The Carnatic Jazz Experiment

The Carnatic Jazz Experiment:CJE1 The influence of Carnatic music on my composition and improvisation practice (2008-09).

by Toby Wren

 

THIS BLOG HAS NOW MOVED TO:

CARNATICJAZZEXPERIMENT.COM

 

When complete, this blog will constitute a dissertation in partial fulfilment of a Masters in Music.

The other parts of my masters research were investigated through two concerts of original compositions and improvisations exploring the influence of Carnatic music on my practice and a lecture-demonstration explaining some of the approaches I developed towards cross-cultural music.

CJE 1 concert (March 13, 2009),
CJE 2 concert (May 15, 2009), and
A lecture-demonstration (August 11, 2009).

The concerts are reproduced here as video and audio and the lecture-demonstration as a powerpoint file). The dissertation is presented here in a blog format and reflects on the development of my composition and improvisation practice leading up to and beyond the 2 concerts.

The site can be read in several ways:

The dissertation is intended to be read in a non-linear fashion. You are encouraged to make your own path through the dissertation, by clicking on the links and topics that most interest you. In a blog, information is presented as ‘posts’ which appear on the page in the order that they were written, it is however, possible to filter the information that appears on the page using the ‘categories’ on the left.

web structure

Clicking on the categories in the left column will narrow the number of blog posts on this page. If you click on the category called “The CJE”, for example, you will see everything – all of the posts including the ‘support material’.
If you click on “Dissertation” you will see only the posts that comprise the assessable dissertation.
If you click on individual headings within the dissertation you can read the dissertation ‘in order’ – ie, Introduction, Body, Conclusions, Reference List. Or even, specific sections such as the Rationale.
If you are looking for specific information you can also search using the box on the right.

* Some posts are protected because they contain the opinions of interview subjects. Once final approval is given the posts will be made public.

Prologue

listen

My plane landed at MAA (Madras International) at 10:30pm. I was half asleep, but I did notice that the processing was unusually efficient and the wait for baggage was unusually long. They must have been checking bags carefully.

I was outside by 11:30pm and into the humid hustle bustle of Chennai winter. The monsoons have just finished. Each day leading up to my trip I would check the weather for Chennai on my iPhone. Each day was the same – 31c, thunderstorms. I would look at the blue Brisbane skies try and imagine the neverending heat and rain. Last week the flooding in Vadapalani (where U Srinivas lives) had reached crisis point. The mosquitos were breeding and spreading disease, the sewers had burst and the daily storms made rivers of the streets and brought down live power lines. People were dying of disease, electrocution, drowning…

But now its ok.

India can be efficient when it wants to be, especially when someone needs help. And the rains have stopped now.

At the time I was surprised at how busy it was at the airport. I hadn’t read the news; I had been busy being ripped off in Singapore by an unscrupulous video camera vendor when my wife had been paging me on the airport public address. When I had 5 minutes at an internet terminal in Singapore I had read the news on ‘The Hindu’ website, not the ABC. Somehow in trying to get my head ready for the task ahead I had missed the breaking news. The latest intel on the Mumbai terrorist attacks suggested that the 11 gunmen on 26 November were part of a larger crew of 25 and that the next targets were going to  be the five major airports in India (of which Madras International is one) on the 6th of December. I arrived at 10:30pm on the 5th. If I had heard the intel, if I had heard my wife trying to page me in the airport while I was still in Singapore, I might not have made it here. And now, sitting in my hotel room in Nungambakkam writing this, I am not sure it was such a good idea, but I am pretty sure I will not be going home until I get what I came for. I am not particularly brave but neither am I excessively careful: I’m not dodging bullets but I like to think I am running through life with an egg on my spoon.

If there was an alert like that at an Australian airport I am not sure how we would react, but I suspect the airport would be deserted. In India the news had brought half the city to the airport to make sure their loved ones arrived safely. I was too tired to notice the sandbagging and the fixed guns on the roof. I was oblivious to the 24 hours of panicked terror that my wife had been through worrying about the imminent explosion of my plane when she finally called my hotel room in Chennai at 2:30am. I assumed she had made a miscalculation with the time difference – added instead of subtracted (or the other way around?).

The taxi driver and the hotel manager advised me not to leave the hotel tomorrow. It is the anniversary of the Babri Mosque demolition. I don’t have any lessons scheduled, but I did want to go to some concerts and pick up a few supplies. I will only be in Chennai for 2 weeks. Enough time to see 20 concerts and have 16 lessons – what was I thinking!? – and compose, and practice, and eat, and buy CDs.

Introduction to Solkattu

Here is some basic solkattu. You can use these phrases to vocalise the moras and korvais in this website that are shown with numbers (Rhythmic Cadences that everyone should know). For example, a phrase of 5 can be spoken as 2+3 (Tha ka Tha ki ta) or a phrase of 3+2 (Tha ki ta Tha ka) or Tha di gi na thom – I have capitalised the accents and separated the syllables with a space. Any consonant followed by an ‘h’ is aspirated. For example, ‘Tha’ sounds like ‘The’ with an ‘a’ at the end, and also sounds like ‘Dha’ – the important thing is that the ‘h’ is clearly voiced.

1    Dha
2    Tha ka
3    Tha ki ta; Thaangu (the ‘Thaa’ sound lasts 2 matras, the ‘gu’ sound lasts 1)
4    Tha ka dhi mi; Tha ka jo nu; Ki ta tha ka; Tha ri ki ta
5    Tha ka Tha ki ta; Tha ki ta Tha ka; Tha dhi gi na thom; Tha di ki ta thom
6     Tha ka Tha ka dhi mi
7    Tha ki ta Tha ka dhi mi;  Tha ka dhi mi Tha ki ta
8    Tha ki ta Tha dhi gi na thom
9    Tha ka dhi mi Tha dhi gi na thom

Pancha Nadais are phrases that are developed from the standard 5 phrase Tha di gi na thom (also pronounced Tha di ki ta thom), which often becomes the basis of a rhythmic composition.

5    Tha di gi na thom
6    Tha di , gi na thom  (the comma is a pause of one matra or subdivision)
7    Tha , di , gi na thom
8    Tha di , gi , na , thom; Ta dhum , Tha di gi na thom
9    Tha , di , gi , na , thom; Thath , dhit , Tha di gi na thom
10    Tha ki ta thom , Tha di gi na thom
11    Tha ki , ta thom , Tha di gi na thom

other variations are of course possible. Often players develop characteristic ways of playing phrases. For example, Palghat Raghu has many compositions that feature variations on the phrase “Tha di ka Tha ki ta Tha ka dhi na”. The variation in the length is achieved by adding matras to the “ka’s” in the phrase.

14 (7)   Tha dhi , Tha , ki ta Tha , ka , dhi , na ,
16 (8)   Tha dhi , ka Tha , ki ta ta Tha , ka dhi , na  ,
18 (9)   Tha dhi , ku , Tha , ki ta ta Tha , ku , dhi , na ,
20 (10) Tha dhi , ku , , Tha  , ki ta ta Tha , ku , , dhi , na ,

Rhythmic Cadences that everyone should know

When I was learning rhythmic cadences – moras, korvais and yatis – it took me a long time to figure out that simpler is often better. Especially if you are playing with people who haven’t been brought up learning additive rhythms (any western musicians). Even when playing with others who can be relied on for keeping good time sometimes it is the slower, boxier rhythmic cadences that are the most satisfying. You can play the following ideas at any speed (quavers, hemi-demi-semi-quavers, triplets etc), but faster is not necessarily more interesting. The drama of the rhythmic cadence can be more effective at medium speeds.

Anyway, this is a list of rhythmic cadences that I consider essential. There are of course many other possible permutations – I am not really suggesting that everyone should know the same bunch, but this would be a good start if you were interested in learning some Carnatic rhythmic cadences. You can also compose your own. Where possible I have indicated where I learnt the pattern. For me the art of playing them and not sounding superficial doing so, is to work them into whatever has come before it. This comes from Carnatic percussion performance practice, where a theme is established, before being used in korvai. For example, you could set up an attractive phrase that is 8 quavers long and repeat it a couple of times, then lead in to a mora such as 8 (4) 8 (4) 8  using the same attractive phrase for the 8s. There are of course infinite possibilities for developing phrases that are 8 subdivisions long.

4 (2) 4 (2) 4
8 (4) 8 (4) 8

These are the ubiquitous moras that you will hear over and over again in Carnatic music, and in Hindustani music (called Tihai) in eight or 16 beat thalams. They can be modified to suit other thalams such as misra chapu (7):

4 (1) 4 (1) 4
8 (2) 8 (2) 8

Or Rupaka thalam (3 or 6):

6 (3) 6 (3) 6

Any mora like those above can be played in its plain form or as a yati. ie,  3 (2) 4 (2) 5 or, 5 (2) 4 (2) 3. This is unique to Carnatic practice, but creates aesthetically pleasing and logical but unpredictable.

555
666
777
888
999
10 10 10
11 11 11

The above moras should all be practiced at semiquavers, quavers and triplets in a variety of time signatures, so that you can begin to feel where they are supposed to start. (It’s pretty easy with triplets, you’ll see why).

These moras and korvais will fit into 1 cycle of Adi Thalam: 2 bars of 4/4 in semiquavers:

3 3 3 3 3   5 , 5 , 5

10 , 10 , 10

11 11 11  [this one actually starts one semiquaver earlier]

555 (5) 666 (5) 777 [this one takes 2 cycles of Adi Thalam: 4 bars of 4/4]

Some longer korvais: (all take 3 cycles of adi thalam: 6 bars of 4/4 in quavers)

10 (4) 10 (4) 10 (4) 777 666 555  [Karaikkudi R Mani]

6 , 6 , 6 (2) 5 6 , 6 , 6 (2) 5 5 6 , 6 , 6 (2) 5 5 5  [Palghat Raghu]

6 6 6 (2) 6 6 6 6 (2) 6 6 6 6 6 (2) 6 6 6 [PR – play the bold phrases differently to the non-bold phrases]

4 (2) 4 (2) 4 (2) 7 4 (2) 4 (2) 4 (2) 7 7 4 (2) 4 (2) 4 (2) 7 7 7  [PR]

7 9 7 99 7 999  [PR – the 7s are half the speed of the 9s, eg 7s are quavers, 9s are semi-quavers]

6 10 6 10 10 6 10 10 10 [PR – the 6s are half the speed of the 10s]

5 11 5 11 11 5 11 11 11 [PR – the 5s are half the speed of the 11s]

16 (4) 5 2 16 (4) 5 5  2 2 16 (2) 5 5 5  [PR – in this and the following korvai the ‘2s’ function as pickups to the 16 phrase]

12  2 , 2  5 (2) 2 12 2,2 5 (2) 2 2 12 2,2 5 (2) ,2 5 (2) ,2 5 [PR]

6666 4444 2222 777 (4) 888 (4) 999 (KRM – *takes 4 cycles of Adi Thalam]

8 (4) 7 (4) 6 (4) 5 (4) 4 (4) 3 (4) 2 (4) 1  [John Rodgers, Viv’s Bum Dance sketch]

10 cycles in Rupaka Thalam (10 bars of 3/4 in quavers) :

4 (2) 4 (2) 4 (2) 3 (2) 3 (2) 3 (2) 2 (2) 2 (2) 2 (2) 1 (2) 1 (2) 1 (2) 0 (2) 0 (2) 0 (2)  (U. Srinivas, 1994).

Conclusions

One of the only things I feel comfortable about concluding is that this has been a window into an ongoing investigation. This dissertation is one method of investigation (the others being the concerts and lecture-demonstration) and has been presented as an aid to understanding one individual’s approach to developing a cross-cultural musical language. Along the way I have drawn various conclusions about my own practice, which may prove helpful to other practitioners or researchers, but they are not conclusions that can safely be applied to any instance of creative process or of cross-cultural music making. It is possible that to some creative practitioners my conclusions will seem incomprehensible, to others naive. I have also been able to draw many conclusions about avenues for future research.

The compositions investigate the influence of Carnatic music on my practice. I can observe that the compositions of the first concert (Prologue, Sth Mada St, Blues for Palghat Raghu, Ramanaa, Nataraja) differ fundamentally from those in the second concert (Kannakku, Tisra Jati, Holed up in the Palmgrove), the first set being primarily about the combination of ideas from Carnatic music and jazz, the second set reflecting the more assimilated influence of both genres. For example, where in the first concert I wrote jazz chord progressions that would fit with the steady presence of a drone, in the second concert I conceived the drone as the basis of a harmonic system that would include jazz-like changes. Where in the first concert I matched compositional ideas with Carnatic thalams, in the second concert I wrote within the idea of Carnatic thalams (but informed by my jazz education).

While it is possible to point to a greater synthesis of elements in the second concert, it is not necessarily the case that this produced better music. In this dissertation I compared Ramanaa and Kannakku. The former is an example of simple combination of jazz and Carnatic techniques that produced a beautiful composition that will continue to be performed. The latter is a large-scale composition demonstrating a synthesis of two traditions that, while showing moments of great clarity, generally did not have the sparkle of the earlier work. The two works were chosen to demonstrate the variety of approaches and output.

It is more difficult to draw conclusions about the improvisations. As I mentioned in the Methodology, the improvisations can be seen to be the true test of the assimilation of musical influences, because they require the demonstration of the assimilation in real time (as opposed to composition which provides the opportunity for reflection and refinement). The reader can draw their own conclusions about the improvisations on the recordings. I am certainly able to hear a progression from earlier improvisations in which I deliberately combined jazz and Carnatic concepts, to later improvisations where the influences seem to have been internalised more. In the time since these concerts I have continued to smudge the borders between the two influences in my own playing. While there is still some deliberate combination going on, there is also a personal language that is evolving and taking its place somewhere in between the jazz and Carnatic influences. This is most often heard in week-to-week performances playing with jazz musicians in a ‘jazz’ context. Sometimes, when I find myself playing a jazz melody with Carnatic ornamentation, and sometimes when a constant stream of notes becomes subject to a rhythmic process that I have repeated so often that it has (it actually, finally, really has) become internalised.

