistence of proposals. Each participant can define a particular sound and/or gestural movement. Each participant must maintain his or her own elaborate production throughout an improvisation. Improvisation therefore only concerns the temporality and the level of personal interventions in superimpositions or juxtapositions. The interaction takes place at the level of a coexistence of the various proposals in various combinations chosen at the time of the improvised performance. Variations can be introduced in the personal proposals.
  2. Collective sounds developed from a model. Timbres are proposed individually to be reproduced as best they can by the whole group in order to create a given collective sound.
  3. Co-construction of materials. Small groups (4 or 5) can be assigned to develop a coherent collective sound or body movements. The work is envisaged at the oral level, but each group can choose its own method of elaboration, including the use of paper notations. Then teach it to other groups in the manner of their choice.
  4. Construction of rhythmic structures (loops, cycles). The characteristic situation of this kind of protocol is the group arranged in a circle, each participant in turn (in the circle) producing an improvised short sound or gesture, all this in a form of musical “hoquet”. Usually the production of the sounds or gestures that loop in the circle is based on a regular pulse. Variations are introduced by silences in the regular flow, superimposing loops of varying lengths, rhythmic irregularities, etc.
  5. Clouds, textures, sounds and collective gestural movements – individuals drowned in the mass. Following the model developed by a number of composers of the second half of the twentieth century such as Ligeti and Xenakis, clouds or sound textures (this applies to gestures and body movements as well) can be developed from a given sonority distributed randomly over time by a sufficient number of people producing them. The collective produces a global sound (or global body movements) in which the individual productions are blended into the mass. Most of the time, improvisation consists in making the global sound or the movements evolve in a collective way towards other sound or gestural qualities.
  6. Situations of social interaction. Sounds or gestures are not defined, but the way of interacting between participants is. Firstly, there is the situation of moving from silence to collectively determined gestural and bodily movements (or to a sound), as in situations of warm-up or early stages of improvisation in which effective improvised play only begins when all participants have agreed in all senses of the word tuning : a) that which consists of instruments or bodies being in tune, b) that which concerns the collective’s test of the acoustics and spatial arrangement of a room to feel together in a particular environment, c) that which concerns the fact that the participants have agreed to do the same activity socially. This is for example what is called the prelude in European classical music, the alãp in North Indian classical music, a process of gradual introduction into a more or less determined sound universe, or to be determined collectively. Secondly, one or more actions can be prohibited in the course of an improvisation. Thirdly, the rules of the participants’ playing time, or of a particular structuring of the temporal course of the improvisation can be determined. Finally, one can determine behaviours, but not the sounds or gestures that the behaviours will produce.
  7. Objects foreign to an artistic field, for example, which have no function of producing sounds in the case of music, may be introduced to be manipulated by the collective and indirectly determine the nature of the sounds or gestures that will accompany this manipulation. The example that immediately comes to mind is that of the sound illustration of silent films. But there are an infinite number of possible objects to use in this situation. The attention of the participants is mainly focused on the manipulation of the object borrowed from another domain and not on the particular production of what the usual discipline requires.

 

6. Conclusion

The two concepts of dispositif and of system of constraints seem to be an interesting way to define artistic research, especially in the context of heterogeneous collective creative projects: collective improvisation, socio-political contexts of artistic acts, informal/formal relationships to institutions, Questions of transmission of knowledge and know-how, various ways of interacting between humans, between humans and machines, and between humans and non-humans. This widens considerably the scope of artistic acts: curriculum design, interdisciplinary research projects, teaching workshops (see François & al. 2007), become, in this context, fully-fledged artistic situations outside the exclusivity of performances on stage.

Today we are confronted with an electronic world of an extraordinary diversity of artistic practices and at the same time a multiplication of socially homogeneous networks. These practices tend to develop strong identities and hyper-specializations. This urgently forces us to work on the meeting of cultures that tend to ignore each other. In informal as well as formal spaces, within socially heterogeneous groups, ways of developing collective creations based on the principles of direct democracy should be encouraged. The world of electronic technologies increasingly allows access for all to creative and research practices, at various levels and without having to go through the institutional usual pathways. This obliges us to discuss the ways in which these activities may or may not be accompanied by artists working in formal or informal spaces. The indeterminate nature of these obligations – not in terms of objectives, but in terms of actual practice – brings us back to the idea of nomadic and transversal artistic acts.

