In July of this year I was part of a team, along with Dr Haftor Medbøe and Prof Chris Atton, that organised and hosted the international conference ‘Continental Drift: 50 Years of Jazz from Europe‘, in association with the Edinburgh Jazz and Blues Festival.
We were delighted to welcome a broad range of delegates from around the world, including academics, musicians, industry representatives, and educators. Through a programme of panel discussions, research presentations, and discussion sessions, the conference was a wonderful weekend of informed and lively debate around the ontology of jazz in Europe, the nature of jazz in the region at present, and a look towards the future of the music in this area.
We now have video footage and audio recordings of the event, and I would like to share them in this post. For audio recordings, you can subscribe to the podcast using iTunes by clicking here, or visit the blog feed here. Please see below for a range of videos of the event.
We are looking forward to working in association with the Edinburgh Jazz and Blues Festival again next year, and we will be distributing a call for papers in the next few weeks. If you are interested in participating, or even just attending, then please get in touch or comment below.
Enjoy the video content – we’d love to hear your thoughts!
This post is based on a presentation that I gave at ‘Improvisation: Educational Perspectives’, a conference that we held at the University of Edinburgh in April, 2014.
It is very common for people to say to me on a gig or recording session: ‘play a sax solo…you know – like the the one on ‘Born to Run’ – or, ‘let’s do Baker Street’ (or even Careless Whisper, unfortunately). Similarly, I’ve had many occasions where my pupils have said things like – ‘show me how to do it like Maceo Parker‘ or ‘how can I make it sound more like [X, Y or Z player]?’. I am really interested by the idea that people, particularly in the realm of pop music, will not only learn to improvise by emulating those who they enjoy listening to and respect, but will in many cases also be asked in educational and professional contexts to do so and may be assessed or evaluated on the success of the emulation. So, in this post, I would like to explore the notion of improvisation in pop and rock music – clearly this is a huge topic but this is deliberate and I will try to write as generally as possible for the purposes of stimulating discussion. I should also note that, although a great deal of pop/rock music is improvised, (guitar strumming, keyboard fills, etc.) featured solos are inevitably of great interest. Continue reading ‘Just Like Clarence’
I’m planning a study into the performed experience of playing drum kit. The study will be conducted from an autoethnographic perspective, and will explore the intensity, banality, madness and surreal-ity of twice-daily musical performances of a Pantomime musical theatre production. The study will be contextualised from ethnographic and philosophical perspectives, and is perhaps helpfully explained in a haiku that I wrote when trying to Tweet about my nascent research in this area ahead of giving a talk in Cleveland, Ohio, earlier this year:
I am a drummer
Drumming is when I am me
Then is who I am
Adages concerning writing-about-music, and dancing-about-architecture notwithstanding, and the irony of the heightened relevance of these in a piece on an intended study about embodiment – the planned principal output of which will hopefully be a book – not lost of any of us, I shall proceed.
Last weekend I had the pleasure of giving a paper at the ‘Creativities, Musicalities and Entrepreneurship‘ conference which was a wonderful event organised by the Institute of Contemporary Music Performance. This post is essentially an abridged version of that presentation.
In addition to my university work, I also teach music in schools and on a number of youth music projects and, therefore, spend a lot of time working with young musicians. One particular youth music project that I am involved with affords young musicians (aged up to 25 years old) an opportunity to work with music industry mentors (professional musicians, composers and audio engineers), over a six month period in order to write, record, produce, publicise and sell their own music. Through working on this project and in schools/colleges/universities I have become very aware of a number of interesting issues surrounding the music making of young musicians, particularly in informal learning environments, and I will use this post to discuss them briefly. Continue reading An Ecology of Music Making: Young people, leisure, industry and education
This post will be used to show a short documentary that was made to outline an interesting project that I was involved with earlier this year. The project involved working with and mentoring a quartet of disabled musicians in the composition, production and dissemination of a 3-part piece of music, entitled ‘The Deep‘.
The documentary includes footage from the studio session and commentary from myself and other members of the team.
This project was funded by Creative Scotland’s via CP Productions and was a collaboration with Drake Music Scotland
Viewing landscapes “employs the mind without fatigue and yet exercises it; tranquilizes it and yet enlivens it.” That quote is from pioneering American landscape architect Frederik Law Olmsted. But it could apply equally to music listening. It’s well known that music encourages a mood, can support a sense of well being, and associates with place. But many environmental specialists and health researchers claim similar benefits from natural environments.