| Although tools have been used differently by composers for centuries, technology permeates today's world of music composition in an unprecedented way. Currently, many composers use computer music technology in various modes as an additional resource to their compositional craft. While there are obvious implications arising from this circumstance, contemporary literature exists mainly in the form of “how to” manuals, guiding computer technology's functional use, rather than addressing the development of compositional craft and the quality of composition. In order to generate thoughtful reflection on compositional pedagogy, 20 composers teaching at the college or graduate level in the New York City area were interviewed about compositional craft and the influences of computer-based features such as aural feedback, editing functions, and default settings.; The semi-structured interviews indicated that the composer-teachers had a variety of perspectives regarding the essential elements of compositional craft; the most frequently stated elements included knowledge of instruments, music theory, and an ability to hear sounds “in their heads.” According to the participants, computer technology is impacting some students' study of these elements; rather than spending requisite time on traditional skill development, they instead focus on computer skills, becoming reliant on the technology as a shortcut to the product, without sufficient understanding of the underlying processes. All composers acknowledged the importance of current technological innovations to assist in composition; however they recommended a balance between conventional study and computer study.; Analysis of the interviews revealed complexity in terms of technology's impact on compositional craft. Aural playback, default settings including sonic and rhythmic samples, editing functions, mainly copy, cut, and paste, and finally automatic functions such as part extraction, all could be both helpful and hindering in a composer's hands. Ultimately, composers seem to have control over technology's impact on the development of their craft and on their quality of composition. It is up to the individual to employ it with compositional objectives, reflection and consciousness. Given this creative freedom advocated by the composer-teachers, universities need to insure students have access to both conventional and technological knowledge. |