 


1. The following musicians participated to this project: Laurent Grappe, Jean-Charles François, Karine Hahn, Gilles Laval, Pascal Pariaud et Gérald Venturi.

2. Derek Bailey defines “idiomatic” and “non-idiomatic” improvisation as a question of identity to a cultural domain, and not so much in terms of language content: “Non idiomatic improvisation has other concerns and is more usually found in so-called ‘free’ improvisation and , while it can be highly stylised, is not usually tied to representing an idiomatic identity.” (1992, p. xii)

 


Bibliographie

Bailey, Derek. 1992. Improvisation, its nature and practice in music. Londres: The British Library National Sound Archive.

Becker, Howard. 2007. « Le pouvoir de l’inertie », Enseigner la Musique n°9/10, Lyon: Cefedem AuRA – CNSMD de Lyon. This French translation is extracted from Propos sur l’Art, pp. 59-72, paris: L’Harmatan, 1999, translation by Axel Nesme.

Coessens, Kathleen, Darla Crispin and Anne Douglas. 2009. The Artistic Turn, A Manifesto. Ghent : Orpheus Institute, distributed by Leuven University Press.

Deleuze, Gilles et Felix Guattari. 1980. Mille Plateaux. Paris : Editions de Minuit.

François, Jean-Charles, Eddy Schepens, Karine Hahn, and Dominique Clément. 2007. « Processus contractuels dans les projets de réalisation musicale des étudiants au Cefedem Rhône-Alpes », Enseigner la Musique N°9/10, Cefedem Rhône-Alpes, CNSMD de Lyon, pp. 173-194.

François, Jean-Charles. 2015a. “Improvisation, Orality, and Writing Revisited”, Perspectives of New Music, Volume 53, Number 2 (Summer 2015), pp. 67-144. Publish in French in the first edition of paalabres.org, station timbre with the title « Revisiter la question du timbre ».

Foucault, Michel. 1977. « Entrevue. Le jeu de Michel Foucault », Ornicar, N°10.

Hennion, Antoine. 1993. La Passion musicale, Une sociologie de la médiation. Paris : Editions Métailié, 1993.

Hennion, Antoine. 1995. « La médiation au cœur du refoulé », Enseigner la Musique N°1. Cefedem Rhône-Alpes and CNSMD de Lyon, pp. 5-12.

PaaLabRes, collective. 2016. Débat on the line “Recherche artistique”, a debate organized by the PaaLabRes collective and the Cefedem Auvergne-Rhône-Alpes in 2015.

Stengers, Isabelle. 1996. Cosmopolitiques 1: La guerre des sciences. Paris: La Découverte / Les empêcheurs de penser en rond.

Stengers, Isabelle. 1997. Cosmopolitiques 7: Pour en finir avec la tolerance, chapter 6, “Nomades et sédentaires?”. Paris: La Découverte / Empêcheurs de penser en rond.

Sudnow, David. 2001. Ways of the Hand, A Rewritten Account. Cambridge, Mass.: MIT

 

Gérard Authelain – English

Return to the French original text :
Français

 


 

About a Question on Collapse

Gérard Authelain

August 28 2018

Summary

The Notion of Collapse
The Bombing of Gaza Cultural Center
How to React?
Keep Going as Musician in School
Keeping Hope by Continuing to Act
 


The Notion of Collapse

On 20 August 2018 at 6.30 pm, I wrote to Ouassem, president of the FNAMI (Fédération Nationale des Musiciens Intervenants), in response to a telephone message on an answering machine that I hadn’t been able to listen because of network problems. He asked me about the notion of collapse, and in particular about what I thought, through my stays in various countries such as Palestine or Tunisia, of the way in which people were living with difficulties of which one can only guess the extent. Widening the debate, he asked me how we can prepare ourselves to face other collapses that threaten us all: the conflicts in the making with border closures, climatic conditions, etc. In what way, he added, do these real or potential collapses challenge the profession of musicians working in schools?

