How to embed an interactive Keynote on the web

Update 30 March 2017: I made a neat (I think) little tool for generating these iframe embed codes automatically if you don’t want to keep digging around the iframe code.

With the update to Keynote 7.1 (27 March 2017), Apple added the ability "post interactive presentations on Medium, WordPress, and other websites". It’s a little bit tricky to find. Here’s how to do it.

Click "Collaborate"

If you don’t have the Collaborate button in your toolbar, you can also go to Share > Collaborate With Others. I know. It doesn’t make a ton of sense, but stick with me.

Set your sharing options.

Select "Copy Link", and under Share Options, set the access to "Anyone with the link". Set the Permission to "View only". Click Share and wait for Keynote to do a little iCloud dance in the background.


Depending on how large and complex your presentation is, it may take a while. When this is done, you have a URL on your clipboard. Keynote doesn’t really tell you anything about that, but trust me. It’s there.

Post on Medium

In any part of a Medium post after the title, paste the URL and hit Enter.

After a few moments, the URL will be replaced by an embedded slideshow. Looking good!

Post on

Same as Medium. Just paste the URL into the Visual Editor and hit Enter. It will be replaced with a shiny new embedded slide show.

Post using an iframe elsewhere.

You can also post your Keynote slides as an iframe anywhere else, such as a self-hosted WordPress site like this fine establishment. It takes just a little looking around the code from the embed, and the formula is pretty clear. Start with the URL straight from Keynote’s share menu. Mine looks like this:

Remove the # and everything after it from the URL.

Now, my example looks like this:

Place your new link as the source of an iframe.

Here’s the basic formula:

<iframe src="[[[ICLOUD URL GOES HERE]]]?embed=true" width="640" height="500" frameborder="0" allowfullscreen="1" referrer="no-referrer"></iframe>

So my example now looks like this:

<iframe src="" width="640" height="500" frameborder="0" allowfullscreen="1" referrer="no-referrer"></iframe>

You may want to tweak the width and height numbers to suit your needs. Apple made them 100% and 100%, but that isn’t going to work for this kind of context.


Note that this feature does not currently do much more than a straight-on shot of each slide. It doesn’t do transitions or even simple builds. So you may have to design slides expressly for this purpose. Also, if you’re using any fonts outside of the collection available on iCloud Keynote, they probably won’t render correctly. But even with all those caveats, this is still a dang cool feature that I’m hoping to use a lot.

New Year’s Goals and Strategies

Resolutions are dumb.

Resolutions tend to be arbitrary and unrealistic. The new year is also somewhat arbitrary. However, the holiday break does allow me a bit of time to reflect on where I am in my life and my career, and that’s worth doing.[1] Instead of resolutions, I’m going to focus on some goals and themes for the new year.

Goal: Say no more. I have too much stuff. I like doing nearly all of it, but doing this much of even the most exciting stuff can be stressful.

  • Strategy: Default to “no”. I’m an appeaser. I tend to always say yes because I was taught to be nice. The new strategy is any time I’m asked to do something, my default is no. Convince me.
  • Strategy: “Hell yes” or bust. I read this somewhere, so I’m not claiming it as my own. My new barrier for a “yes” is that if the answer isn’t “hell yes!”, then it must be “no”.

Goal: Be outside more. I’ve lived in Florida for four years, and I’ve probably spent less time outside than when I lived in Michigan for the six years prior. This is particularly weird, since the four years in Florida coincides with some healthy lifestyle changes.

  • Strategy: Run outside, dummy. Yes. I live in the Sunshine State and do cardio inside. My new default will be to run outside. Because Florida.
  • Strategy: Find good gear. Ok. This is actually cheating, as I’ve already done it. I got some sweet new running shoes in November.

Goal: Make more music. I really like making things for my various work responsibilities. I do honestly get some creative satisfaction from writing a really good assignment, slide presentation, or multiple choice question. But that’s not the same as having written a thing and hearing it performed. I think I’m actually procrastinating on my writing by working.

  • Strategy: Let work slide when it’s not on the schedule. This is going to be hard. I like being thought of as a dependable person. I’m going to start dividing my schedule into specific times for course prep, grading, etc. If it doesn’t get done in that window. I’ll pick it up during the next one.
  • Strategy: Schedule listening time and writing time. I’m particularly embarrassed that I’m writing this down, since it’s something I ask my students to do all the time. In fact, I have actually asked students to show me their Google/iCal/Outlook/paper calendars with these things blocked out. By following the previous strategy, I think (hope?) that this one will become more manageable.

  1. For those living on an academic or orchestra-style fall-winter-spring calendar, I also recommend an “annual review” of sorts in May(ish).  ↩

My paperless composition lesson workflow

These four apps and services have allowed me to move almost completely away from paper printouts.
These four apps and services have allowed me to move almost completely away from paper printouts.