In being exposed to Indian methods of teaching and learning, I have been able to compare the strengths of both systems. This has effected the way I approach teaching music and the way I learn new materials. The strengths of Indian teaching as I perceive them, are that the student, in repeating music aurally and by rote, is forced to address aural musicianship, memorisation, attention to detail and musicality all at once. The more I learn and teach in this way, the more I feel that the reliance on printed music in western music gives students an opportunity to hide from many of these fundamental skills. I also believe that this kind of instruction can improve the listening skills of western students, especially in regards to melody and rhythm. The attention to melodic detail and nuance is simply unparalleled in western music, while the rhythmic system is based on additive rather than divisive principles, both of which raised my musicianship to new levels and seemed to have a similar effect on my students.

My comparison of second music acquisition to second language may assist others to think about other musical cultures in a different way. Language research and language acquisition is an extensive field with many conflicting theories. My research is unlikely to contribute any understanding to linguistics, but points to a possibility for more research into the link between the learnability of music and language. In my own experience I have shown that considering Carnatic music as a separate musical language was a turning point in my ability to hear and practice Carnatic music and cross-cultural music.

Chennai Music Festival

Also known as Madras Music Festival, Music Month, and Marghazi.

Quite possibly the largest music festival in the world. There are nearly a hundred sabhas (music organisations) that each put on between 1 and 4 concerts every day in the Tamil month of Marghazi (roughly December 15 – January 15). Plus, there are lots of fringe events. That makes somewhere between 6000-10,000 concerts in a month!

The schedules are published towards the end of November each year, but almost any Carnatic artist you can think of will be performing at some time during the month.
www.kutcheribuzz.com has some good information on artists and schedules, but the most up-to-date is the blog ramsabode.wordpress.com.

Program Notes

Program notes for concert 1
Ian Hangar Recital Hall
Queensland Conservatorium Griffith University
13 March, 2009

Program notes for concert 2
Brisbane Powerhouse
Valley Jazz Festival
17 May, 2009

Kannakku

If Ramanaa demonstrates the creative process behind spontaneous composition, Kannakku represents the more usual progression of a composition – hard work, multiple drafts and rewrites. Where Ramanaa emerged fully-formed, Kannakku has yet to settle.

Kannakku means ‘calculations’ (if you pronounce it incorrectly means ‘nothing’).

The main theme came from an earlier composition exercise, which never made it to performance:

kannakku a theme

It contains some features which make it interesting for Carnatic percussionists, who often follow the rhythmic accents of a melody. The second two bars would seem an obvious place for a percussionist to double the melodic rhythm. A first examination would label the groups as 4 (2) 3 (2) 5, but it could also be considered a variation on the standard (1) 5 5 5 – with the first two groups of five played as 3+2, the last as 2+3. This is further reinforced by the note choices – the F# has already been established as a strong note in the previous bar.

The first two bars could also be treated in a similar fashion, the F# being treated as a false downbeat, creating a feeling of 5/4 followed by 3/4 for the first two bars. For example (syllables equal quavers):

Dha , ki ta Dhi , ki ta Dhom ,
Dha , ki ta Dha ge

While this seems like a subtle deception, it is often the case that unusual phrasing of larger units is more disorienting that smaller units. Coupled with the treatment of the second 2 bars we now have an interesting rhythmic phrase:

Dha , ki ta Dhi , ki ta Dhom ,
Dha , ki ta Dha ge
dhom Tha ki ta Dhom , Ta ki ta Dhom , Dhom , Ta ki ta  :||

Carnatic percussionists will accent a melody to varying degrees. Often senior players walk a fine line between maintaining the thalam and ornamenting the composition. One of my favourite examples of this is on Bhavalu/Impressions (Palghat Raghu, 1970). I have also heard some remarkable accompaniment by Sri Umayalpuram K Sivaraman.

The ‘B’ theme also came from a much earlier work, an exploration of the raga Hamsadhwani (D, E, F#, A, C#) which is a subset of the raga used for the rest of the composition (D, E, F#, G, A, Bb, C#):

kannakku b theme

This was one of several composition exercises that I wrote to explore the raga Hamsadhwani, a simple but fascinating ragam, and adi thalam (8 beat cycles) although for convenience this is here notated in 4/4. The first line introduces a new theme that climbs toward the upper tonic. All of the durations in the first 3 bars are 3 quavers long. Patterns of 3+3+2 are prevalent in western and Indian classical music. On first listening the example seems to be falling into this common pattern – the repetition of the F# even reaffirms this idea, until it appears to go on for too long. The listener finds themselves swimming without a reference point in the third bar. When a reference is finally provided in bar 4 (leading tone resolving to tonic) it too, is a deception. The overwhelming impression is that we have lost a beat somewhere. This is due to a technique that I have noted in many Carnatic krithis, where the listener is deceived into thinking the beat is somewhere else by a progression from leading note to tonic, or from the 5th degree to the tonic at a place other than samam (beat one). For example, in Maha Ganapathim (Dikshitar), where the tonic is consistently played on the offbeat to beat 5 (the ‘&’ of beat 5). When the percussion instruments are accenting the tonic, the effect is enhanced further.

These 2 sections form the basic construction of the piece. The two sections are developed in uneven proportions – the first section becomes the basis for improvisation of various kinds, which takes up the majority of the work before the ‘B’ section concludes the piece. [This idea comes from my experience with Sth Mada St (Carnatic Jazz Experiment concert 1) wherein Rajyashree introduced me to the idea that Carnatic improvisation could occur after any of the three sections of a krithi.] Some improvisations are pre-conceived (composed), such as the introduction which treats the ragam as the basis for some slow moving harmonies. Some are improvised, including the alap which comes at the 1/3 point of the piece. Some sound more jazzlike than others, such as the guitar and double bass trading which occurs towards the end, which is based on a chord progression developed from the harmony. The overall effect was supposed to be that the composer and improvisers were exploring the ragam in various ways, but this was only partially successful, the overall effect more closely representing collage. This may be improved in future versions by having the various sections emerge out of a larger exploration of the drone, a new texture gradually taking shape from the sea of pitches before becoming submerged again.

Kannakku was a commission* which means that there are extra pressures when composing. It is difficult not to consider that the person funding the commission needs to get their moneys worth (whatever that means), or that the audience will be scrutinising the piece more closely (see My Compositional Process). I decided that the commission piece would be ‘a substantial work’, both in duration and conception. Because of the amount of research I had done, I already had several ideas for the composition before I had started:
> use musical analogues of kriya (hand gestures that keep the thalam)
> plan a form that integrates the tani (percussion solo) into the flow of the composition
> plan a form that includes an alap (unmeasured improvisation) at a useful spot, but not at the start
> develop a harmonic system that embraces the drone (rather than designing a harmony that has to fit in with a drone)
> write some interesting kannakku’s that are extensions of Carnatic rhythmic structures.

*commissioned by Jazz Queensland with financial support from the Queensland Government under the Q150 Community Funding Program.

The harmonic system was developed from an invented ragam (D, E, F#,G, A, Bb, C#), with some special phrases that could be played that introduced a C natural. This is fairly consistent with Carnatic practice. I treated the ragam as a basis for developing harmonies, mostly tertial and quartal. The ragam can be considered as a harmonic major scale but is also contains five notes from a whole-tone scale on D, once the C natural is included (D, E, F#, Bb, C). It contains a Major tonic triad and, because of the minor quality of the upper tetrachord, a 1/2 diminished ii chord and a V7b9 dominant. The most effective treatment of the harmonies however, is when the are explored rather than developed, in the same way a Carnatic melody explores all of the expressive potential of a ragam, for example in the introduction where chords are treated colouristically. The least effective use of harmonies is possibly the guitar and double-bass trading solo where triadic harmonies are used for a quasi-jazz effect. It may be that the resemblance to a standard jazz progression is too close at this point.

A mentioned earlier the alap, an unmeasured and unaccompanied exploration of the ragam, is placed at the approximate 1/3 point of the piece. In Carnatic music, the alap is used to introduce the key phrases and pitches of a ragam before the composition begins, and therefore always occurs before a composition. For some time I had considered the idea of putting the alap at a different point in a composition and during the composition of kannakku this point suggested itself. It occurs after a composed chordal introduction, a statement of the ‘A’ section melody (above) and a violin solo. The momentum is built through these sections and then there is a release when the alap begins, and measured time is temporarily suspended. The alap itself also shows another interesting contrast between jazz and Carnatic approaches, and becomes a point at which the traditions can blend seamlessly. It relies on a simple instruction: the guitar begins by playing a quasi-carnatic alap, the other melody instruments join in and things gradually become more like free improvisation. The instruction relies on Carnatic and jazz having a different understanding of what ‘free improvisation’ is. In the resulting improvisation, you can hear the gradual shift from a Carnatic exploration of swaras to a more textural, gestural approach.

Listen:

There were several rhythmic ideas that I wanted to incorporate in Kannakku:

> korvais that are played in two speeds (ie, in quavers then in triplets),
> a korvai that included yatis on several different organisational levels,
> a tani avarttanam that is built into the structure of the work.
(see Glossary for definitions)

Korvais that are played in several speeds require a number of calculations. If we wish to design a normal, single-speed korvai we simply need to make sure the number of matras (subdivisions) in the korvai is equal to the number of matras in the thalam (rhythmic cycle). For example, if we are in Adi Thalam (8 beats), chatusra nadai (semiquaver subdivision) we should compose a korvai with 32 matras. A simple korvai could be 3 3 3 3 3 5 (1) 5 (1) 5, which has two sections and takes up 32 matras (one cycle of Adi thalam). If we wish to design a korvai that lasts for more than one cycle of Adi thalam we should ensure that it has 64,96, or 128 matras (for the korvai to last for 2, 3 or 4 cycles).

If we wish to design a korvai that can be played in two speeds we need to compose a korvai that has a total number of matras that will suit both nadais (subdivisions). For example, if we wish to play a korvai in chatusram and tisram (semiquavers and triplets) in Adi Thalam, we need to consider the total number of matras in that cycle.

In Chatusram, the number of matras in a cycle or cycles is: 32, 64,96, 128, 160, 192, 224, 256, 288,   etc.
In Tisram, the number of matras in a cycle or cycles is: 24, 48, 72, 96, 120, 144, 168, 192, 216, 240, etc.
In Khandam, the number of matras in a cycle or cycles is: 40, 80, 120, 160, 200, 240, 280, etc.

From this, we can see that korvais of the following number of matras, will fit more than one subdivision: 96, 120, and 160 and 240. If we write a korvai that has 96 matras it will fit into 3 cycles of Adi Thalam at chatusra nadai and 4 cycles of Adi Thalam in tisra nadai. The number of korvais that are 96 matras long, are in fact quite high, reflecting the fact that many players play 2-speed korvais, but also the economy of Carnatic learning – why not learn a korvai that you can use in several situations? A korvai with 96 matras, can be played Adi thalam in either chatusram and tisram, or, it can also be played in Rupaka thalam (3/4).

In the preparation for kannakku, a calculation was done for a korvai that could be played in tisram, chatusram and khandam (quintuplets) but this was found to be too long for the composition. The korvai must be 480 matras (taking up 15 cycles at chatusram, 20 cycles at tisram, and 12 cycles at khandam). I will post this korvai soon.

Here is an example of a korvai in two speeds (Kannakku, mm. x-x):

EX.

A Carnatic tani avarttanam usually features improvisation in several nadais (subdivisions). I chose to write an introduction to the first improvisation in chatusra nadai and then a 2-speed korvai that would finish in tisram, announcing the beginning of the tisram section of the tani. The linking passage between the two sections of the tani became one of the most important sections of the work, as well as the most difficult section to perform.

It takes the form of a korvai, the first section of which is a yati, the second of which is a simple mora: 555 4 555 4 555. While the first section builds on the concepts I had encountered in Carnatic rhythm, I had not seen precisely this construction before [although since then I have seen similar examples of ‘nested yatis’]. The korvai is as follows: (see Guide to Solkattu Notation)

A section
Tha , , , , , , ki , , , , , , ta , , , , , ,
Tha , , , , , ki , , , , , ta , , , , ,
Tha , , , , ki , , , , ta , , , ,
Tha , , , ki , , , ta , , ,
Tha , , ki , , ta , ,
Dhum ,
Tha , , , , , ka , , , , , di , , , , , mi , , , , ,
Tha , , , , ka , , , , di , , , , mi , , , ,
Tha , , , ka, , , di , , , mi , , ,
Tha , , ka , , di , , mi , ,
Tha , ka , di , mi ,
Dhum ,
Tha , , , , ding , , , , gi , , , , na , , , , thom , , , ,
Tha , , , ding , , , gi , , , na , , , thom , , ,
Tha , , ding , , gi , , na , , thom , ,
Tha , ding , gi , na , thom ,

B section
Tha di gi na thom Tha di gi na thom Tha di gi na thom
Dhaa , ge Dhaa , ge
Tha di gi na thom Tha di gi na thom Tha di gi na thom
Dhaa , ge Dhaa , ge
Tha di gi na thom Tha di gi na thom Tha di gi na thom  ||  (Dha)

The ‘A’ section of the korvai contains yatis (expanding or contracting phrases) on several different organisational levels. The ‘A’ section of the korvai has three parts, the first of which is based on the phrase ‘Thakita’ (3 matras), the second on the phrase ‘Thakadimi’ (4), and the third on the phrase ‘Thadinginathom’ (5). This expansion of phrase length is called a srothavaya yati (see Glossary). Within each of these sub-sections however, we see that the phrase itself follows a process of contraction – each syllable becoming shorter with each reiteration (in this first line, each syllable of the ‘Tha ki ta’ is 7 matras long, in the second line each syllable is 6 matras long). This contracting process is called a cowputcha yati. The sub-sections also contract one step further towards a single-matra-per-syllable iteration, finally heard at the start of the B section, where the phrase Tadinginathom has become the basis of the a Mora. At this point there is a blurring between the sections, which is common in Carnatic practice – the contraction process of the first section reaches it’s logical conclusion at ‘Tha di gi na thom’, which is also the first phrase of the ‘B’ section.

The same korvai in numbers:

A section:
777
666
555
444
333
(2)

6666
5555
4444
3333
2222
(2)

55555
44444
33333
22222
11111

B section:
555  (33) 555 (33) 555

We can note here the difficulty of expressing such a korvai in numbers. While illuminating on a structural level, the numbers do not show the way in which the phrases are articulated, or the elision of the phrase Tha di gi na thom at the end of the ‘A’ section and the start of the ‘B’ section. This numerical representation however, corresponds closely to the approach taken by Tunji Beier, who can be heard reciting the solkattu for the phrase.

listen:

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Raghu, P. (1970). Bhavalu/Impressions. [LP]. New York: Nonesuch.