I sent a few very brief lines, saying that even if I had not given much thought to the theme of collapse, it is true that I could see, especially in Palestine, and especially about Gaza, how young adults (between 18 and 30 years old) saw everything going down the drain, what they were doing, what they had done, what projects they could have done. The news that I recently received in the context of this weekly Friday march, where there have already been many deaths and even more injured, confirm that they are indeed in a state of collapse.

 

The Bombing of Gaza Cultural Center

On August 20, 2018 at 8:50 pm (9:50 pm in France), I received a message from a Palestinian friend from Gaza, with whom we have been corresponding via Facebook since 2016. She confirmed what the press had told us a few days earlier: the bombing of the cultural center of Gaza under the pretext of tracking down Hamas leaders, ruining in a single operation a building that was the place where a large number of activities took place (lectures, theater, music, dance, visual arts, library, exchanges, etc.). More than a collapse: a cultural disaster, a human catastrophe, the annihilation of a place of life, a ruthless brutality.

I quote the entire text published by this Palestinian friend, Huda Abdelrahman Al-Sadi, with whom we exchanged by phone or by Facebook, but we were never able to meet, as she did not have a visa to leave Gaza, and myself, I was never able to obtain a visa to go there despite three requests refused regularly.

The last time I wrote to you was under the bombing which led to the assassination of two children! But this time it was really difficult to write to you under the bombs because of the SHOCK!

As a Palestinian woman, especially from Gaza, shock, death, bombs, tears, fear, destruction, all became part of our daily life.
I once said, the pen, the theater, reading, culture are more powerful weapons than their weapons.

And they killed the theater in Gaza on 8.8.2018.

I was at work when I was told that the Said Al.Mishal Cultural Centre was crushed; five stories like a cookie

I didn’t believe anyone and I didn’t want to believe it, I thought maybe it was just a missile that did nothing, maybe the inhuman invader just wanted to scare us as usual, maybe it wasn’t the cultural center that was targeted, maybe it was an empty land; a lot of “maybe” and nothing “certain”.

Words get confused, but it is not war – why are they causing such destruction?
Why are they destroying our memories, our laughter?

This building does not represent a cultural building, but much more.
Each wall keeps in its arms the laughter after each performance, the memories of each rehearsal, the ideas of each room, songs, our souls, our talents, our leisure, our youth growing up within these walls, the dreams of young people deprived of life.
This building for me and for others was never a building, it was the world of which we are – as Gaza people – deprived.

The world we have never known!

“A theater in Gaza” was once a study dream for me I used to say: “in Gaza there is no real theater, there are only small spaces,” and I dream of reviving the theater with the French language.
Now I can say that there is no theater in Gaza!

For a long time, I dreamed of living the date 8.8.2018[1] .
I love this number and I wanted to enjoy this special date.

And unfortunately having a special date in Gaza is also forbidden!
An announcement was launched by the Pal Theater group – a group of amateur actors who learned to make theater by themselves and who promised to revive the theater without having a real theater or real materials only by having their desire to live in Gaza.

For a play for the big celebration and we were looking forward to this play.
And now there is no theater, there is no theater play.
We still have the festivities.

Happy festivities to all my friends.
Happy festivities to us in spite of everything.

 

How to React?

After such a message, it is difficult to write anything. And yet we have to write, we have to talk, it is the only way left to say that we refuse to be defeated, no matter how big the massacres are, wherever they are. I owe this to Huda, and I said it to Ouassem, who asked me to continue the reflection that we had initiated over the phone.

The cultural center of Gaza was bombed: there is nothing left, nothing more than a heap of rubble: this is a real collapse, that of the walls in the literal sense, but above all the collapse of a future that consisted in giving a little air to all those who frequented it and had undertaken cultural projects of all kinds.