This fall, I wrote about how I had used my iPad Pro and Apple Pencil to replace the need for paper scores in my composition lessons. Since then, I've continued to revise and expand my technology use into a completely paperless workflow for working with composers.

I'm sure I'll continue to refine the system as long as I use it; but, I think in its current state, the basics are working quite well. I have a few key goals for both me and the composers I'm working with. First, it needs to be simple and automatic. If it's hard for my students to set up, they will forget something important; if I need to remember to do something, I'll forget that, too. Second, it needs to be as transparent and reliable. My students and I need to trust that when they submit something to me, I will receive it; I need to know that when I send feedback, it will be read and accounted for. I never want my students to be unsure of what I expect of them. Teaching open-ended creative work has plenty of hand-wavy ambiguity already. My computers shouldn't add any. If possible, they should eliminate some.

The beginning: GoodNotes

I keep a digital notebook for each composer in my studio. There, I record their compositional goals1, upcoming recital ideas, and notes on what we discuss in each lesson. I do this on my iPad Pro in GoodNotes, which has a number of excellent features for my purposes.

Here are two of my most-used default GoodNotes templates.
Here are two of my most-used default GoodNotes templates.

GoodNotes notebooks are open-ended sketchbooks. They can include writing, drawing, text, and photographs. So I'm not limited to words; I often draw music notation, music-like sketches, timelines, and stage diagrams. These notes are sync'd to other iOS devices and Macs over iCloud. This is handy if I ever need to make a quick reference from my phone, or if I want to type a long paragraph of text on my Mac. GoodNotes also allows notebooks to be backed up as PDFs to Dropbox, Google Drive, OneDrive, or Box. I want my students to always know what I'm expecting of them, so I give each of them a link to their notebook PDF in my Dropbox. That way, they can refer back to previous lesson notes and remind themselves of what they're expected to be working on for next time.

I write notes during the lesson for both my and my student's future reference.
I write notes during the lesson for future reference by me and the composer. Often, it’s a simple list of concepts, composers, or techniques we discussed.
The open canvas in GoodNotes is particularly handy for things that would be hard to type.
The open canvas in GoodNotes is particularly handy for things that would be hard to type like this stage diagram.

I know that I described this workflow as paperless; but, I strongly encourage my students to start all of their projects on paper. I know that I'm far from unique among composition teachers in this regard. When they bring in handwritten work, typed outlines, sketched drawings or other diagrams, I use the very handy "Add Image" feature in GoodNotes to snap a quick photo with the iPad's camera that I can bring right into the lesson notebook and write all over—the full John Madden, if you will—without feeling too self-conscious about marring the student's handwritten work.

It's easy to bring paper and anything else I can photograph into a notebook.
It’s easy to bring paper and anything else I can photograph into a notebook.

So yeah, there's paper sometimes, but it's not my paper. And I'm pretty quickly ingesting the paper contents into my paperless workflow. As a side benefit, other kinds of things can go into the notebook using the same method. I've included photos of the inside of a piano and the settings on a mixer for later reference and markup.

GoodNotes makes it pretty simple to bring in new "papers" or templates to use in my notebooks. Here's the one I use for lessons.
GoodNotes makes it pretty simple to bring in new “papers” or templates to use in my notebooks. Here’s the one I use for lessons.

Another excellent feature of GoodNotes is the ability to create custom "papers". GoodNotes actually ships with an extensive and useful set of papers that I use regularly, especially the staff paper and grid paper (nice for diagrams and timelines). It's very easy to export a blank paper template from GoodNotes and create your own papers to suit specific needs. For my lessons, I tweaked the default staff paper to include a space for the date, the grade for the lesson2, and what I expect them to have listened to and worked on for the next time we meet. GoodNotes Lesson Notebook Template

Transferring ideas: Dropbox

I mentioned it briefly in my description of GoodNotes, but it's worth mentioning the way I'm using Dropbox here. Each student has a shared folder that they use to submit their scores (PDF) and audio (usually MP3) prior to our meetings. If I have an article I want them to read or a score I'd like them to see, I can place it in that Dropbox as well. I have a Dropbox Premium account, so storage is not an issue for me, and the file history is great for when files are accidentally deleted or overwritten. I have the Dropbox client running on my Mac, so even if a student uploads materials immediately before the lesson, the files are right there on my computer before we're done with smalltalk.3

The business end: PDF Expert

PDF Expert was the primary focus of my love and attention in my post from August. I won't repeat too much of that here as much of it hasn't changed. However, the thing that has evolved over the semester is my methods for getting files in and out of PDF Expert.

Student uploads to Dropbox are automatically downloaded to the sync'd folder in PDF Expert.
Student uploads to Dropbox are automatically downloaded to the sync’d folder in PDF Expert.