Cross-Cultural Musicianship 2008-09.

In 2008 and 2009 I taught a subject at QUT Music and Sound called “Cross-Cultural Musicianship”. The course was established by Dr Robert Davidson with aims to teach students to make sense of the multiplicity of musical influences around them by teaching them the compositions, techniques and cultural context of, in my case, Carnatic music, and allow students to develop approaches to cross-cultural music through compositions and performance. (From the ‘Unit Outline’ of Cross-Cultural Musicianship, a Unit in the Bachelor of Music program at QUT Creative Industries http://qut.com/study/courseinfo/).

In fact, it was a microcosm of my masters research, and became an important method of testing ideas I had about the learning of Carnatic music and about cross-cultural music making.

In teaching the unit, I tried to convey to students what I felt were the key elements in my own learning. I followed an integrated, Comprehensive Musicianship-style approach (Rogers, 1984), combining western and Indian techniques, aural and notated. For example, in the very first lecture I briefly explained the structure of the course and then asked them to take their shoes outside and sit on the floor, whereupon I began to teach them a Carnatic composition, Carnatic-style. They learnt the krithi “Vatapi Ganapathim” (M. Dikshitar) aurally, line by line. In doing so, I was recalling when, in 2006, I was taught the same piece by U Srinivas (see Carnatic Lesson Format). I demonstrated to them, as had been demonstrated to me line by painful line, that a western musician, with years of training and professional experience, can still be a rank amateur at music. Any specialist in her field invariably feels like Socrates, at some point, that the more they learn the more there is to learn, but it is unusual to feel like one’s knowledge has been stripped away. I had not felt like a beginner at music since I was 8 years old. As the lesson progressed, I could feel the same realisation dawning in the group.

In some ways it is a kind of cruelty, but in my case, I felt like a veil had been lifted. I knew that Carnatic lessons were aural, but I had taken aural lessons at the conservatorium. In every text I had been told that nothing can substitute for lessons, but it was not until I was actually floundering about that I realised the truth. I was floundering for a number of reasons. The situation was unfamiliar, the musical language was unfamiliar, and the process was unfamiliar (see Carnatic Lesson Format).

In my experience, I was a westerner immersed in Carnatic music culture. In my reconstructed experiment, we are ‘playing Carnatic’, in a western style classroom, with a western teacher that is ‘pretending’ to be an Indian teacher, creating what Clifford calls ‘true fictions’ (as quoted in Campbell, 2005, p.13). Despite this, the point of the lesson is still effectively demonstrated. In my experiment, the western students feel more able to communicate their discomfort to me (because we are ‘playing Carnatic’), but they are still going through the experience of learning in a different way. In their faces I can see a new appreciation for Carnatic music when we listen to some examples later. They realise the extent of the compositions (having struggled to learn less than a 1/3 of one in an hour). And, they realise the effort of learning a composition in a traditional manner. It effectively strips away any notion of the superiority of western music, by highlighting the fundamental differences in musical language (see Changing Perspectives). I had learnt about world music at university, but it was not until I had the experience of playing an other music that I understood the difference, that I gained respect for the music of study, that I moved away from the ‘multicultural’ and towards the ‘transcultural’ (Schippers, in Campbell, 2005).

In Cross-cultural Musicianship, students were not only taught about Carnatic music, they had to perform Carnatic music (rhythmic and melodic compositions) and they were expected to use Carnatic music to inform their own practice through composition. The compositions had to merge elements of Carnatic music practice with their own artistic practice, but the way in which this was acheived was up to the student. In the interests of my own research, I was not specific about how this should be achieved, because I was interested in the variety of approaches that could be generated (not least because of the implications for my own research). A student who usually composed electronic dance music submitted a techno piece based on an evolving drone (which was expected), that featured Yatis (expanding and contracting rhythmic phrases, see Glossary) of various types used to break the flow of the bass drum beat (which was completely unexpected). While the result was unquestionably still techno it was also unquestionably process driven and fascinating. The student has performed the piece live on many occasions, although I have not heard any feedback about its dance-a-bility(!).

Another student consulted with me often during the semester about her anxieties about the process. She felt that as a second year student she had not developed a distinct artistic identity with which to combine the Carnatic influence. For her and others the task became a dual process of identifying their own artistic practice before they could augment it with Carnatic concepts. For this particular student, the challenge came at the right time and she was able to reflect and identify her own practice alongside her examination of Carnatic music. It resulted in a sublime composition with traces of old-school funk and folk within a framework of Carnatic ragam and well executed korvais and yatis. In the process of clarifying her approach, the student was able to design her approach to include Carnatic concepts, something I am still struggling to do.

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Campbell, P.S. et al. (Eds.) (2005). Cultural diversity in music education: Directions and challenges for the 21st century. Brisbane: Australian Academic Press.

Rogers, M.R. (1984). Teaching approaches in music theory: An overview of pedagogical philosophies. Illonois: Southern Illonois University Press.

Musical Language

[it is] like saying a certain r is characteristic of French. Learning that sound is one thing, and having a native-sounding chat in Paris another. (Sudnow, p. 22., 2001)

The composer reveals the inmost essence of the world and utters the most profound vision in a language which his reason does not understand. (Schoenberg, quoted in Gardner, 1985, p 103).

Stravinsky spoke of the powerlessness of music to express anything (1936, p. 53) and goes on to say that any percieved meaning that music has has been ‘thrust upon it’. This popular view is echoed in science by Stephen Pinker (1997) and Kivy, in his introduction to Antithetical Arts, (2009) in which he takes as given the knowledge that “Music… cannot be a source of philosophical insight and illumination” (p. 3). Patel (2008) offers the more moderate view that while music doesn’t contain syntactic content it can at times suggest semantic concepts (p. 328.) and notes that “the relationship of musical meaning to linguistic pragmatics [how listeners add contextual information to semantic structure and how they draw inferences about what has been said] is virtually unexplored” (p. 327). In the academy music has already begun to be considered a form of research itself; “a shift from dance [or music] as a object of investigation to dance as a means of investigating.” (Vincs, 2000). This uneasy relationship between words, music and meaning has been the subject of much debate in the philosophical and musical worlds, but has barely begun to be explored by the cognitive sciences (Patel, 2008, p. 3.).

Musicians and composers certainly become aware of the awkward relationship between music and words, when they are asked to describe their music often resorting to genre descriptions. However, people continue to be impelled to try and express their feelings about music with words despite their awareness of the inadequacies of the language to do so. My reaction to Stravinsky, is that I believe that music actually does express something, but that we are incapable of expressing in words what that something is.

In the Tractatus Logico-Philosophicus (1921), Wittgenstein describes anything that words cannot express as the mystical. While it seems that we are incapable of describing with words what music expresses, the opposite is also true – music is incapable of describing anything that can be expressed with words. I would like to propose that spoken language and musical language are exclusive sets, wherein anything that one can say, the other is powerless to say; and anything that one struggles to say, the other can say most eloquently.

Even if we concede that music does express something, describing music as a language may still seem far-fetched. Yet, music certainly has similar characteristics to language in the way it is structured and learnt and it appears to excite similar patterns of neurons in the brain to language (Pinker, 1997; Patel, 2008). Patel notes similarities of organisation, the presence of heirarchies, distinction between ‘structural’ and ‘elaborative’ elements (2008).

If music is a language of sorts, and let us assume for the moment that it is, the basic letters of music can be considered the 7 notes of a scale and the variations of those notes (sharpened or flattened). Syllable combinations and words can be created by combining letters (as chords in western music, or ornamentation in Indian classical music). Words can be put together to form phrases, phrases come together to form sentences. Sentences relate in a logical way until an argument or story is made (I am talking here of the musical argument or story independent of the story that the lyrics of a song might describe). Such reductions can be problematic in analysis, but a sort of loose correlation is useful for my purposes.

In some musical languages the words are easy to understand (think of nursery rhymes), in some it is extremely difficult (I think immediately of jazz and Indian classical music). The beginner in jazz for example learns words or phrases that typify the language, first learning to repeat them verbatim in certain situations. Gradually the vocabulary is expanded until at some magical point the player is able to rearrange and recombine the words and phrases to create their own sentences and eventually acquire the ability to tell a story. I have seen my daughter follow the same steps in learning to come to grips with the English language. It takes a long time before the meaning of enough of the individual words is understood that she is able to effectively to generate new meaning and sound natural doing so. In music it seems, infants are particularly drawn to music indiscriminately until they learn to be selective [Dowling et al. (1988) found that 3-year-olds could just barely discriminate tonal from atonal melodies (in Patel, p. 373)].

The research of Trainor and Trehub demonstrates the ways in which our listening habits begin to change at an early age.

In 1992, Trainor and Trehub tested babies and adults ability to notice changes in a melody. They found that while the babies will notice if the note that is varied in any way, an adult will often not notice if a melody note is changed to another note in the implied harmony. In their test the used the melody: C, D, E, F, D, G, C, E, D, C (played with a triplet feel) which clearly outlines a harmonic progression of I – V7- I in the key of C. In subsequent repetitions they varied the note ‘G’ to G#, B and A. Not surprisingly, adults found it easier to detect the chromatically altered G# change than the change to B (which is contained within the implied V7 harmony and the prevailing key). Surprisingly, babies noticed any changes to the melody equally. (Deliege & Sloboda, 1997).

What can be inferred is that recognising melodic contour gradually becomes subsumed by exposure to harmony. Once we start to recognise familiar harmonic patterns and the melodies that accompany them, it appears that our ears start to get lazy at recognising the subtle differences between melodies. This is particularly relevant to my study, where I was finding that my sophisticated knowledge of harmony was impeding my ability to perceive the nuance of Carnatic melody.

I began to consider that Carnatic music was a different musical language towards the end of 2008. This was not a defined moment, but rather, a gradual unfolding of realisation, facilitated by the reflexivity of my practice-as-research. I also began to realise that my own expertise of jazz and other western musical languages had created an expectation of the grammar and syntax of music generally, an expectation that was now not being met. I had built up a vast library of knowledge of music from a specific cultural vantage. Some of the knowledge was learned, textualised information, but much of it was the embodied knowledge of playing the guitar, playing the piano, playing percussion, conducting, leading a band, composing and improvising – all of these in a western, harmony-based musical paradigm. From the radio stations my parents listened to, to the Bach my grandfather played, melody and harmony were inextricably joined, and rhythm was expressed as divisions of a steady pulse. This had shaped my expectations of how music is ‘supposed’ to unfold and develop.

Carnatic required me to change the way I thought about the functionality of notes in a scale, relationships between melody and harmony, and between rhythm and pulse. These things are mentioned in the general literature on Carnatic music, but in writing them down, as I have just done, it tends to somehow gloss over the actual process of learning to hear and understand the differences. While it is a relatively straightforward process to add new bits of knowledge (learn new facts, understand new concepts) it is rather more difficult to embody that knowledge. This explains why, after reading about Carnatic music for so long, listening to recordings and even practicing rhythmic ideas, I was not able to play them in improvisations without it sounding artificial, tacked on.

It may be that in my case, this shift in perception was particularly difficult to achieve. I was particularly enamoured with harmony and harmonic intricacy early on [after learning to play ‘Book 1’ and ‘Book 2’ piano, I moved straight to the ‘Moonlight Sonata’ despite the protest of my piano teacher (see Mrs Tothill and the Needles)]. I played chordal instruments from an early age and composed harmony based music: I learned to hear melodies in relation to chord changes. (This was not an entirely a bad thing of course, it has been the basis for most of my creative output to date.)

In my lecture demonstration (11 August, 2009) I described the tendency for western musicians to learn other musics in reference to western music as as wearing ‘jazz glasses’. Jazz glasses are extremely useful, because they provide a comprehensive understanding of functional harmony and a context for examining non-functional harmony. Jazz glasses enabled me to understand rock, pop, folk, jazz and western art music, and some other world musics such as flamenco, cuban and bossa nova that I was interested in at various points. But it was not getting me very far with Carnatic music. In analysing these styles of music the melody is always contextualised by the harmony (or implied harmony), and in Carnatic music, as in many asian musics, there is no harmony. This does not completely solve the issue however, because there is a drone against which we may measure the melody. In a jazz melody for example, an ‘E’ melody note against a G dominant 7th chord sounds like a 13th – it doesn’t sound like an E (unless you have perfect pitch), it is heard in the context of the harmony. Indian melodies can be heard in this manner also, against the drone pitch, but I believe this is less important than the horizontal movement of the melody – the flow of notes in time. It is this horizontal listening that was causing me the most trouble, and I only began to realise some success when I actively stopped listening to the vertical context. In learning to hear harmony, to a large extent, I had sacrificed my ability to hear melody. I took the jazz glasses off.

It was a symbolic gesture, but like many symbolic gestures it was of great import. Whether by consequence or coincidence I began to hear Carnatic melody. In simple terms, I was able to listen intently to longer exerpts of Carnatic melody, without my mind wandering, or without listening only to the mridangam player, or analysing the quality of the recording. While I still had no idea what they were singing about, I was able to listen to the story of the music and to be carried away. While Carnatic rhythms could already keep me in thrall, now Carnatic melody began to exercise a similar influence on me [Hindustani music also became much easier to follow]. For anyone who is able to grasp Indian music intuitively this will seem incomprehensible. I don’t mean to suggest that Carnatic music seemed like noise before my realisation, but I was certainly less able to notice difference, variation and form in Carnatic melody when I began to listen to it.

I began to consider that Carnatic was a separate musical language with a separate alphabet, where before I had been trying to learn new words using the same alphabet. Tamil, of course, has a separate alphabet which is why there is so much variation in spelling: mridangam, mrudangam, mrdangam, muruthangam, etc. There is not a one-to-one equivalence of Tamil to English letters (in fact Tamil is syllabic, containing 247 separate symbols of consonant plus vowel, http://en.wikipedia.org/wiki/Tamil_script) so why would there be a one-to-one equavalence of musical alphabets? While I already considered that Carnatic music had a vocabulary that was different to jazz, I now began to think of Carnatic swaras as being different to western notes.