The question is certainly how to rebuild “something” when there won’t be buildings anytime soon. Above all, it is to know what hope is possible other than the ever-postponed illusion that the international community will wake up and come out of its incomprehensible silence. In other words, what can we, from the outside, say to Huda that is nothing more than a simple demonstration of empathy and the testimony of a helpless friendship. For my perplexity dates further back in time. The collapse did not date from this bombing, I have had the opportunity to work in the Cisjordan since 2006, I have had the opportunity to work in the refugee camps of Chatila and Borj El Barajneh in Lebanon, I know the family of Salah Hamouri, imprisoned again without trial, and I can extend the list. Each time, before leaving and arriving on the other side of the wall in occupied territory, the question is the same: what is the meaning of my coming, I who do not have to suffer these injustices, contempt, humiliating and degrading conditions[2]?

Of course, I have an answer, but I can’t write it without taking the precaution of adding that it can quickly lead to misunderstanding, quickly provide a good conscience at little cost. I simply have to say that if I am pursuing a very modest presence, it is based on a conviction that we must never forget the formula that Péguy had already presented: “That’s astonishing, that these poor children see how all this is happening and that they believe that tomorrow it will be better, that they see how it is today and that they believe that it will be better tomorrow morning…”[3]

When I said to Ouassem, during the telephone exchange, that I could only envision the reality of any form of collapse by postulating in return the search for what can give hope, it was ultimately to justify the fact that cultural action, even if minimal, is one of the pillars that keeps a small fragile flame that Péguy spoke of in the quote above. But I know that it is easy to hold such a discourse when one is oneself comfortably installed in a system where freedom of movement, of expression, of thought, of information, makes it possible to have easy access to what others sorely lack.

 

Keep Going as Musician in School

I know that the word “resilience” is easily used today, a word that was not in use some 20 years ago. Whatever the formula, the question is to know where and how to find the strength to build (in normal situations) and rebuild (in situations of collapse) in order not to resign oneself to the fatality of the present condition. For it is this too, beyond any tragic situation that we all have in mind, Syria, Iraq, Yemen, Venezuela, Burma, etc., which concerns us every day in our daily professional practice. When I enter a classroom (I’m always a musician working in schools, and whether it’s in France or Palestine, the questioning is of the same order), I know nothing about the children or teenagers with whom I share a few steps.

I have a certain comfort, which is that of my age, of my past experience, of the institutions that invite me, and of all the protections that I benefit from, including that of being repatriated in the event of a problem. But this does not give me any peace of mind about the background of the musical work in school. No matter who I intervene with, I never feel comfortable. If I am going to do a series of workshops in classes in Vaulx-en-Velin or Saint Etienne, I may have what some people call the tricks of the trade, but that doesn’t give me any security. The problem for me is not to succeed in an activity, to achieve a result that will be able to testify that I have fulfilled the contract for which I was solicited. Of course, it is better for the people who have invited me to have the opportunity to make a positive assessment according to their own criteria. But my real concern lies elsewhere.

Every time I walk into a classroom, my first question concerns the kids I’m with: what is the personal mystery that each of them carries when I look at them? I don’t know anything about them, and what someone might tell me about them is only a tiny, often behavioral, fragment of what they really are. A teenager’s speech is terribly ambiguous and terribly misleading too. I don’t know who I’m dealing with. My position is to be able to allow them to go a bit of the way from which they will be able to get something out of it (and I don’t know exactly what it might be). I’m not at all in the spirit of a “school” whose term implies a teaching to be given. No doubt I hope to teach the kids “things”, but that’s not my primary concern. My concern is how what we are going to do together will allow each of them to invent a personality of their own. You can use the word creativity if you want or use the formula of creative approach. Provided that we do not transfer the essential of the creation in the created object, but in the blossoming that this approach will have allowed for each one of them.

Of course, I’m not going to say that I’m not interested in the result. But it only captivates me to the extent that I could have guessed how much progress it will have allowed everyone to make on their own. So much the better if the audience attending a performance is enthusiastic, but real success is measured elsewhere, outside of press reports. That’s why I work a lot with small groups, all by themselves, and me not far away: if they need me, they come and get me. If they don’t need me, so much the better, they do their experimentation, and we talk about it afterwards, after the fights, after the laughs, after the failures, after the discoveries they are proud of, after the new questions they ask themselves.