There is a lot to love about Dropbox, but its iOS client is not one of them. Thankfully, PDF Expert has pretty good hooks into the Dropbox API so I don't have to deal with the limitations of the Dropbox client too much. It allows me to select certain folders, such as the one I share with each composer, to keep sync'd to my device. Since we're mostly dealing with PDF files and small-ish MP3s, the sync is pretty quick and doesn't take up too much space on my iPad (which has 128GB storage, plenty for this use). The sync here isn't quite as quick as on my Mac, but a pull-to-refresh gesture will force PDF Expert to check for new changes and download them.

Ensemble score marked up in a lesson.
Marked up scores like this are sync’d back to the student’s shared Dropbox folder right alongside their lesson notebook.

Throughout the lesson, I write on the student's score in PDF Expert using colored pencils, highlighters, and typed text. Each changes if very quickly sync'd back to the Dropbox folder, and students will get to see these as they continue working. Because this is happening on a PDF copy of the file rather than the Sibelius or Finale files (I don't think any of my students has jumped into Dorico yet), they won't overwrite my comments until they upload a fresh score the following week, and if they really need them, they could always change the file name anyway.


Probably my favorite part of the workflow that I've outlined here is that functionally, it's nearly identical to my ideal paper workflow from a pedagogical standpoint. It focuses on eliminating the most cumbersome and mistake-prone elements of my paper workflows and adds a number key benefits for both me and the composers I'm working with each week. I think my students have written more and improved faster this semester thanks to the newly clarified expectations, and I'm spending less time and energy keeping track of stacks of paper and moving notebooks around.

GoodNotes is $7.99 in the App Store. PDF Expert is $9.99 in the App Store.

  1. Each term begins with composers setting goals for what they want to write in the near future. We discuss how these projects will contribute to a well-rounded portfolio and encourage them to stretch out and try new ideas and techniques.
  2. I give each student a grade from 1-5 based on their lesson preparation. They're evaluated based on what we had discussed the previous week, so this is another reason it's so handy to share the notebooks. It's also nice to show them right there in the lesson what grade they got to make sure they are aware of how they're doing and understand what the expectations are from week to week. Lastly, I don't always log in to the LMS right away to enter the grade, so this is a nice way for me to make a quick note for myself. I usually enter all the previous grades on Monday morning as I flip through notebooks to prepare for the week ahead.
  3. I mentioned earlier that I shared a Dropbox link to the lesson notebook PDFs. That was a slight over-simplification. I actually have a background service which copies a lesson notebook into each student's shared folder any time it is updated. That app is called Hazel, and it's wonderfully nerdy but a bit beyond the scope of this write-up.

Sibelius has terrible default beaming. Here’s the easy fix.

Sibelius does a pretty good job in the vast majority of its default settings. There’s one thing that it does that I simply do not understand: eighth notes in 4/4 time should be beamed in twos, not fours. If you are doing some fast 2/2 music, this could make sense; but, this is an edge case for most of the scores I see. It’s possible to use the beaming controls on the third keypad layout to correct each beam individually. This is pretty tedious, and you shouldn’t use it for “global” changes like this.

The more powerful fix is to set up the beaming when you create the meter. This is super-simple, if a bit hidden. Instead of taking the default 4/4 from the Time Signature dropdown, you can make your own. To start, click “More Options”.

Time Signature Options

In the Time Signature dialog, click “Beam and Rest Groups”.

Time Signature dialog

In the Beam and Rest Groups dialog, change the field labeled “Group 8ths (quavers) as:” from 4s, to 2s. Enter 2,2,2,2 to group eighths in pairs.[1]

Beam and Rest Groups dialog

Click OK a few times and place your new time signature. Now you’ll see the correct beaming for eighths in 4/4.

But I’ve already written the music with all these bogus beams, you say. Don’t worry, If you replace a four-eighths–4/4 with a two-eighths–4/4, you’ll be asked “Do you want to rewrite the following bars up to the next time signature (or the end of the score)?”. Answer yes, and your beams will be corrected.

Conclusion: Remember that beams are for performers, not for composers or theorists. They aren’t there to do anything other than make the metric pulse clear when there are lots of notes together that might confuse things. You’ll find other beaming practices in earlier music, some of it not even very old, that makes the rhythms harder to read. They might show syncopation or implied meters; in vocal music they could even show melismas! Learn from that music, not its engravers. Unless you have a really good reason, beam your eighths in twos any time you have a quarter-note pulse.

  1. Pro tip: If you are a keypad jockey like me, you might be happy to know that you can use a period dot as a separator instead of a comma and never take your hand off the keypad.  ↩

How I teach composition lessons in the future

In the past, I required students to bring paper copies of scores to their lessons, regardless of whether they were writing by hand or in a computer scoring application. In addition to the irreconcilable mismatches of software, software versions, and operating systems, I need to be able to write or draw on the scores my students bring in. My students would often ““““forget”””” to print, forget the printout, run out of ink, run out of paper, and so forth, and then we would have no way of marking up their work, only looking at it on a screen.