Shortly after this, I began to play more convincingly with the Carnatic musicians I was rehearsing with. My improvisations began to sound more whole, the transitions between ‘Carnatic style’ and ‘jazz style’ became less obvious. In the words of David Sudnow, “I began to sound like someone trying hard to say something” (p. 45, 2001). Sudnow’s analysis of his process of learning to play jazz, I discovered recently, mirrored my recent efforts. He describes his own learning as ‘backwards’.

In first language acquisition, one initially gains facility with restricted little movements, then heads for ever more extensive gestural trajectories. But I was aimed from the outset, and nearly always, for the most complex of doings, as though trying to speak a new language by ridiculously plunging into a serious conversation at the usual adult pace. This without really knowing how to say “words” properly, only making little bits of sound that could here and there be heard to fall within the language. (p. 39, 2008).

As an overconfident western musician, I, of course, had been guilty of ridiculously plunging into Carnatic music. I have always been attracted by the complexities of music and Carnatic music was no different. Like Sudnow, I had aimed form the outset for the most complex of musical doings. Unlike Sudnow (who was learning to ‘speak jazz’), I was not trying to speak Carnatic, merely to be influenced by it. While there were words I was borrowing from Carnatic music, and even some smaller phrases, I was not attempting to speak like a native (which leads me to the terrifying realisation that I may be learning to speak a language that nooone understands).

ex.

The reason this shift in thinking was so necessary, besides the self-improvement of learning to see another aspect of music, was that I could not begin to think of how to be influenced by Carnatic music until I began to understand it’s grammar – the logical and structural rules that govern the composition of sentences, phrases, and words (http://en.wikipedia.org/wiki/Grammar).

It is difficult to say if I have changed grammars, but perhaps I have modified the grammar I was using; perhaps it is one of my own design now. I find the language analogy extremely illuminating, but it is an analogy that was developed at the close of this research. It may be possible for future research to analyse more closely the relationship between the acquisition of language and musical language.

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Deliege, I. & Sloboda, J. (Eds.). (1997). Perception and cognition of music. East Sussex, UK: Psychology Press.

Kivy, P.  (2009). Antithetical arts: On the ancient quarrel between literature and music. Oxford: Oxford University Press.

Patel, A. D. (2008). Music, language and the brain. New York: Oxford University Press.

Pinker, S. (1997). How the mind works. London: Penguin books.

Sudnow, D. (2001). Ways of the hand: A rewritten account. Cambridge, MA: MIT Press.

Stravinsky, I. (1936). Igor Stravinsky: An autobiography. New York: Norton & Company.

Vincs, K. (2000). Rhizome/MyZone: A case study in studio-based dance research. In Barrett, E. & Bolt, B. (Eds.), Practice as research: Approaches to creative arts enquiry (pp. 99-112). New York: I.B. Tauris.DeBono, E. (1998). Simplicity. London: Viking.

http://en.wikipedia.org/wiki/Tamil_script, retrieved on 15 September, 2009.

Lecture Demonstration

This lecture demonstration was the third part of the assesment for my masters research. It covered the compositional process with reference to some musical examples from the two Carnatic Jazz Experiment concerts (assesment items 1 and 2).
It was given to the combined jazz and composition departments of the Queensland Conservatorium Griffith University, on 11 August, 2009.

It includes examples of the compositions and how they came about and were evaluated.

Powerpoint of Lec-Dem.

Guide to solkattu notation

Solkattu is notated in this dissertation as follows:

Each syllable takes up one matra (subdivision).
Each comma takes up one matra.

(*The ONLY exception to this is the phrases: Laangu, Thaangu and Diinge which are three durations long – the first syllable is double length. I have kept these phrases in their original form to aid pronounciation. )

For example:

Tha , , di , , ki , , ta , , tom , ,    (Each of the five syllables takes up 3 semiquavers)
Tha di ki ta thom ,     (The phrase ‘Thadikitathom’ takes up five semiquavers followed by a 1 semiquaver pause)
Tha di ki ta thom ,
Tha di ki ta thom || Dha

In this example we have 5 x 3  in the first line (=15 semiquavers).
A phrase of 5, a rest of 1, a phrase of 5, a rest of 1, and a phrase of 5 (=17 semiquavers).
15+17 semiquavers = 32 semiquavers, so the above example will fit into 8 beats – one cycle of Adi Thalam.

The vertical lines indicate the start of the next cycle of thalam.
The Capital letters indicate the start of a phrase – an accent.

If there is a section of a sollu that is in double time (for eg. demi-semi-quavers), then this is written without vowels.
Eg

Tha dhi tha tha kt dhom
Tha dhi tha kt dhom
Dhi tha kt dhom
Tha kt dhom
Kt dhom
Dhom

In this example, the “kt” is a double speed “kita”, which means that the first line is 6 matras long, the second is 5 matras long, etc.

Subdivisions (Nadai)
The notation is kept the same regardless of the subdivision. For example, if the previous phrase was in triplet quavers (with the double time ‘kt’ in semiquaver triplets) then it would simply have “Tisra Nadai” written in front of it.

Tisra = 3
Chatusra = 4
Misra = 7
Khanda = 5
Nadai = subdivision

Guide to pronounciation:
Tha = think of the word “The” and change the ‘e’ to an ‘ah’.
dhi = say ‘dee’ but put your tongue on the back of your teeth.
ki = ki (not ‘key’, the ‘i’ is short, as in ‘hit’)
ta = ta (not ‘tah’ or ‘tar’, the ‘a’ is short, like the ‘u’ in ‘cup’)
Dhom = same ‘dh’ sound as in ‘dha’. this is a hearty resonant stroke on the mridangam.

Ramanaa

Wren, T. (2009). Ramanaa. Unpublished.

Ramanaa is an example of what I imagined this entire process would entail: to reflect the influence of Carnatic music in my composing, I would simply introduce some techniques from Carnatic music into my ‘usual’ method of composing. In this case I introduced Carnatic ornamentation into a jazz ballad; a simple idea that ended up being surprisingly effective. The first concert, which Ramanaa is from, featured many such simple combinations. The second concert, (see Kannakku analysis) featured a rethinking of the fundamental theoretical foundations for each piece. Here is the score of the original composition:

ramanaa score (pdf).

When I compose it is fairly rare for a piece to just pop out fully formed. This is one of those instances, and with very few changes it is the same version that I conceived coming home on the CityCat one night and scribbled down the next day. It is often the case that pieces that arrive in this way are good (they last, are interesting to perform and are well recieved). I am often shy or suspicious about these works, because of the feeling that there needs to be some struggling to produce a really interesting/ground-breaking piece of music. In my case, the struggle seems to happen away from the page, in the subconscious or semi-subconscious. This fits with the traditional model of creative thinking and breakthrough thinking (Perkins, 2001; Pinker, 1997).

In terms of  how the materials are conceived (and at the risk of shattering the mystery), I have to point to the materials that were influencing me in the months leading up to the composition. The piece seems to be a compilation of these influences passed through the stylistic filter of my practice, which has itself been constructed from earlier and less traceable influences. I know that around this time I was still thinking of the Prasanna DVD (2003) which shows Carnatic ornamentation on the guitar up-close and from practicing the geethams (beginner compositions) that Rajyashree had been teaching me. I had also been admiring the recordings of  “Lotus Feet” (Remember Shakti, 2000) and Prasanna’s “Indra’s Necklace” (2006), both of which feature chordal accompaniment to a melody featuring Carnatic embellishment. In terms of the actual choices of form, harmonies and melody, there are stylistic elements that can be traced from earlier works such as Guitar Quartet No 1 (2nd movement), and especially the ballads on Umlaut: Palm of My Hand, Pregnant Pause and Unglued (2006).

When I began to learn the piece, it posed some interesting technical challenges. The Carnatic ornamentation was (and continues to be) challenging – the techniques employed are very different from standard electric guitar practice, where slides are generally used in isolation and never in a sequence such as:

Writing Carnatic ornaments into my own composition was a way of ensuring that I repeated them often enough for them to become learned by my fingers, a first step to being able to use them in other situations.  Also, these techniques are so expressive, so beautiful, that I am motivated to use them in the context of jazz ballads, where often the harmony is more expressive than the melody it supports.

There were some unusual chord formations and transitions which had to be negotiated, but possibly no more than any other chordal work. The biggest technical challenge in Ramanaa, however, is the combination of ornamentation and chord voicings. Most often a melodic line is played followed immediately by an arpeggio, which means that I need to finish the melodic line on the correct finger to begin the following chord shape. In Ramanaa the chord shapes are constantly changing, but the melodic line also involves a lot of sliding around. Sometimes this requires me to play a phrase with an unlikely fingering so that I can finish on the correct finger. For example, in bar 8, the slide into the melody note C# needs to be played with the 3rd finger in order to play the chord that follows, leading to the unusual fingering of the run in the previous bar. The sliding in the previous bar also needs to be taken with the 3rd finger, where it would have felt much more natural taken with the second or first finger. [Note – the guitar is in ‘Drop D’ tuning, which means that the lowest notes are played two frets higher than notated].

ramanaa score exerpt

When I learnt the piece, the first stage was to figure out how to play it as written, but in subsequent practice and performances I have attempted to add in more ornamentation. In the recording there is some variation from the written ornamentation, but in subsequent performances I have continued to vary the ornamentation. Sometimes this is a result of getting out of a problem (such as inserting more ornamentation to ensure I have the right fingering for the next chord), but most often it is from creating a desired expression.

The piece has become the basis for a general exploration of the intersection between Carnatic ornamentation and harmony. The next step in this trajectory would be to employ the same approach in playing other pieces – either playing another jazz ballad with Carnatic ornamentation; 0r, playing a Carnatic melody with chordal support.

16.9.09 – I just had a very enjoyable lesson with Steve Newcomb, in which we played the jazz standard Blue in Green. I attempted to use Carnatic ornamentation throughout the melody and as a consistent factor in my improvisation. While I was not combining the ornamentation with chords (I let Steve play those), the incorporation of ornamentation was done more succesfully, and felt more natural, than it has done before.

Research Question

How can I reflect the influence of Carnatic music on my composition and improvisation practice?

Research Design

While the research question has remained a constant, the research design has constantly changed to reflect the accumulation of knowledge and as such, could not have been predicted at the outset. It may be useful to consider that the research question is a way of generating approaches and processes (a research design), rather than generating answers to the research question.

The diagram below shows a chronology of my research. While some of the research was designed at the outset, some was designed en route and still more has only been named now, post factum, to illuminate the process.

res design

Methodology

The question of how I can “reflect the influence of Carnatic music in my compositions and improvisations” has been investigated through a combination of composition, collaboration, improvisation and writing (including this dissertation and its support material). The composition and improvisation can be considered extensions of the same methodology, although my usual practice was modified to incorporate collaboration with the musicians in the ensemble. The dissertation itself is a mixed-method autoethnography which aims to “connect the personal to the cultural” through a personal narrative (Ellis & Bochner,2000, p. 740).

The compositions demonstrated the various approaches that I took to reflecting the influence of Carnatic music on my compositional practice. The compositions also reflect the process of learning from and collaborating with Carnatic musicians. The compositional techniques for the first concert included deliberately combining musical concepts from Carnatic and jazz music, such as jazz harmony and Carnatic ornamentation (see Ramanaa analysis), Palghat Raghu korvais and the blues progression (Blues for Palghat Raghu) and presenting jazz and Carnatic themes side-by-side (Nataraja). The second concert has a more integrated approach, including designing harmonic systems that include the drone (Holed up at the Palmgrove), integrating the tani avartanam (percussion solo) into the form of the composition (Kannakku) and finding musical analogues for kriya (hand gestures that keep the thalam). In many cases (notably Tisra Jati Triputa, Kannakku, Prologue and Sth Mada St) I incorporated collaboration into the composition process by workshopping unfinished pieces or isolated ideas with members of the group. Sth Mada St for example, features a korvai designed by percussionist Tunji Beier, and the ornamentation and themes for improvisation were chosen by veena player, Rajyashree Josyer Srikanth.

The improvisations, including those presented in concert, were exploring similar research ideas to the compositions, but they tend to show more accurately how the Carnatic influence has been assimiliated into my practice. This is a natural consequence of improvisation, which is essentially the same as composition, without the opportunity for reflection and refinement. In that sense, improvisation is the true test of the research. Composition has for longer been an accepted method of investigation (because once it is on paper it is finished), where performance and particularly improvisation are more ethereal. Relevant to this discussion is the contribution of Kim Vincs, who in dance has noted “a shift from dance as a object of investigation to dance as a means of investigating.” (2000). In this investigation in particular, improvisation can be seen to be the true test of the assimilation of musical influences, and one of the most important expresssions and tests of the research but one of the most difficult outputs to assess. My own assessment of the research in improvisation continues, few conclusions are offered here, but will be offered on this blog in the future.

The subject of my dissertation is my own artistic practice as a composer and improviser and how that practice evolved as I began to study and consciously incorporate techniques from Carnatic music. The specific aim of the writing is to illuminate the creative process. I do this by contextualising the research in the wider fields of cross-cultural music and ethnography (see Literature Review and My Back Pages) and by examining certain key ‘moments’ during the process from which I attempt to draw conclusions about my own practice: Two compositions are analysed for how they relate Carnatic concepts to my core practice (see RamanaaKannakku), a more philosophical discussion relating music to language arises out of a turning point in my understanding of Carnatic music (see Musical Language), and, various instances of learning and teaching Carnatic and cross-cultural music are related to enhance an understanding of the process of learning and syncretism (see Learning and Teaching).

While the research question was consistent throughout the process, the terms of reference and methodology were emergent, freely adapting to suit the ongoing exploration. The actual methodological techniques employed include ethnographic inquiry of Carnatic music and culture: – through literature, interviews, musical tuition, concert attendance, listening and transcribing audio recordings. And, autoethnographic analysis of my own reactions to this enquiry and the changes it brought in my guitar practice, composing, improvisation and listening.

Unlike scientific research, the hypothesis cannot be ‘proven’ by this research but can be evaluated for subjective markers of ‘success’ which can be measured in exact terms (such as audience numbers) or intangibles (such as perceived artistic successes). This study has examined how external events shape the creative process as evidenced by the learning and the creative products.