And I’m never sure it’s going to work every time, because I don’t know anything about the collapsed situations in which they find themselves. I often continue to work with teenagers in SEGPA [Sections d’Enseignement Général et Professionnel Adapté, special education sections for junior and high school students having difficulties]. For most of them, I have no idea where they come from. In retrospect, I have experienced situations that are unfortunately extreme but not necessarily exceptional: the drunken father beating his wife, the student not knowing if his brother was from the same father, and I could continue to paint a series of tableaux in the manner of Hector Malot or Emile Zola.

Doing creative activities with them is not a comfortable situation, I may have all the material I want and the experience of these groups with unpredictable reactions: it does not give any comfort. Let it be understood that my problem is not a question of how I am going to keep a little authority, or a minimum of feedback towards myself. From this point of view, the ingratitude of this age is an excellent medication. It brings us back to the only interesting question: how our encounter has been a source of progress for them. And I never know that, because I would have to see them again after six months, after three years. It is not because you have planted the seeds in the fall in a garden that you are guaranteed a result the following spring. All you know is that if you don’t prepare the ground for everyone to put the seeds it also needs to be nourished, there is little chance that you will see its fruits later on.

 

Keeping Hope by Continuing to Act

When I was at the CFMI [Centre de Formation des Musiciens Intervenants, Center for training musicians intervening in schools], I don’t think I ever gave students any illusions about the job that awaited them. I don’t think I led them to believe that the profession was a comfortable situation. But that it was interesting: yes. Not easy, but exciting. Challenging, without a doubt. Enriching, O how much! Those who play it safe in institutions, methods, tricks, rather than in a constant search for those to whom they are sent, may wake up sooner or later with some disappointment, the kind you hear about “the situation before” and all the litanies about the values of yesteryear being lost.

I am not against didactics, but I know that it is not where I put the trust I need in order to meet groups of children and teenagers. Nor in the hardware. When you invent, it’s not the richness of the hardware that determines the quality of the production: in archaeological museums, when you see the richness of glass vases or the decorations on earthenware vases, some of which date back to 1000 or 2000 BC, you see that inventiveness is not limited to the performance of the tools.

That doesn’t stop me from always very carefully preparing the interventions that I am going to undertake, including those concerning practices I have acquired over the years. But I prepare according to what I perceive through the eyes of those I am going to meet, and where I will have to adapt when I am in front of them. I don’t see how you can do something relevant without being in permanent creativity. Willingly or unwillingly, we are in a constant search. And I don’t want to sing yet another ode to creation, but we know that the children and teenagers who will come out of it are those who have had an inventive spirit, or at least those who will have approached their adult life to get by with all the means of the moment: and especially something that gives meaning to what they want to be.

This is why I truly believe that, in spite of Trump’s monstrous acts[4], it is not vain or illogical to pursue an artistic or cultural action, whatever the term, in all latitudes, insofar as it is a way of saying that against all odds there is a future for man, a future for man. To ask ourselves how we can “give hope to someone” is to think of the person in the first place who alone can manifest what he or she is striving for. The content and the modalities come after, and it is not even certain that this is the most difficult question to resolve.

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1. August 8 was declared a day of support for the Palestinian media. According to the Palestinian Prisoner Club Association, the number of Palestinian journalists held in Israeli prisons is 23 journalists. They have called for the formation of an international judicial body and more broadly requested the UN Security Council to investigate the possibility of carrying out their news work despite the measures of intimidation, interrogations and forced silence imposed on them. (Author’s note)

2. And I wonder all the more because I only do short stays, while young people named Alicia, Julie, Rose, Roxane, and others, will spend a year or more in these countries as Civic Service Volunteers and confront these realities, and for whom I have great admiration, not to mention the Palestinian men and women who are struggling daily with these permanent destructions and attacks.