In the future, we avoid printing things. Sometimes we say its for the environment—and for large projects it can be very wasteful—but really we just say that when we’re trying to impress one another. Mostly, it’s because papers get lost. That, and despite the fact that we can throw robots into outer space that take photographs of Pluto and email them back to us, we have yet to build a printer that doesn’t suck. As Jeff Jarvis wrote, “Atoms are a drag. Stuff is so last-century. Nobody wants to handle stuff anymore.”[1] However, the ability to mark up a score freehand in a lesson is critical to expressing ideas in a fixed and clear way that students can take away from the lesson and consider while they continue their creative work.

Marking up a score with iPad Pro and Apple Pencil
Marking up a score with iPad Pro and Apple Pencil

The hardware and software of it

I am currently using my 12.9" iPad Pro and Apple Pencil stylus to view digital copies of student scores, mark them up, and send those marked-up scores back to the composers. This workflow combines many of the benefits of printed scores with the convenience and flexibility of digital files.

Students send me their files in PDF format, either by email or through Dropbox/Google Drive/OneDrive file sharing. On my iPad, I share those files to an app called PDF Expert (from the fine folks at Readdle). It’s $9.99 in the iOS App Store and worth every penny.[2] PDF Expert has its own file organization, which is great if you’re going to be using it for a lot of PDFs. Each student has a folder, so I can stay organized and we can compare different projects for a performance, or review progress on an individual project. Once I’ve got the file in the right place, I like to add the date to the beginning of it, since I’m likely to see the same piece again with possibly the same file name in the near future.[3] It’s very easy to shuffle a file over to PDF Expert from an email attachment using the iOS share sheet.

Sharing from Airmail to PDF Expert
Sharing from Airmail to PDF Expert

Notes on the notes

PDF Expert has a ton of useful PDF editing features, but I will focus on the ones that I have found to be the most useful, beginning with the Pen/Pencil Tool. The app allows users to save up to four writing settings. I will usually use colors to differentiate things I thought were particularly good from things that could use some rethinking or correction. Because this is a free-form tool, it allows me to write combinations of words and notation symbols just like I would on paper. I can also draw big arrows stretching across a page to connect ideas to one another, or even create an “architectural” sketch to visualize more abstract ideas.

Even if you don’t have a Pencil or other stylus, you can use your finger. While you are editing, you can use two fingers on the screen to zoom in and out, as well as move around the document and turn pages. I like zooming in really far when I’m using my finger to write, since I can write much more legibly if I’m making those larger gestures with my hand. Then, when viewing at normal sizes, it’s much more readable than if I’d tried to use my dumb meatfingers to draw a quarter rest. While zoomed in, PDF Expert will mask off parts of the page under a blue area. You can’t write on those parts of the page, and this allows you to rest your palm and wrist on the screen while writing. If you’re left-handed, you can tell PDF Expert to flip the protection areas by going to the app’s Settings > PDF > Wrist protection.

Solo score marked up in a lesson.
I used different colors to show things that were particularly effective (blue), things that could be revised (red), and tracking a particular motive (green).

If you’re lucky enough to be using an iPad Pro, I strongly recommend using the Apple Pencil for this. You can actually go in and turn the wrist protection off entirely if this is the case, as the Pencil takes care of that for you. You can comfortably rest your palm on the page and use the Pencil like normal. Another really nice feature here is that you no longer need to use two fingers to navigate the document while using the Pencil, since the app knows the difference between finger-touches and Pencil-touches. This is very clever, and it allows you to treat the PDF almost like a paper document, using your hand to move it around and the Pencil to write. When I am using the Pencil to mark-up scores in PDF Expert, I almost forget that I’m using fancy technology at all. I can just focus on the ideas I’m trying to express. It’s almost exactly the same as using paper and (lowercase) pencil.

Sometimes, I will want to write more than a few words on the score, especially if I’m just making some notes outside of the face-to-face meeting. For that, PDF Expert also has a Text Tool that allows for typing with either the software keyboard or a hardware keyboard. Don’t worry about typing over the top of things if you’re starting a new text box. You can always move and resize the box after. Often, I will type a few sentences or paragraphs in the black space near the very beginning or very end of the score with more general comments or listening suggestions.

Ensemble score marked up in a lesson.
Writing free-hand with the Pencil allows me to draw large shapes and notation, rather than just typing text.

There are some other tools that you might find useful. Sometimes I want to show that something in a score should be aligned vertically, and I’ll use the Shape Tool to draw a perfect vertical across the staves. Sometimes, I find myself writing the same kinds of things over and over again, and so I create “Stamps”, which are really more like stickers, that can be used over and over again and placed in many documents. For example, I have one for “Dynamics?” and one for “Range?” that come up quite a bit. But often I find it faster to simply scribble these out with the Pencil than switch over to the Stamp Tool. Plus, it takes me out of the paper-and-pencil illusion that I find so compelling.