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Ellis, C. & Bochner, A.P. (2000). Autoethnography, personal narrative, reflexivity: Researcher as subject. In N.K. Denzin, & Y.S. Lincoln (Eds.), Handbook of qualitative research (2nd ed., pp. 733-768).

Vincs, K. (2000). Rhizome/MyZone: A case study in studio-based dance research. In Barrett, E. & Bolt, B. (Eds.), Practice as research: Approaches to creative arts enquiry (pp. 99-112). New York: I.B. Tauris.

diss body

Example 1:

Ramanaa – simple combination of ideas from jazz and carnatic – the exception to the rule.

Example 2:

Learning – starting with the first Palghat Raghu lesson – mentions of the interviews – KRM, finishing with Rajyashree and me teaching her the piece.

Example 3:

Collaboration – starting with Rajyashree and Nataraja, in depth of JR collab, development of the pieces

Example 4:

Kanakku – rhythmic ideas based on C rhythm, then finding the same, similar examples in the literature.

Example 5:

Language acquisition – no conclusion but somehow helpful – cf creative process, cognitive development.

Rationale

In this section I will explain my reasons for choosing a blog format for presentation. To understand what led me to the research question read “My Back Pages” and for an explanation of the research design see “Research Design”.

Technology at the present time offers the creative practitioner unprecedented opportunity to integrate text, video, sound and image. Of the alternatives currently available I chose a blog through my own survey of possibilities and the research of Paul Stephenson (2008). While sure to change, the blog format allowed comparative ease of use and the ability to integrate media-rich content effectively into the dissertation. This is especially important for my research which is made up of three types of output: Two concerts of original music, a lecture demonstration of the compositional techniques, and, this dissertation which summarises the process of learning and development. While the dissertation is primarily text-based, I did not wish to privilege text-based descriptions of an idea that is more effectively expressed in other ways, through the use of sound files, pictures or scores (Dillon & Brown, 2006, p. 419). While the recordings and videos in this blog are not equivalent to being at a live performance, it is certainly more communicative than a text description of a musical event. To that end, this dissertation expresses musical ideas with audio, text ideas as text and musical analysis using scores.

It is also hoped, that the blog medium will communicate my ideas more effectively and to a wider audience, engaging the research community and the music community at large, enabling professional development and serving as a resource for educators (Allen, 2008).

A traditional dissertation is a printed document designed to be read from start to finish, whereas a blog is typically presented in reverse chronological order of posting. Unlike a text-based dissertation a blog can be read in any order, is searchable and is usually navigated by theme (for more information on how to read this dissertation see the ‘About’ page). While it is possible to read this document in a linear fashion, I will concede that the blog format makes this more difficult. Hopefully, the benefits outweigh the inconvenience. It is my feeling that the non-linearity of a blog provides the opportunity to present the many sides of my creative practice without imposing the artificial hierarchy or order that a linear narrative can imply. While scientific dissertations may explore a single subject from hypothesis to conclusion, creative ‘problems’ are more nebulous, less causal (Perkins, 2001; Pinker, 1997) and can be explored and discovered in a more nebulous, less causal fashion.

What is particularly appealing for the Creative Practitioner is that a non-linear presentation seems to closely mirror the creative process. Conclusions are drawn often and frequently and sometimes before we are aware that there was a question. Depending on the order of reading some themes return again and again, others are revisited and seen in a new light, largely dependent on the reader’s own interests and agenda. This means that the blog becomes a performative act rather than a static report: It invites the reader to be an active participant in the creative journey.

And, in designing a dissertation as a performance the creative practitioner effectively makes the dissertation a part of their artistic practice rather than a reflection on it.

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Allen, G. (2008). Practicing teachers and web 2.0 technologies: Possibilities for transformative learning. Unpublished dissertation, Teachers college, Columbia University. Retrieved March 3, 2009, from Proquest database.

Dillon, S., & Brown, A. (2006). The art of ePortfolios: Insights from the creative arts experience. In Jafari, A. & Kaufman, C. (Eds.), Handbook of research on ePortfolios: Concepts, technology and case studies, pp. 418-31. Indianapolis: Idea-Group Inc.

Emmerson, S. (2006). Around a rondo: Behind the performance: Preparing Mozart’s rondo in A minor, K. 511 for performance on fortepiano. [DVD]. Brisbane: Griffith University Queensland Conservatorium Research Centre.

Perkins, D. (2001). The eureka effect: The art and language of breakthrough thinking. New York: W.W. Norton and Company.

Pinker, S. (1997). How the mind works. New York: W.W. Norton.

Stephenson, P. (2008). What does web 2.0 mean for the design of electronic portfolios? Presentation at the Musicological Society of Australia Queensland Chapter, student symposium.

Literature Review

My investigation has engaged the literature in several discreet, but overlapping, stages. I began by first trying to understand the complexities of Carnatic music, searched for transcriptions and descriptions of specific musical examples, accounts of cross-cultural music making, creative cognition and the similarities of music and language. The literature also includes concerts, recordings, collaborations and lessons as well as actual written texts. In fact, it is often only in the context of Carnatic concerts and lessons that the text-based learning of music really makes sense. This is not to say that one cannot learn a lot from texts about music, but with regards my own practice, it was only after hearing the concepts in live performance that I fully understood the abstract descriptions in the textbooks (see Music and Language). And especially as a musician, only after feeling what it is like to perform the techniques of Carnatic music that a further layer of meaning and embodied understanding was achieved.

Wade (1979) notes in her introduction to Music in India that for such an immense topic “the literature on Indian music is small, relatively speaking” (p. 2), and what there is, is often out of print, poorly translated, self-published in small numbers or of dubious quality making the literature pool difficult to access and reconcile. There are many truly insightful texts but many more texts that disagree on terminology or even particulars of performance. There are also a large number of works that are poorly translated or written for the Indian domestic market where it may not be necessary to fully explain simple terms. “Such sources confuse rather than clarify matters for beginning Western students,” notes Wade.

In the West very few people are even aware that a second separate system of Indian classical music even exists, reflected by the printed and recorded literature. The pioneering of Hindustani musicians Ravi Shankar and Alla Rakha and their connection to Western popular music through George Harrison and the Beatles established the ‘sound’ of Indian music in the Western imagination (Farrell, 1998). Indeed, the very mention of Indian music conjures the sound of sitar and tabla, neither of which are heard in Carnatic music. Consequently, there are a much larger number of texts on Hindustani music than Carnatic music; there are also many texts that claim to be about ‘Indian Classical music’ but focus solely on the Hindustani tradition (as recently as Lavezzoli, 2006).

Perhaps because of the dominance of Hindustani music in the west, it was quite recently (for someone who claims an interest in ‘Indian classical music’) that I heard pure Carnatic music for the first time. In 2003 I purchased the CD Dawn Raga (U. Srinivas, 1995) on a whim and, part-way through the first track, I was hooked. Other recordings by U Srinivas (Rama Sree Rama, 1994) and Carnatic guitarist R Prasanna helped to confirm my interest in Carnatic music and the start of my current research trajectory. It was in Carnatic music that I finally heard the origin of the rhythmic ideas that I had been thinking about for so long and that I had learnt about indirectly through Messiaen, Loops and Shakti. I also found that the rhythmic approach infused all levels of performance, contributing to the compositions and even emotional power of the music. After hearing U Srinivas I began to look for literature that illuminated the actual playing style; the techniques and approach to improvisation. As a general introduction to Carnatic music, Wade (1979), Pesch (1999) and Viswanathan (2004) provide a good overview, but it is more difficult to find texts containing actual musical examples.

There are very few texts that supply notated examples of Carnatic music. There is one copy in Australian libraries of the excellent and out of print, The classical music of South India (Kumar & Stackhouse, 1987) which gives some very fine transcriptions of varisai (beginner exercises), Geethams (simple melodies), Varnums (technical studies) and some simple Krithis (concert works) in western notation with and without Gamakas (ornaments). Kumar also gives concise and practical definitions for many of the terms that are poorly defined in other texts making it quite an exceptional work which unfortunately is not widely known and is currently out of print. Robert Morris (2001) also give excellent examples of the use of Gamakas through an exploration of several performances of a krithi showing western notation of the composition and a transcription of an actual performance and its ornamentation. While Carnatic music in many ways defies the constraints of western notation, these texts can still be useful as an aid to western understanding, and in pointing out the limits of such transcriptions.

For rhythmic examples, Ludwig Pesch gives examples of 8 Theermanams in his Illustrated companion to South Indian classical music (1999, pp. 149-150). The examples are simple and he makes little mention of the other types of rhythmic cadences. His definition of a korvai, one of the main kinds of rhythmic cadence, is quite misleading. Wade (1979), a source that expertly reconciles many contradictory sources on both Hindustani and Carnatic music, also gives two examples of a mora (another term for theermanam) but does not mention korvais at all. One of the first sources I found of actual notated examples of rhythmic cadences is an unpublished information sheet, prepared by Adrian Sheriff (1994) for the Australian Art Orchestra in preparation for their Into the Fire collaboration with the Sruthi Laya ensemble. It features examples of complex rhythmic cadences and advice on how to practice them [which I immediately and zealously put into practice, reciting the examples to the tala of my footfall as I would rock my baby daughter to sleep at night, usually rocking her much longer than what was necessary to get in the extra practice time]. It was really the first source to give me examples which I could practically apply, but was all too brief. The recently published ‘Solkattu Manual’ by David Nelson (2008) gives examples of solkattu, the rhythmic language of Carnatic music. It is designed as a teaching text but doesn’t give examples of types of rhythmic cadences, instead building a tani avartanam (percussion solo) through successive chapters. David Nelson’s unpublished PhD dissertation Mridangam Mind is also a remarkable work which compares the rhythmic style of five of Carnatic music’s leading percussionists. It contains possibly the largest number of solkattu examples in any of the printed texts.

There is still room for further investigation and publication of a text on Carnatic rhythmic cadences. This dissertation will give some examples but a full analysis and demonstration of the stylistic elements of Carnatic rhythm is beyond the scope of this dissertation. There is also space for research that describes the use of gamakas and improvisation in contemporary Carnatic performance.

Although I had begun to immerse myself in the recorded literature, it was by attending concerts and lessons that I gradually began to build up an idea of the possibilities for expression and approaches to variation (improvisation). In 2006, I had the opportunity to travel to India (with assistance from Arts Queensland). The first concert I saw there, by T.N. Sheshagopalan, remains a standout musical moment, in which I saw the spontaneity and creativity of Carnatic music in practice. A standout too is the concert in which I saw U. Srinivas perform with a mridangam player “who needs no introduction” (so none was given) at Kalakshetra arts village. The mridangam player, I would find out, was Palghat Raghu, one of the great rhythmic thinkers of our time, and it would later transpire one of my greatest teachers and influences. Other notable concerts include guitarist Prasanna, T.V. Sankaranarayanan, and concerts involving the mridangamist’s Umayalpuram K Sivaraman and Trichy Sankaran. The influence of these concerts is best understood in terms of building my understanding of the grammar and syntax of Carnatic music (see Musical Language), although often I was able to extract examples from concerts to work on in my guitar practice.

While it is stating the obvious to say that no texts cover my specific creative processes in assimilating and designing a cross-cultural composition and improvisation language, it is also true that there are very few texts which cover the creative process at all, and none that deal with the creative process of cross-cultural music practice. Although it is reassuring to know that my research will not be duplicating previous research it has made the path difficult to navigate. Notable for their descriptions of creative process are Newman (2008), who examines his creative process while composing and Sudnow (1978) who describes in vivid detail the process of learning to play and understand jazz. I came to Sudnow’s research late in the process and while I am not sure if it would have helped if I had found it sooner, his writing definately resonates with my own discoveries, particularly in thinking about music as a language, and in the way he separates his cerebral knowledge about music from embodied knowledge of what his hands ‘know’ how to do.

In seeking to contextualise my cross-cultural practice and the influence of Carnatic music on my practice, I have consulted a variety of texts in a variety of disciplines. Apart from Carnatic texts, I have also looked at texts about rhythm generally (London, 2008; Sachs, 1957), Indian-Western fusions (Farrell, 1998; Schippers, 2006; Lavezzoli, 2006; Hood, 1959), jazz and improvisation texts (Zorn, 2000; Bailey, 1992; Berliner, 1994), as well as practice materials from musicians who are known for cross-cultural collaborations such as John Coltrane (1977) and John McLaughlin (2004). I also, perhaps irrelevantly, read a lot of Indian cookbooks and fictions by Indian authors, to better understand the culture surrounding Indian music.  In the end of course, noone could tell me how to construct my own musical language, but all of these texts helped, some more tangibly than others.

My research is also necessarily involved in the recorded literature, both Carnatic and Carnatic fusions. There are a number of ensembles worth mentioning. The group Shakti fuses Indian classical and Jazz music and features musicians from Hindustani and Carnatic backgrounds. Since 1976 the group has created music that while essentially Carnatic is complemented and expanded by the inclusion of Zakir Hussain on tabla and John McLaughlin’s energetic guitar playing. Fusions involving only Carnatic music and jazz are less well known. The Australian Art Orchestra has collaborated with Karaikkudi R Mani’s percussion ensemble Sruthi Laya since 1994. Their first CD release “Into the fire” highlighted the difference between jazz and Carnatic approaches by juxtaposing the two ensembles. However, a second release, due for release in 2009, features a smaller Art Orchestra ensemble and a more integrated approach. Since collaborating with the AAO, mridangist Karaikkudi R Mani has released several other fusion albums which use the influence of jazz and other popular western styles with a decidedly Carnatic aesthetic. These recordings rank as the most influential recordings on my own practice, but not entirely because I aspire to write music like Sri Mani, but rather because of the virtuosity and clarity of the rhythmic component and conception. The electric guitarist Prasanna is one of the only musicians to be equally proficient in Carnatic music and jazz and his release Electric Ganesha Land (2006) deserves special mention for the way in which it combines melodic and rhythmic devices from Carnatic music with a rock-tinged jazz aesthetic. There are also some obscure works that I have been unable to locate such as Raga for Raghu which features jazz pianist Dave Brubeck and mridangam player Palghat Raghu and some other collaborations, mainly with mridangam players, that are out of print or may not have been released outside India, including many collaborations between members of the Karnataka College of Percussion (particularly T.A.S. Mani and Rama Mani) and western artists including saxophonist Charlie Mariano.