3. Charles Peguy, Le Porche du mystère de la deuxième vertu. Paris : Nouvelle Revue Française, 1916.

4. The results of this have been seen in recent days with its decision to cut the UNWRA budget, which we know that a large part of the UN’s activity for the Occupied Territories is support for schools in the refugee camps. Italy, Hungary, we don’t know any better where this is going…

Interview of Pascal Pariaud – English Abstract

The text of the article is extracted from the recording of an interview of Pascal Pariaud realized in November 2016 by Jean-Charles François and Nicolas Sidoroff. Pascal Pariaud is a clarinetist, and he teaches at the National School of Music at Villeurbanne (a suburb of Lyon, France). He supervises workshops in which the practice of graphic scores is an important component. He is a member of the improvisation trio PFL Traject and of the collective PaaLabRes.

The author describes in detail practices developed with various students’ groups with the graphic scores by Fred Frith over several years. Each of these scores proposes a different approach to a particular sonic matter. The students are also asked to develop in parallel their own graphic scores.

Several projects involving graphic scores have been developed outside the music school that have taken place in urban settings : children making music accompanying street theatre, music designed by pupils in a primary school for a film, a work by Llorenç Barber with all the bell towers of Lyon sounding together with the participation of advanced students.

The relations between graphic scores and improvisation are explored in several pedagogical contexts. Their role in the recent history of experimental music is stressed. The use of recording students performance and listening back is explained. The special case of the clarinet class with a single timbre available to interpret graphic scores is addressed. The practice of “Sound Painting” is critically analyzed. Several examples of adding sound to a film are given.

In general the author in his exposition of his pedagogical practices explains how he considers all the complex issues related to the use of graphic scores.

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Encounter with Xavier Saïki – English Abstract

Encounter between Xavier Saïki

and

Samuel Chagnard & Jean-Charles François

2017

 

Discussion about the project developed by the Ishtar Collective on Treatise by Cornelius Cardew

http://collectif.ishtar.free.fr/Sombresprecurseurs.html

English Abstract

The collective Ishtar has evolved from having a large number of members of dancers, performers, musicians, actors (1993-1999) to a more limited group of musicians interested in free jazz and improvisation (2003…). They like to call their activity “noise music” as part of the field of sonic arts : the world of making music with objects and modified instruments. Improvisation for them is a way to question listening, time unfolding, space and public participation. They mix acoustical sources with electroacoustic ones.

The interest of the collective for Treatise by Cornelius Cardew stems, in comparison to other graphic scores, from its radical uncompromising approach to visual layout. They became acquainted with this score at the moment in which they wished to fix certain things in their improvisations. In a first approach to the piece, they decided to play the totality of the 193 pages with a clock, each page having a duration of 2 minutes. Immediately some graphics were more striking than others. They concentrated on very minimal lines. They selected the pages that interested them mostly and they applied their usual modes of playing to the strict temporality of the score.

In their realization of Treatise, the ensemble tried to combine a very strict approach to time organization determined by the layout of graphic elements on the pages, with their usual approach to free improvisation. In the Ishtar collective, each player is independent from the others, there are no decisions in common. For the realization of Treatise, they might have been working on the same page and the same time frame, but each player interpreted the graphics in his own way. Some players strictly respected the signs on paper, others had a more general loose way of translating the visual graphics into sound.

The question of the central line or “time line” has been discussed in relation with Cardew’s Handbook. Difficult choices had to be made between the possibility for the musicians to choose individually what pages to be played and what duration they might last, or on the contrary to use the time line as a common point of time unfolding. The work on Treatise had an important impact a lot on the group’s own practice of improvisation, especially concerning the relation to time.

The collective has also organized workshops for amateur musicians, or young students from music schools and primary schools, in which graphic scores played an important role, and Treatise was often used in this context. The use of graphic scores allows inexperienced players to access improvisation, the score is used as a pathway towards sound production not completely determined by some kind of notation. Pieces like Treatise are at the same time “works” in the traditional sense, and open to modes of playing independent from visual structuring. Treatise is a tool to fabricate possible worlds, to make music in the large sense of the word. But from the graphic point of view, the score presents itself as a sacred object, something fixed, untouchable. There is a very precise continuity in the piece, there is a real graphic development.

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