At the end of the lesson, I send the marked up score to the student in an email. To do this, click the share icon (up arrow with box) in the top right corner when you’re looking at the document. If you use the built-in email client, select Send by Email. I use a third-party mail client (Airmail, at the moment). Either way, in the next dialog box that pops up, you’ll want to be sure to select a “Flattened Copy”. I’ve found this to be the only reliable way to make sure that all of my text and drawings make it back to the student on the other side.

Two taps to export a flattened copy to an email at the end of the lesson.
With two quick taps, I can send a record of everything we discussed in the lesson.

The Grand Finale. Or Sibelius. No judgements here.

The experience of using this system over the last year has genuinely improved the quality of feedback I give and the extent to which students learn from it. I find that because it’s a digital file, I am more comfortable trying things out on it like a whiteboard. As in: “you could write the rhythm like this, or you could split the figure across the two clarinet players like this, or you could use the marimba to selectively emphasize certain parts of it like this.” I don’t have to be precious about the paper document they’ve brought, so we can experiment with the materials right there in the lesson in a way that I wouldn’t be as comfortable doing on someone else’s paper documents. Students can always come back and review the markings, and don’t have to rely on their own notes or memory (though, admittedly, they do have to rely on my notes and handwriting). If I forget to send the marked up copy, I will usually get a friendly reminder within a few hours of the lesson.

Admittedly, there are some drawbacks to my futuristic lifestyle. It doesn’t account very well for works that don’t have PDF scores, whether because there is no score for a work or that the score is not digitized. In the case of scoreless works, I feel like I’m not losing anything by going to the iPad. In fact, while I’ve not had the opportunity to try it, I could use a similar system to sketch concepts in pseudo-graphic-notation and send those notes back. For works that are handwritten, I’m happy to deal with the paper. I haven’t had the chance to try it yet, but when I want to make extensive notes on a handwritten score, I could snap a quick photo-scan with my iPad and write on that PDF.

Another drawback, and this is probably the biggest, is that this stuff is not cheap. I’m using my personal iPad Pro for all of this. However, it’s worth noting that a colleague of mine does have a university-owned iPad Pro that he got with a technology grant. If you’re in a situation where such a thing is available, you might look into it. Be sure to budget for the iPad’s Smart Cover ($59.00) and Apple Pencil accessories ($99.00). And if you need further justification (rationalization?), iPads are of course useful for lots of other things when it comes to both teaching and studying music.

If you have any questions or suggestions about my geeky workflows, please feel free to ask here in the comments or on Twitter. I would love to hear what kind of tech you are using to help your lessons run more smoothly and effectively.

  1. Jeff Jarvis. What Would Google Do? (New York: Harper Collins, 2007), 85.  ↩
  2. If you’re familiar with music-reading apps on iOS, you may be surprised that I’m not using forScore here. While forScore is a great application that has wonderful features for performers, the way it deals with stored files and cloud services is not well-suited to a lesson situation in which we are regularly moving scores up and down from the cloud, having them sent to us, and sending them back out to others. And frankly, I want to keep my completed work in forScore separate from these working files in PDF Expert. PDF Expert and forScore are both great; but, they’re great at very different things that both just happen to involve PDF files.  ↩
  3. I actually have this automated as part of saving the file to PDF Expert using with a very nerdy app called Workflow. You can see my Workflow and adapt it to your needs here.  ↩

Value of Silence

Those that know me in meatspace know that most of my waking hours are spent with headphones in my ears. Mostly, I’m listening to podcasts and audiobooks. Music is simply too distracting. However, when I’m in the throes of a particularly knotty creative problem, I find that I have to take a few days or even a week away from that. I need to give my mind enough space to be bored and wander off in search of novel solutions. Some research on the issue of silence bubbled up through social media recently[1].

A writeup at Nautilus summarizing a few studies leads me to believe I’m not alone in this regard. Studies trying to show increases in certain kinds of brain activity were linked to music ended up showing that the silent control subjects had better results than any of the musical styles tested.

In fact, two-minute silent pauses proved far more relaxing than either “relaxing” music or a longer silence played before the experiment started.


The total absence of input was having a more pronounced effect than any sort of input tested.

And of course, even in an artform constructed ostensibly of sounds, there are many opportunities for us to use silence[2] as impactfully as any other sound.

Even though we usually think of silences as a lack of input, our brains are structured to recognize them, whenever they represent a sharp break from sounds. So the question is what happens after that moment—when silence continues, and the auditory cortex settles into a state of relative inactivity.

​This is one of those many great times when something that was widely understood intrinsically is proven by science. It’s a nice reminder all the same: ignoring the space between sounds is a significant abdication of our responsibilities as composers and performers.