My listening has tended to focus more on traditional Carnatic music rather than fusion. For a start there are many more recordings of Carnatic music than Carnatic fusion (although recording quality is often low). Also I have learnt to better hear the intricacies of Carnatic music which has meant that some Carnatic music that I initially found aesthetically challenging has become more and more relevant. In particular, the recordings of U. Srinivas which I have already mentioned, the singer T.N. Sheshagopalan, who has an amazing command of rhythm and rhythmic calculations, recordings of the composer Thyagaraja by Sowmya (2006) and Suddha Raghunathan (2002), the recordings of the great veena player S. Balachander (1970) and recordings featuring my guru, Palghat Raghu (Balasubramaniam, 2007; Raghu, 1968).

For literature on cognition and musical language see ‘Musical Language‘.

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Australian Art Orchestra and Sruthi Laya Ensemble. (2000).  Into the fire. [CD]. London: Colombia.

Coltrane, J. (1977). John Coltrane: A love supreme: Acknowledgement, resolution, pursuance, psalm. [Score]. Milwaukee, WI: Hal Leonard Corp.

Farrell, G. (1998). Reflecting surfaces: The use of elements from Indian music in popular music and jazz. Popular Music, Vol. 7,No. 2, pp.189-205.

Farrell, G. (1997) Indian music and the west. New York: Oxford University Press.

Hood, M. (1960). The challenge of bi-musicality. [Electronic version]. Ethnomusicology, Vol. 4, No.2 (May, 1960), pp. 55-59. Retrieved 12 June, 2008, from JSTOR database.

Joshi, B. & Lobe, A. (19xx?). Introducing Indian music: A complete audio visual aid to understanding Indian music. Kohlapur, India: Author.

Karaikkudi R. Mani. (1988). Sruthi laya melodies. [CD]. Calcutta, India: Saregama.

Karaikkudi R. Mani. (2004). Unmatched. [CD]. Chennai, India: Kosmic Music.

Karaikkudi R. Mani. (2003). Amrutham: Fusion for freedom. [CD]. Chennai, India: Kosmic Music.

Kumar, K. & Stackhouse, J. (1987). Classical music of South India: Karnatic tradition in western notation. (Monographs in Music 5). Stuyvesant, NY: Pendragon Press.

Lavezzoli, P. (2006). The dawn of Indian music in the West: Bhairavi. New York: The Continuum International Publishing Group.

Mistry, R. (1996). A fine balance. London: Faber and faber.

Morris, R. (2001). Variation and process in South Indian music: Some “krithis” and their “sangatis”. Music Theory Spectrum, 3(1), 74-89.

Nelson, D. (2008). The solkattu manual: An introduction to the rhythmic language of South Indian music. Middletown, CT: Wesleyan University Press.

Nelson, David P. (1991). Mrdangam mind: The tani avartanam in Karnatak music. Unpublished Ph.D. dissertation, Wesleyan University.

Nettl, B., Stone, R., Porter, J., & Rice, T. (Eds.). (1998-2002). The Garland encyclopedia of world music. New York: Garland.

Pesch, L. (1999). An illustrated companion to South Indian classical music. Delhi: Oxford University Press.

Prasanna. (1996). Guitar Indian style. [CD]. New York: Oriental Records.

Prasanna.  (1997). Vibrant aesthetics. [CD]. Calcutta, India: Inrecco.

Prasanna. (2000). Natabhairavi. [CD]. Calcutta: Inreco.

Prasanna. (2006). Electric ganesha land. [CD]. Chennai, India: Susila Music.

Qureshi, R., Powers, H.S., Katz, J., Widdess, R., Geekie, G., Dick, A., et al. (2008).  India. [Electronic version]. Grove music online. Retrieved March 26, 2008, from http://www.grovemusic.com.

Ramanathan, T. &  Allen, M.H. (2004). Music in South India. New York: Oxford University Press.

Remember Shakti. (1999). Remember Shakti. [CD]. Polygram Records.

Remember Shakti. (2000).  The believer. [CD]. S.A. France: Universal Music (Verve).

Remember Shakti. (2001). Saturday night in Bombay. [CD]. S.A. France: Universal Music (Verve).

S. Balachander. (1970). Veena: Hamsanandi, hindolam. [CD]. Calcutta, India: Saregama.

S. Balachander. (1970). Veena: Sankarabharanam, shanmukhapriya. [CD]. Calcutta, India: Saregama.

Sambamoorthy, P. (1975). South Indian music (Vol. 4). Madras: Indian Music Publishing House.

Schippers, H. (2006). Tradition, authenticity and context: the case for a dynamic approachBritish
Journal of Music Education
. Cambridge: Nov 2006. Vol. 23, Iss. 3; pp. 333-350.

Shakti. (1976). Shakti with John McLaughlin. [CD]. New York, NY:  Colombia.

Shakti. (1977). A handful of beauty. [CD]. London: Colombia.

Shakti. (1977). Natural elements. [CD]. London: Colombia.

Sherriff, A. (c. 1996). Introduction to Carnatic rhythm. Unpublished.

Sowmya. (2006). Thyagaraja kritis. [CD]. Chennai, India: Vani Recording Co.

Sudha Ragunathan. (2002). Rama rajyam: Krithis of saint Thyagaraja. [CD]. Chennai: Amutham Music.

T.N. Sheshagopalan. (2004). Master of swaras. [CD]. Pune, India: Koel Music.

T.N. Sheshagopalan. (2006). The Madras music academy concerts: Live recording. [CD]. Coimbatore, India: Rajalakshmi Audio.

U. Srinivas and Michael Brook. (1995). Dream. [CD]. Corsham, UK: Real World.

U. Srinivas. (1988). Nadasudharasa. [CD]. Chennai: The Master Recording Company.

U. Srinivas. (1992). A rare genius. [CD]. Mumbai: AVM Audio.

U. Srinivas. (1994). Rama sree Rama. [CD]. Corsham, UK: Real World.

U. Srinivas. (1995). Dawn raga. [CD]. Corsham, UK: Real World.

U. Srinivas. (2000). Gamanashrama: Ragam tanam pallavi. [CD]. Chennai, India: Charsur Digital Work Station.

U. Srinivas. (2003). Mandolin. [CD]. Bangalore, India: Lahari Recording Co.

U. Srinivas. (2004). Trio mandolin. [CD]. Pune, India: Music Plus.

U. Srinivas. (2005). Mandolin. [CD]. Bangalore, India: Lahari Recording Co.

U. Srinivas. (2008). Samjanitha. [CD]. France: Disques Dreyfus.

Vijayakrishnan, K.G. (2007). The grammar of Carnatic music. Berlin: Mouton de Gruyter.

Wade, B. C. (1979). Music in India: The classical traditions. Englewood Cliffs, New Jersey: Prentice-Hall.

Wren, T. (1999). Prime: For piano and orchestra. [Score]. Unpublished.

Wren, T. (2000). Fat Lip 81. [Score and recording] Brisbane: Independent release.

Zorn, J. (Ed.). (2000) Arcana: Musicians on music. New York: Granary Books.

Lessons

U. Srinivas (January 2007). Chennai, India.

R. Prasanna (January 2007). Chennai, India.

Palghat Raghu (December 2008). Chennai, India.

Acknowledgements

For my teachers: Palghat R Raghu, Karaikkudi R Mani, U Srinivas, R Prasanna, Eshwarshanker Jeyarajan, Rajyashree Josyer Srikanth, Tunji Beier, John Rodgers, Andrew Shaw, Vanessa Tomlinson, Stephen Newcomb, Jamie Clark and Dheeraj Shrestha.

This site is dedicated to Padmashri Palghat R Raghu, one of the true greats of Carnatic music and one of the most amazing musicians I have ever met. In 2006 I saw him play with U Srinivas at Kalakshetra. That concert remains the greatest concert I have ever seen in any genre of music. I was truly blessed to be able to study solkattu with him in 2008. His formidable skills on the mridangam, unparalleled calculations and generosity will be missed.

Palghat R Raghu. 1928-2009.

raghu

Overview of Process

Lessons (Carnatic Rhythm) Eshwarshanker Jeyarajan, Guru Karaikkudi R Mani, Padmashri Palghat R Raghu.

Lessons (Carnatic Melody) U Srinivas, R Prasanna, Rajyashree Josyer Srikanth.

Lessons (Jazz/Cross-cultural) Steve Newcomb, Jamie Clark, Tunji Beier, Andrew Shaw, Dheeraj Shrestha.

Attending Concerts Chennai 2006 and 2008.

Compose pieces CJE 1: Nataraja, Blues for Raghu, Ramana, Sth Mada St. CJE2: Holed up in the Palmgrove, Kanakku, Tisra Jati Triputa Thala.

Composition exercises, Improvisation Exercises, Collaborative Exercises

Collaborations Eshwarshanker Jeyarajan, Tunji Beier, Andrew Shaw, Rajyashree Josyer Srikanth, John Rodgers.

Perform Concerts CJE1 and CJE2.

Literature Review (Carnatic texts) Brown (1965), Iyer (1969), Kalyanaraman (n.d.), Kaufmann (1976), Kumar & Stackhouse (1987), Nelson (1991, 2000, 2008), Nettl et al. (1998-2002), Pesch (1999), Qureshi et al. (2008), Viswanathan (2004), Sambamurthy (1975), Vijayakrishnan (2007), Wade (1979).

Literature Review (Cross-cultural texts) Bailey (1992), Berliner (1994), Coltrane (1977), Farrell (1997, 1998), Hood (1960), Kernfield (2002), Lavezzoli (2006), Schippers (2006), Zorn (2000).

Literature Review (Methodological texts) Behar (1996), Myers (1992).

Other Cross-cultural collaborations Dheeraj Shrestha (Hindustani), Hyelim Kim (Korean traditional).

Cross-cultural Musicianship lectures QUT Music (2008, 2009).

Academic Supervision Vanessa Tomlinson

CJE1: Reflections

29 April 2009.

I was nervous. I am not usually nervous for a gig. Sometimes I think I am nervous before important gigs but in retrospect I would call that excitement. No, I’m talking about the kind of nervous where you think you might be coming down with the flu, you can’t think of anything to say and your tongue feels like its too big for your mouth. First singing recital nervous, piano exam nervous. I suppose it is related to the investment I have made in the concert. Years of thinking, trialling, composing, practicing. Months of rehearsal, collaboration and lessons. At least I know enough about performing now to know not to freak out about nerves. Most people can’t tell if you’re nervous. If I look at the video I can’t even tell I’m nervous. Also I’ve heard enough of my mistakes in concert not to freak out about mistakes.

I would say that CJE1 was ‘a good concert’. It was certainly a hit with the audience. The band played well and even had some moments of inspiration. Compositionally there were issues. The rewrite of Nataraja needs another rewrite. Jazz Hands (a blues) was succesful, but kriya (hand gestures) were not visible to the audience, and in retrospect, I probably would include a bass part in the final melody section and even have a segment of the melody that returns inbetween improvisations. South Mada St had some really interesting moments, and during the rehearsals, it was the piece in which I learnt the most. This was mainly due to having to to teach the melody to my Carnatic teacher using Carnatic methods – I would play each phrase of the piece until Rajyshree had mastered it, before moving on to the next phrase and gradually building up the piece, phrase by phrase. I taught an unornamented version of the melody and encouraged Rajyashree to add the ornamentation (gamakas) that she thought would be most suitable. I had begun to have ideas about where I thought the gamakas would work, but I really wanted to see where she would add them. Some, like the slow appogiaturas, I would never have thought to include. Rajyashree was also the one to choose the ‘return phrase’ that became the basis for improvisation. I had considered the phrase she chose as one of the weaker phrases, but I now appreciate that the phrase has a subtleness that makes it interesting with repetition.

The solo guitar piece Ramanaa, was another of the more successful pieces in the concert. It came from a simple idea to put Carnatic ornamentation on a jazz ballad. The mix proves to be extremely satisfying to listen to and to perform. As I have practiced and performed the piece, I have also started to take more liberties with the ornamentation (though not with the chord voicings). As the piece becomes more and more flexible and improvisatory I can start to see how the approach can be adapted to other solo guitar pieces and to jazz ballads generally. In this process, the example of Ramanaa is unusual. Most often in this research process, simple combinations have not produced satisfying results, but in the area of melody, the use of gamakas (Carnatic ornaments) in other contexts has been simple to implement and has produced good results.

The recording, on the other hand, is excellent. One of the nicest live recordings I have heard, and this from a QCM 3rd year student. I think this confused me initially and made me think that we could release a live CD, but I don’t think a great sounding CD where the playing level is about 80% is a good investment. It may still be a possibility.

Chicken Chettinad recipe

A traditional non-veg recipe from Tamil Nadu. This is my adaptation of a few different recipes.
I only include my recipe because it is crucial to understanding my topic!
Another excellent source of recipes is Spice India Online.

Ingredients:

For dry masala:
2-3 cm cinnamon quill
2 tbs     black poppy seeds
3             cardomon pods
1             star anise
2            dry red chillies
1 Tbs    black peppercorns

Main ingredients:
6 Tbs    of oil
3             cloves
1/2 tsp  mustard seeds
1 tsp       cumin seeds
1/2 tsp   fennel seeds
3              medium onions, brown or red, minced in a blender
1 tbs      dessicated coconut
4 tbs       minced garlic or around 15-20 garlic cloves
1-2 tbs     minced  ginger
2-3          ripe tomatoes
1/2 tsp       turmeric
3 tsp       chilli pdr
1 tsp      salt or to taste
2 tbs     coriander powder
1/2kg  chicken
2 cups   water
coriander to garnish.

Dry fry poppy seeds, cinnamon, cardamon, star anise, dried chillies (list 1) and grind in a spice grinder. Keep aside.

Heat oil with 3 cloves. Add mustard seeds, when they start to splutter add cumin and fennel seeds. When brown, add onions and coconut and fry slowly till golden. Add garlic and ginger fry for a minute. Add tomatoes fry till softened. Add turmeric, chilli powder, salt, coriander powder and let it simmer for 5-10 mins until the oil starts to sit on top (but don’t freak if it doesn’t, sometimes it just doesn’t). Add chicken and water. Simmer for 20 mins.
Add the dry masala. At this point I would probably leave the lid off but it just depends how thick you like your curry. Cook for another 20 mins. Garnish with fresh coriander. Serve with rice and yoghurt/pachadi.
You can add  frozen peas at the end too. It’s not authentic but I think it’s nice.

CJE 2 – Audio

toby wren – guitar; john rodgers – violin; andrew shaw – double bass; eshwarshanker jeyarajan – mridangam; tunji beier – kanjira, tavil

Holed up at the Palmgrove

Tisra Jati Triputa Thalam

still to come:

Kannakku

the blowout meal

9.12.08

I am at the Park Sheraton at the bottom of TTK Rd at their restaurant Dakshin. I have decided to blow the budget on a fancy meal. I just had a great lesson with Palghat Raghu Sir. We talked about all sorts of things: family, the good old days, and technology and how it effects music. I learnt another of his own compositions today:

Ta di , ka Tha , ki ta ta Tha , ka dhin , na ,
Dha , , , Ta di gin na thom
Ta Ka
Ta di , ka Tha , ki ta ta Tha , ka dhin , na ,
Dha , , , Ta di gin na thom Ta di gin na thom
Ta Ka Na Ka
Ta di , ka Tha , ki ta ta Tha , ka dhin , na ,
Dha , , , Ta di gin na thom Ta di gin na thom Ta di gin na thom

There are two other variations where the “ka”‘s in the first line are extended by one matra each and the Dha in the second line loses two matra.

[“Ta di , ka Tha , ki ta ta Tha , ka dhin , na , “ is a distinctive Palghat Raghu composition which became the basis for my composition “Blues for Palghat Raghu” – CJE concert 2

listen: ]

Anyway… I just had 5 dips with papads – mint, coconut, onion, tamarind and ginger pickle (progressively hotter). Srinivas is playing Maha Ganapathim on the stereo! Masala fried fish. Chicken broth – spicy, peppery. There is a stage in the restaurant with a huge Nataraja. It looks like they must have music at nights.

Oh – the musicians just arrived! There is only one other table in the restaurant!

Ok… there are a few more people now. I just finished my meal. Very good food – but – how much better than Menaka (at palmgrove)? And 10 x the price. The masala fish was worth it. Actually, my nose is a bit blocked, maybe it is much better. There was an Andhra prawn fry that was really good too. Excellent kulfi -I am stuffed!

I am horrified – I just spent 1100Rs for meal and heineken! (that’s $35 AUD). [I actually felt really guilty about my blowout while I was there, but now it doesn’t seem that extravagant. I also went and had an ayurvedic massage one day, forgot to ask how much and 90 mins and two masseurs later thought ‘Oh oh – have I got enough money for this?’ It turned out to be about $10 AUD].

For more budget conscious travellers to Chennai who want to know my top restaurant tips (in this order):

Amaravathi (opp the music academy on the corner of Cathedral Rd and TTK Rd)
Ponnusamy Hotel (on Goudia Mutt Rd in Royapettah) and,
Saravanah Bhavan (on Cathedral Rd just East of the corner of PS Siva Swamy Rd where Nilgiris is).

My Back Pages

Throughout my career I can identify some themes which may help to explain my current research.
It becomes obvious looking back, that the things I find most fascinating in Carnatic music are the things that I find most fascinating about music generally: unusual rhythms, improvisation and the structures that enable improvisation and intricate song forms. It is perhaps an inevitability that artists repeat their themes. In a discussion with my supervisor Vanessa Tomlinson (2nd September, 2009), we discussed how often we can research a new idea, struggle with the concepts and finally produce a new artwork and then later realise it is very similar to something we produced several years ago. This was certainly the case when, after spending years on Carnatic rhythm I realised that my piano concerto Prime (1999) had already succesfully employed Carnatic rhythms at a surface and structural level. This correlation was not accidental. The music and concepts that I researched and used before I was aware of Carnatic music often came second hand from Carnatic music. Messiaen, Mahavishnu, Loops, Coltrane, even odd-time compositions such as ‘Take Five’ were all influenced by Indian music. Despite sometimes feeling that I am a goldfish encountering the other end of the tank again, the works produced through this research, this hard work, could not have occurred any other way. It is this that keeps me searching for new perspectives; new angles on music and on my own practice.
. . .
'Mahavishnu' John McLaughlin. Is that a potplant in the foreground?

'Mahavishnu' John McLaughlin. Is that a potplant in the foreground?

I have always played music in a variety of genres. While still in high school I played classical piano, sang in musicals, played guitar in a blues/rock band, wrote arrangements for a soul band, played percussion in the school orchestra and had a residency playing piano at a jazz club in Melbourne. When I reached university I started to become more serious about music, particularly about composing and practicing the guitar. The compositions I wrote in this period show an interest in unusual rhythms (mainly unusual time signatures) and after moving to Brisbane they became the basis for my first originals band Babel (1996). The inspiration for these compositions came, without a doubt, from the Mahavishnu Orchestra (1971-76) and from Messiaen’s “Technique of My Musical Invention” (1956). A friend had given me the full set of the Mahavishnu Orchestra recordings on two long playing cassettes which I played until they stretched and distorted. I first encountered Messiaen in music theory classes at LaTrobe University and continued to listen to and study Messiaen’s music through my undergraduate degree at the Queensland Conservatorium.
Babel featured complex meters and meter changes underpinned by a funk/jazz sensibility. The group was instrumental, not only in developing some of my compositional ideas, but developing the performance skills of everyone in the ensemble when it came to handling odd rhythms, and above all making odd rhythms groove, which was a central tenet of the group.
babel coverAs I continued to write for Babel, the compositions became more ambitious (such as the extended work Able and later work Trout bout) incorporating techniques learned from western art music. As my studies turned to Indian music concepts, the compositions for Babel began to incorporate concepts from Indian classical music. In many ways, Fat Lip 81 (2000), can be considered the first piece of my current research trajectory.
Wren, T. (2000). Fat Lip 81. Unpublished.
Audio begins at rehearsal letter ‘M’ (p. 5).
Read score
Fat Lip 81 is based on a cycle of 81 semiquavers (7/8, 9/8, 8/8, 9/8, 15/16) which becomes the basis for additive rhythmic phrases. Often the rhythms are contrapuntal, with different instruments playing different length phrases that only coincide at the start of the new metric cycle. As a result Fat Lip 81 was never performed live (!) although the recording was achieved with relatively few takes. The ideas behind Fat Lip can be attributed to the direct influence of Messiaen and the members of the Brisbane group Loops: Jonathan Dimond, John Rogers, Jamie Clark and Ken Edie who were renowned for their rhythmic virtuosity. The band leader and bassist, Jonathan Dimond is a student of tabla and taught a course called An Introduction to North Indian Rhythm (Queensland Conservatorium of Music, 1____). The course was my first formal introduction to North Indian rhythm and percussive language or ‘bols’ as they are called in North India.
. . .
In 1994 I moved to Brisbane and commenced studies in composition at the Queensland Conservatorium of Music (1996-2000). As a zealous undergraduate I attended all of the lectures for the jazz department as well as the composition department, but gradually the power and awe of contemporary orchestral music (Berio, Stockhausen, Boulez and my teacher Gerard Brophy) won me over and I became caught up in the new music and orchestral scene. I was selected for the Australian Composers Orchestral Forum in 2001 and 2002 and then I was a Composer Affiliate of The Queensland Orchestra in 2003. In this time I wrote many orchestral works – some of them quite good – 3 of them were performed (once each to small audiences).
My piano concerto, Prime (2001), took two years to write, not least because of the complex nature of resolving long slow glissandi (a la Xenakis) with contracting and expanding rhythmic structures (which are called yatis in Carnatic music, but I didn’t know that at the time). The entire piece, lasting about 40 mins, is built around a pulsing chord whose duration expands from 1 to 60 beats and then contracts back to 1 in prime numbers (59, 53, 47 etc). The structure is self-similar, with the gaps in between the chords being filled with miniature copies of the larger rhythmic structure.
Wren, T. (2001). Prime: For piano and orchestra. Unpublished.
p44-67. excerpt.
Prime has never been performed. In the end I did not have the patience to spend months on an orchestral score for it to be performed once if I was lucky. I found I preferred the immediate gratification of performing my own compositions and of improvising (which I have always approached as real-time composition).

. . .

In 2003 the dissolution of Babel and my disenchantment with the Australian orchestral music scene led me to resume working on my jazz craft – both composing and guitar playing. TW coverI started a new group: The Toby Wren Trio (putting my name in the title either indicates that I was sick of fancy titles or that I felt like the new group was more ‘me’). The Toby Wren Trio began by playing jazz standards with loose arrangements. The initial focus was on group interaction, gesture and high contrast. The original music I wrote during this time is a continuation of the mainstream jazz tradition. It was an important step for me to develop a compositional and improvisational approach that was less prescriptive than the music I had been writing for Babel and for orchestra. That is, like a jazz standard, the music I wrote had skeletal melodies and chord changes that could be interpreted by the members of the group in any way they saw fit.
tobywrenquartetMy output of this period is neatly summarised by the album Umlaut (2006). While Umlaut can be considered a mainstream jazz release and in many ways consciously avoids the complexity of my works for orchestra and babel, there are unavoidable traces of my previous interests. There had been a shift, however, from writing intricate rhythms, to simply creating a situation where complex rhythms could occur, and choosing players who could respond to them.
. . .
In 2004, during this ‘jazz’ period, I heard Carnatic music for the first time. Although I was immediately captivated, it would take several years and a lot more listening before I would think about how to incorporate the ideas that I was hearing into my own practice. At the end of 2006, I planned my first trip to India with composer colleague Damian Barbeler. Essentially it was a fact finding mission. We went to hear Carnatic and Hindustani music first-hand, examine the differences between the North and South classical systems and look for musicians who were seen to be at the cutting edge, particularly in rhythm. We were also interested in the Indian approach to improvisation, which receives wildly varying descriptions in the literature.
In the year leading up to the trip I began to read everything I could to explain what I was hearing in Carnatic music and Hindustani music focusing on the elements I was most interested in: Rhythm, melodic ornamentation and compositional forms. Quite quickly I found that most texts in English were introductions to the topic of Indian classical music and didn’t go into the kind of detail I was looking for…

Concert 2 reflections

I felt pretty good after the second concert. It is funny: One of the goals of my trio is for the compositions not to be so complex that we forget to play – you know, really PLAY. We got through the second concert. Nothing fell apart too badly. And then 3 or 4 days later, I got a feeling I haven’t had since I disbanded babel. I felt that we had aquitted ourselves admirably – but where were the fireworks? My supervisor, Vanessa, thought that the fireworks could come when the band was more familiar with the material, but they may also come if the roles are better defined. What she meant was, that in my commission piece “kanakku” the roles changed constantly – at different points any instrument might be foreground or background and it may help to clarify that. – Or not – just split it up so that people know when their feature piece is and know when they are just supporting.

Why Carnatic?

I was just showing my 3 year old daughter some bharatnatyam (classical dance from the south closely related to Carnatic music) on YouTube. She was not that interested but it got me going. When I hear (and see) Carnatic rhythms it lifts my spirits – I have butterflies now. It excites me like almost no other music. At the risk of sounding obvious or shallow or just bizarre I will try and pinpoint exactly why that is.

When I get most excited it is because the musicians are stringing together complex and unpredictable phrase lengths that deviate from the metre (thalam). I think I just really feel the tension that is developed. Somewhere during the deviation the other musicians have realised the pattern of what is happening and have joined in and soon after (if you’re lucky), you realise the pattern yourself and you can feel the tension peak, then suddenly, in a quick, flowing movement the tension is released into beat one, like one of those drinking bird toys where the bird seems to drink and drink till suddenly it reaches a tipping point and sits back up again. [find a more graceful metaphor!! a river breaking its banks?]

The sound of the mridangam, the sound of konnakol; it speaks to my heart. When I am despondent, as occassionally I am, it usually just takes a good hit of Carnatic to pep me up again.

I was just listening to Sruthi Laya Melodies (Mani, 1989???) again. The beginning is so perfect. It starts with tabla, playing a funky Adi Thalam groove, and then after two cycles it is overtaken by Karaikkudi Mani’s mridangam and it takes your breath away. I am not sure if it volume, recording quality or simply the quality of musicians. He seems to be saying “Tabla? humph – check this out!”. The woody, resonant, heavy timbre of the mridangam sounds like a living body and feels like a vibration in your own body.

The Carnatic Lesson Format

In a Carnatic lesson the teacher plays a phrase of a piece which the student plays back. If the student plays the phrase correctly, the teacher continues to the next phrase until an entire piece is built up. It sounds simple, but even the simplest of Carnatic compositions is quite lengthy and can be a challenging thing to memorise. The melody itself takes many turns and can include uneven phrase lengths, sections that return in ways that are unusual in western music and generally also a greater amount of melodic material than the standard western song – both popular and jazz.

In 2006 I took my first Carnatic lessons with Maestro U Srinivas at his home in Vadapalani. A bit like deciding you wanted to learn jazz and asking Miles Davis for some lessons. We were invited to sit with him on the marble floor whereupon he asked us what we would like to learn. Not knowing a great deal about Carnatic compositions at that stage, I said I thought it might be interesting to learn a krithi without ornamentation (gamakas) and then learn what gamakas to put on after that. He chose the raga Hamsadwani which is a simple pentatonic ragam (CDEGB) with a compulsory ornament on the 7th degree. He sang the pitches and I played them back on the guitar (my colleague, Damian Barbeler, wrote them in his notebook). He then began to teach us the first phrase of the krithi ‘Vatapi Ganapathim’ (Dikshitar). It would proceed like this: Srinivas would sing a line, I would try and repeat it. If I repeated it incorrectly he would say ‘no’. If I repeated it correctly he would say ‘correct’ and immediately move on to the next phrase. It was excruciating. I’m sure it was not as bad as I remember, but it feels like it took me an eternity to learn that first phrase. It is a difficult thing to learn a piece aurally. More difficult if you haven’t heard the piece before and it uses techniques you have never tried. More difficult still with the eyes of one of the most amazing musicians on the planet boring into you.  When I had mastered (cough!) the first phrase, Srinivas moved on to the next phrase. The difficult thing about this, is that you need to remember the first phrase – which you have just played incorrectly several times, and once, finally, correctly – at which point you are moved on immediately to the next phrase. At the end of a section we would repeat the entire section. It took 3 hours (sitting on a marble floor remember) to learn the Pallavi section of the krithi. After 3 x 3 hour sessions we had learnt the entire piece.