  1. No, the research isn’t recent; only my attention to it is.  ↩
  2. asterisk  ↩

Music Brand Suggestions, part 1

I know. The word “brand” is gross. It doesn’t have to be, but it certainly gets used in lots of gross ways. I’m not interested in that discussion. Here are some humble suggestions for naming your next concert series, mixed ensemble, self-publishing cooperative, interactive aesthetic experience collective, netlabel, or hip gastropub-slash-concert-venue.

  1. Nobody speaks Latin. Besides, all the really cool Latin music-y words are already taken. Speaking of music-y words, none of those either. Save your fortes and pesantes and maestosos for the score.
  2. If you had to look it up in a dictionary or thesaurus, nobody else knows the word either. I know you’re clever. You don’t need to prove it to me every time you hand out a business card. More importantly, the rise of the web and social media has made it crucial for people to easily spell your name without looking it up.
  3. Spaces are ok. InterCapped names were really cool right around the time the lowercase i- prefix was cool. Apple has moved on.[1] Join them.
  4. Your name need not define you. It’s ok just to have a name that only you find meaning in, as long as it’s cool. Some of my favorite names in concert music mean nothing: Sphinx, eighth blackbird[2], Sleeping Giant, The Knights, Alarm Will Sound, Roomful of Teeth. Even though the name Sō Percussion[3] indicates something to do with hitting things with other things, note that they aren’t mentioning anything about being a quartet. Think here about rock band names. Do you get any inkling of what The Beatles, Nirvana, or Tool are from the name? No. And that’s totally fine. Apple is not a fruit company, and Coke won’t get you high.
  5. Check your namespaces. If you can’t get a reasonable domain name, Twitter name, Instagram name, or others, look for something better. It’s not worth the hassle of explaining that you can be found at “lorem ipsum hyphen quartet dot com” but “lorem hyphen ipsum” on Twitter and “the real lorem ipsum” on Snapchat and “not the fake lorem ipsum” on Instagram.
  6. Shorter is almost always better. It’s easier to remember, easier to type, and fewer characters in a tweet.
  7. Give yourself room to grow. Your name shouldn’t limit you or lock you in. If the name of your concert series is “Biennial Orlando Piano Extravaganza” you’re locked in to a schedule, a location, and an instrument. Also, you’ve brought shame upon yourself and your family by using the word “extravaganza”. If you were to start an ill-planned Tumblog called “One Surrealist a Day”, you’d better be prepared to post something every day! If, on the other hand, you just called it “Exploring Surrealism,” you’d get to post whenever the fish moved you to drop kick a Monday.
  8. No puns. Stop it. If you thought you might want to use a pun name, you should probably just ask somebody else to name it for you. Save yourself from yourself.

Stay tuned for a future installment on visual identity.

  1. They still make and sell iThings, but none of the newly launched brands use the i-, and some of the software products (Photos, Calendar) have actually been rebranded without the i.  ↩
  2. I’ll play along with the casing convention.  ↩
  3. The diacritical on the ō is a little precious, but they answer to “So” just as readily as “Sō.”  ↩

Music and the news

Will Robin reporting on Eun Kim’s concert project “Sing Her Name”, a benefit for Black Lives Matter:

“Everyone knows the name Sandra Bland” — who died in police custody in Texas in July 2015 — “but most people don’t know that there are five other black women who were killed that same month,” Ms. Lee said. Proceeds from the benefit will go to the Center for Constitutional Rights, African American Policy Forum and Black Women’s Blueprint. The orchestra will perform music by African-American and female composers, including Florence Price and Margaret Bonds.

The concert will also feature the premiere of Courtney Bryan’s “Yet Unheard,” which sets a new text by the poet Sharan Strange memorializing Ms. Bland. “What I’m bringing to it is the emotional side,” Ms. Bryan said in a recent interview. “Being able to mourn what happened, but also celebrate her spirit.”

Part of me really likes the idea of classical music engaging with current events. It’s something classical music usually sucks at, in part because it’s usually made so much more slowly than pop or folk music. It’s also really great to see more non-white-male names on concert programs.

Another nagging part of my brain wonders if classical music can ever really have as much to say about current events when doing so requires text, which is not part of most of the music I write and listen to. So often, the music doesn’t add anything, as Bryan describes her music does. I hate to dump on her when she’s involved in such a cool project, and I don’t know anything about her music. She says she’s “bringing the emotional side”, “mourning”, and “celebrating” to the poetry. I would imagine that the poet might argue that the text does those things pretty well already. On the occasion that music attempts to describe this kind of situation without singing, speaking, dance, video, or extensive program notes, it comes across as a maudlin caricature of a mid–20th-century film score.

I’m not sure where that leaves us (and by “us”, I mean “me”) for classical music and politics, or stories generally. I would like to be able to engage things like this in my work, but I honestly don’t think it’s possible to do without adding things that are outside of it, like text or video. Even if I were able to solve that problem, even if I were to finish a score that spoke some truth (Truth?) to society, it would still not be a completed piece until somebody else gets involved to perform it.

Is this a thing other composers and classical musicians struggle with? I would love to be turned around on this.

Thoughts on Kevin Volans’s Speech

A couple of weeks ago, Kevin Volans gave a keynote address at a conference in Galway, Ireland. A few days later, the Contemporary Music Center published the text of the speech on their site. Since then, the hot takes on New Music Twitter and Facebook have been piling up. As usual, this probably says more about my social following habits as it does about any particular body of critical thought.

Thankfully, I happened to encounter the speech before I encountered most of the overwhelmingly negative reaction to it.[1] While I think there are definitely some problematic ideas, and a fair amount of “in my day”-eyeroll-inducers, there are lots of really important ideas here.

First, I want to address the title of the speech, "If You Need an Audience, We Don’t Need You". Like Babbitt, Volans is victim to his headline here.[2] He acknowleges that the title is a Feldman quote from a Darmstadt lecture. The average Darmstadt lecture attendee would probably not find this line revolutionary, or even remarkable. Context really changes the interpretation. More importantly, Volans’s main points are not nearly as polemical as his title suggests. In fact, those that read past the headline will find that Volans contradicts its spirit pretty directly later in the talk:

No composer I know can bear being unperformed and un-listened-to. We need audiences to show them what we have discovered, what we have struggled with. And to share the experience. For their cooperation we must treat them well.

I want to focus on the important parts that he gets very right. You can find the angry mob elsewhere.

An important part of Volans’s thesis is the distinction between art and entertainment. Again, this isn’t exactly groundbreaking material, but it’s worth pointing out that these are two different goals, even if there is plenty of overlap in practice. One of the key differences is the differing assumptions the two make about their audience.

[Art] sets out to offer an insight of some kind, something the composer has discovered for themselves – the audience, if they are taken into account at all, are required to make an effort, to collaborate, to listen with intent, with a desire to experience something new.

I remember reading a Yehudi Wyner line that “Art is from the neck up. Entertainment is from the waist down.” Volans is a bit less glib, and quite a bit less biological.

One of the problems many have had with Volans’s speech is the extent to which he demonizes money and business. He tells the old folk ballads of the days when governments spent money on elaborate presentations of “Serious” music, juxtaposed with the vapid, hit-driven presentations of The Three Tenors and commercial classical radio. I would argue that there is room in the world for both. I’m not convinced that the people who are drinking iced white zinfandel (hi, Grandma!) and listening to The Three Tenors on Spotify are not doing so instead of going to a Ted Hearne opera. These people don’t know about Hearne, and may not even think of themselves as operagoers.

I do not believe that popularising art creates a public for serious work. There is no ‘trickle down’ effect.

Volans blames Thatcherism. That’s probably a part of it, but seems a bit too neat and tidy to me.

I’ve read a few responses to Volans’s speech calling it ageist. This is completely baffling to me, as he goes into quite a lenthy diatribe against ageism, particularly in opportunities for composers. This is something that I personally relate to. I’m hurtling rapidly toward aging out of many cool opporunitites, and my current dayjob precludes me from taking advantage of most of them while I can.

At least 95% of all composers get better with age. … There is no such thing, in my opinion, as an emerging composer. There are gifted composers and there are not-so-gifted composers. Age is irrelevant. Emerging, who cares? Publicists.

My only quibble is the disparaging of publicists. NPR’s From the Top makes me want to barf.

Something I really love here is the emphasis Volans places on giving composers time to develop. He describes working with Stockhausen 14 hours a week. For comparison, I see my students for 14 one-hour lessons per semester. I can’t imagine that this is 14 hours spent one-on-one each week; surely, Stockhausen had more than three to five students at a time. However, the notion of spending more direct time with a master composer talking about music more generally than what note should come next in bar 58 in the third horn part is something that appeals to me.

More important than official study is the time spent talking and listening to other composers. Years of time, spent in a compositional community. So that the young composers are not under pressure to produce, so that their ideas and their education can mature quietly.

There are lots of things that I would really like to experiment with; but, I can’t justify the time for something that has such a high likelihood of failure.[3] I feel like I never really had that opportunity while I was in school, and I’m not sure my students do either.

I know I wrote that I wanted to focus on the good things in the talk, but I do want to call out a few particular points that I strongly disagree with. Volans laments that the kids these days have no sense of large scale works. This is true. I don’t want to write a two-hour piece of music. But you know what? I probably don’t want to listen to most two-hour pieces of music either. It would be a more than a little sadistic of me to subject audiences to something that I wouldn’t like myself. Moreover, composers write eight-minute orchestral openers because that’s all they can get performed! If an orchestra wants a 30-minute piece from me, I’ll stop writing this essay right now and get to work. The clever reader will notice that the essay continues.

Volans concludes with a list of seven prescriptions for composers and new music presenters. Yep. Old Man Volans just wrote a listicle. If you’re short on time, just read these. There is gold here, such as this:

Presentation: Every detail counts, and every second counts. From the minute the public walks into the building, the concert has begun. A concert is a Gesamtkunstwerk."

The only problem with this is that it’s hard and takes time and effort to do. Play-clap-play-clap is really much simpler, logistically. Volans also calls out lighting, pacing, stage presence, and appearance, which all kind of roll into the presentation issue. In particular, I love the line that “performers looking like unmade beds doesn’t instill confidence in the audience.” Bingo. However, I’m going to strongly disagree with Volans when he writes that talking about pieces during the concert is a bad idea. To me, this is a great way to understand a piece better and a wonderful reminder that the people who make capital-A Art are not wizards or demigods, but that they’re regular people.

One thing that is an over-arching theme that many have latched on to is that Volans spends a lot of time arguing for quality over quantity. This seems at odds with his arguments about musical scale. And, it also seems to imply that we’re making too many composers and presenting too many concerts. This is certainly something that I would disagree with. However, I’m interpreting this differently. If we’re actually going to get the Three Tenors audiences to care about more challenging work, we can’t just toss thoughtless performances together. If it takes more time to put together each concert, it might be worth having six amazing, wholistic (note the W!) experiences than ten Pretty Good Concerts. To me, this is the root of Volans’s anti-business argument. He writes that “one perfectly prepared and presented concert is worth 10 mediocre concerts. One bad concert drives the audience away.” If everything else—revenue and cost per concert—remains the same, this is cutting profit by 90%. However, buzzworthy entrepreneurial projects like like Claire Chase’s ICE and Ellen McSweeney’s Parlour Tapes+ have shown that doesn’t have to be the case.

I read Volans’s writing in this way: first, we need to care to make challenging music that assumes an audience that cares. We can solve the other problems later. I would only respond that we can actually do both at the same time. That doesn’t detract from the strength of his positive arguments, and I hope that the backlash to the more polemical bits can draw some attention to the hopeful ones.

  1. Hat tip to Rob Deemer for offering a more measured response.  ↩
  2. However, one presumes that unlike Babbitt, Volans got to pick whatever title he wanted here.  ↩
  3. This is almost certainly an artistic failure of mine, possibly a topic for a different essay.  ↩

The Finale Copypocalypse 2: Mob Justice

Whelp, that was quick. This week, MakeMusic announced that no, they would not be including what was to be a flagship feature of the latest edition of Finale: the ability to apply optical character recognition to a PDF. The details, as always, at Sibelius Blog.

For some reason, any mention of the word “copyright” seems to end all reasonable discussion on a topic. I don’t know how we got to this point, but it’s alarmingly common. As soon as Famous Creator says the word “copyright,” their fans dutifully line up behind them. It’s instantly asymmetrical. MakeMusic can’t say “nope” to copyright, and anybody else siding with MakeMusic is easily branded a Free Culture hippie. I shared my thoughts on the matter last week.

I still believe that the vast majority of the loudest voices opposing music OCR in Finale fundamentally misunderstand the technology. It makes me both sad and angry that a fearful Internet mob can halt the distribution of a useful technology.[1] However, in a conversation with one of the leading anti-OCR composers[2] earlier today, I was assured that at least some of the agitators do understand the tech.

Still, I am a person of science, as much as a person who has no formal study of science after high school can be. I try as much as possible to construct opinions empirically. And, I contend that there is no evidence that music OCR has any significant impact on anybody’s income. Note that I’m using the present tense here. This isn’t a hypothetical. We can actually look at what people are doing with it now.

Having said all that, this thoughtful composer, whose music I value highly, reminded me of crucial detail. MakeMusic/Finale has a rather cozy deal with “the world’s largest educational music publisher” (just ask them) Alfred Music. Alfred does not want to get into any fights with composers and does not want to let people scan music to use with SmartScore that it could sell them a second or third or fourth copy to use with SmartScore.

So maybe, the bigger problem than technology misunderstandings, intellectual property norms, or social media mobs, is that the software companies that we rely on to develop the tools on which we build our careers, don’t need us nearly as much as we need them. There are lovely folks working on the teams developing Finale, Sibelius, and Dorico. And all of them have bosses at MakeMusic, Avid, and Steinberg, who are not likely to make decisions based solely—or even primarily—on what is best for the weirdo composers using their software.[3]

  1. As many have pointed out, this isn’t even new tech. It’s just new to MakeMusic. PhotoScore has been around for over a decade, and a lite version has shipped with Sibelius for many years. There are other standalone products as well.  ↩
  2. … who may or may not have recently won newspaper-tycoon-themed award …  ↩
  3. Before you tell me about your favorite unencumbered open source notation application, don’t do that. Thanks for reading the footnotes, though!  ↩