One of the more significant difficulties for the western student of Carnatic music is incorporating the correct ornamentation and phrasing. Gamakas are tricky in themselves, but the correct phrasing of a piece is also linked to the sahityam, the lyrics (which are generally in Tamil, Telugu or Sanskrit). To perform even a Geetham in a correct gayaki, singing style, one needs to remember the lyrics. When a syllable of the lyrics is sung across two pitches, the instrumental player needs to match that articulation, which in the case of the guitar means using a slide or sometimes a pull-off or hammer-on.

In spite of these difficulties, or rather, because of them I learnt to think about music in new ways. I began to hear pitches in relation to the drone or tonic if a drone was absent. When expressed against another note, a melody note takes on a distinct character and so I began to develop a better sense of pitch and relative pitch. I also began to feel time cycles as embodied expression through the use of kriya – hand gestures that keep the Talam in Carnatic music, which made the playing of rhythmic cadences more intuitively felt and more convincing.

CJE 1 videos

Prologue

Sth Mada St

Ramanaa

Blues for Palghat Raghu

Nataraja

Glossary

Korvai A rhythmic cadence with two sections. The ‘A’  theme develops a logical rhythmic motive that departs from the metric accents, the ‘B’ theme contains rhythmic motives that return to beat one (or the starting point of the melody if that is different to beat one). Korvai sections can be Moras or Yatis and favour logical development and groups of 3 phrases with or without Gaps. Some typical Korvais in Adi Talam (8 beat cycle):

3 3 3 3 3
5 (1) 5 (1) 5

Moohara (Mora) also called Theermanam and Muktayi.
A mora is a rhythmic cadence in which 3 identical phrases are presented which create tensions against the underlying meter.  Phrases are often played with gaps inbetween. For example, the ubiquitous
4 (2) 4 (2) 4
which neatly cuts across the 8 beats of Adi thalam. By simple doubling we can play 8(4)8(4)8, twice as fast so that it takes up the same number of beats (or at the same speed taking up 16 beats).
An equivalent phrase in Rupakam (3 beat cycle) is:
6 (3) 6 (3) 6 .
A Moohara also refers to a longer composition used at the end of a Tani Avarttanam (percussion solo) used to set up the final korvai. In this dissertation this type of Moohara is referred to as a Periyar (or long) Moohara.

Mridangam is the cheif percussion instrument of Carnatic music. It is a double headed drum carved from a single piece of wood (usually jackwood). It is a pitched drum and the Southern equivalent of the North Indian tabla. For more information on the structure see: http://www.carnatica.net/sangeet/mridangam.htm
or to hear what one sounds like, click below:

Nadai. Subdivision. That is, the number of matra, or pulses in one beat. Indicated as Chatusra (4), Tisra (3), Misra (7), Khanda (5) or Sankirna (9) Nadai.

Periyar Moohara (Long Moohara) is a type of rhythmic composition used to set up a final korvai in a Tani Avartanam (percussion solo). There is less innovation in Periyar Mooharas than in Korvai and Moohara and in performance you will most likely hear the same Periyar Mooharas performed from concert to concert and part of the purpose seems to be to alert the audience and the other performers that the percussionists are about to play the final korvai of their Tani.
The standard Periyar Moohara in Adi Thalam (8 beat cycle) is:

Dhit, , , thang , kita thaka thari kita thaka
Thaka thom , thang , kita thaka thari kita thaka
Dhit , , , thang , kita thaka thari kita thaka
Tha la- , ngu dhi , na ,  Tha la -, ngu dhom , , ,
[Each line should take 2 beats, note that “Tha laangu” is four matra (semiquavers) with the ‘laa’ taking two matra]

Dhit, , , thang , kita thaka thari kita thaka
Thaka thom , thang , kita thaka thari kita thaka
Dhit , , , thang , kita thaka thari kita thaka
Tha la- , ngu dhi , na ,  Tha la -, ngu dhom , , ,

Dhit, , , thang , kita thaka thari kita thaka
Thaka thom , thang , kita thaka thari kita thaka
Dhit , , , thang , kita thaka thari kita thaka
Tha la -, ngu dhom , , ,

Dhit , , , thang , kita thaka thari kita thaka
Tha la -, ngu dhom , , ,

Dhit , , , thang , kita thaka thari kita thaka
Tha la -, ngu dhi , na , Dhom , , ,
Tha la -, ngu dhi , na , Dhom , , ,
Tha la -, ngu dhi , na , Dhom , , ,

The periyar moohara is a fascinating structure that is very difficult to explain in a way that makes it any clearer to apprehend. The structure can be given as:

A B    x3
C D
A B    x3
C D
A B   x3
D
AB
D
AB
C  (2) C (2) C

but I am not sure that that makes it any more illuminating. To appreciate its full beauty I recommend simply to practice the above example while keeping Adi thalam with the hands. Becoming familiar with the Periyar Moohara will also enable you to know when the percussionists are going to begin the final korvai of their Tani Avarttanam.

Tani Avarttanam. The percussion solo in a Carnatic concert. Most Tanis are highly structured and will feature the percussionists trading improvised solos in ever shorter statements. A typical statement by a percussionist will include some sarvallaghu (groovy stuff), thematic development and buildup to a korvai. Percussionists on the whole will take their first solo in Chatusra Nadai (4 or 8 notes per beat) but will procede to playing material in at least Tisra Nadai (3 or 6 notes per beat) if not Khanda Nadai (5 notes per beat), Misra Nadai (7 notes per beat) or even Sankirna Nadai (9 notes per beat).
After each percussionist has made several statements the principal percussionist (almost always mridangam) will initiate koraippu, a process of playing ever shorter phrases culminating in faran (coming together) which will gradually build in density to a Periyar Moohara (see separate entry) and a final Korvai. The final Korvai will be repeated three times to cue the entry of the soloist.

Thalam. The concept of thalam in Indian classical music roughly corresponds to the concept of meter in Western music. The dominance of samam (the first beat) in a cycle is extremely important and a piece will always finish on beat one to symbolise a return to the start of the cycle. The four most common thalams in Carnatic music are:
Adi Thalam – 8 beats – Clap 2 3 4 Clap Wave Clap Wave
Rupaka Thalam – 3 beats – Clap Clap Wave
Misra Chapu – 7 beats – Wave Wave , Clap , Clap ,
Khanda Chapu – 5 beats – Clap , Clap Clap , ,
As indicated above, thalams are closely associated with kriya, hand gestures which keep the thalam in performance. The right hand Claps against the upturned left palm or right leg, Waves by clapping with the back of the hand and counts using the fingers starting with the pinky.

Yati is a rhythmic phrase that expands or contracts. A Yati can be used on its own, as in the rhythmic composition:
8 (4) 7 (4) 6 (4) 5 (4) 4 (4) 3 (4) 2 (4) 1
which fits neatly as semiquavers into 4 bars of 4/4.
Or it can be a process that is applied to a mora. For example,
4 (2) 4 (2) 4    can be turned into a Yati by subtracting a number from the first phrase and adding it to the last:
3 (2) 4 (2) 5    which will contain the same numer of beats. Or the reverse  5 (2) 4 (2) 3
Many mridangam players will construct korvais that show Yatis at several differen levels of organisation. For example,

Ta ki ta thom , Ta ka thom , Ta thom ,
Ta ki ta thom , Ta ka thom , Ta thom , Ta thom ,
Ta ki ta thom , Ta ka thom , Ta thom , Ta thom , Ta thom ,
Thath , dhom , Ta di ki ta thom Dha , , ,
Thath , dhom , Ta di ki ta thom Dha , , ,
Thath , dhom , Ta di ki ta thom || Dha
[Karaikkudi R Mani Korvai in Adi Thalam, Khanda Nadai].

The first section features a phrase “Ta ki ta thom , Ta ka thom , Ta thom ,” which is a Cowputcha Yati, a reducing phrase, which iteself becomes the subject of a Srothavaya Yati an increasing phrase by the repetition of the final “Ta thom , ” in the second and third lines.
Yatis are described according to their shape:

Srothavaya Yati – like a river, the srothavaya yati gets bigger
Cowputcha Yati – like a cow’s tail, the cowputcha yati gets smaller
Damaru Yati – like the Damaru drum this yati is an hourglass shape (smaller then bigger)
Mrdanga Yati – like the Mridangam drum this yati is a barrell shape (bigger then smaller)
Technically we can also include the variants:
Sama Yati – literally ‘the same’, which does not expand or contract and is therefore not really a yati at all; and
Vishama Yati – which contains irregular sequencing of phrases (eg, 4, 7, 3, 5, 5) and would be considered unaesthetic in most circumstances.

Fusions

How is it possible to create a fusion of Carnatic and jazz?
How is it possible to create a non-fusion of Carnatic and jazz?

One of my continuing fascinations as an arts practitioner is idea of hybrids, or fusions. My first band Babel (1996-2001) was a ‘fusion’ band that merged ideas from jazz, jazz-rock, funk and Western art music; the ‘Aedificium Organum’ project that I directed for Compost (2002-3) merged music, architecture, acoustics, history, installation and other artforms in multi-arts events situated inside Old Governement House in Brisbane. The source of my interest in fusions is obvious to me, but difficult to put into words. I am interested in new ideas (how modernist) and aware that combination can yield them (how postmodern). What I am not interested in is jamming with musicians from around the globe to ‘see what happens’. I don’t tend to like the music that comes out of exchanges such as this and I am suspicious that the dominant culture, or initiator of the exchange ends up being the culture that compromises least (cite Ravi Shankar on indo-jazz). However, when an artist understands the parent forms and their aesthetics and the cultural issues surrounding collaboration and then deliberately and methodically combines elements of each culture to create a new genre – now that I am interested in. I can’t say why it pushes my buttons so, but it just does.

In answer to the questions at the beginning of the post, I believe that it is possible to create a fusion of Carnatic and jazz by doing the latter. And it is possible not to create a fusion of Carnatic and jazz by doing the former. If my only desire was to jam with Carnatic musicians I could do that without knowing anything about Carnatic music. I might find myself lost, but I could make sure I had a jazz drummer and bass player to help me not get lost. My feeling is that such many such collaborations between jazz and Indian classical musicians have occurred and have usually led to much compromise on the part of the IC musicians and not much by the jazz musicians. In my desire to meet Carnatic musicians on even footing, I have done a lot of study in Carnatic music but it was several years into this study that I realised that I had been attempting to ‘read’ Carnatic music with jazz glasses. That is, I was thinking about Carnatic music in jazz terminology and as an extension of jazz theory. While jazz theory is great and can be used to enhance an understanding of many other types of music, due to its robust theoretical framework, when it encounters a framework with such a different starting point, such as Indian classical music, it is hopeless. Furthermore, jazz musicians have developed an overconfidence in their theoretical system because of its ability to incorporate and in some ways explain Latin, Cuban, Flamenco and to some extent Western art music, such that when encountering a genuine other such as IC, it does not even occur to us that the system is not adequate. It didn’t occur to me. Not until the end of 2008, during the first year of my research masters degree.

This realisation initially led me to research second language acquisition and back to the work of Mantle Hood who spoke of bimusicality in 1957????. I found that even the term bimusicality had a new resonance. Rediscovery of American ethnomusicology texts that explored the learning of the music of the culture to be studied were revealing because they explained how, like learning a language, (in fact like the creative process) a system of symbols and meaning is gradually built up until associations within the context of the new culture or language form freely. Much like Hofstadter’s ant colony, which once a threshold number of ants was reached was able to function as a living being with wants and needs (CITE).

Research into the cognitive side of creativity, creating connections in the brain, language acquisition, helped me to formulate an approach, or at least qualify the approach I was already taking based on my intuition of how creativity worked for me. I am not sure if it was because of this research, or because I had reached my information threshold, that my playing and composing started to become less intentioned. By less intentioned I mean, that I was playing a fusion of Carnatic and jazz rather than deliberately trying to play a fusion of jazz and Carnatic. In other words I began to answer the first question, rather than the latter.

CJE 1: Audio

Prologue – full version (3:15)   

Sth Mada St – full version (19:44) 

Ramanaa – full version (3:19)

Blues for Palghat Raghu – full version (30:26)

Nataraja – full version (32:01) 

CJE 1: Scores

scores will open in a new window

 Sth Mada St

 Nataraja

 Jazz Hands 2

 Ramanaa

 Prologue

My Compositional Process

There is very little mystery remaining for me regarding my compositional process. I understand how to make the sounds I like and I rarely agonise over them.

As a younger composer I thought that composing require struggle, and probably would have assumed that composing without struggling meant that you weren’t trying hard enough. But then, as a younger composer I used to have frequent writer’s block and didn’t enjoy composing as much as I do now. I think the reason for this is simple: Rather than agonise over every note I put on the page, I now just do more and more drafts until I don’t feel like changing things anymore. Also, I am generally writing music for me to play now, so I can practice and even perform the works before I settle for a final version. In fact I don’t consider any pieces finished in the sense of a complete final version that cannot be changed; I am happy to change a piece at any stage, even after it is recorded.  Read the rest of this entry »

Lesson one – PRR – 7.12.08

Oh my god! (A good ‘oh my god!’)

I just had my first lesson with Palghat R Raghu and I am completely buzzed…

I arrived early and got the auto to drop me at the end of the street. I had to ask a couple of people the way, because the street he lives on is actually two streets at right angles to each other. Once I arrived in his section of the street it was very beautiful. Large trees shaded the street and the children of the construction workers played in the street as their mothers carried loads of rubble on their heads around the building site. Everything in Chennai seems to be made of reinforced concrete. There is a blue ironing cart on the footpath. I am envious – I wish there was an ironing cart on my street in Brisbane.

Because I am early I squeeze in some more practice. I am really just coming to grips with the long moohara-korvais that Esh gave me [so why am I bothering one of the greatest rhythmic thinkers alive?] When it is finally time I climb the steps and ring the wrong doorbell. They know who I am looking for and direct me. Palghat Raghu’s daughter answers the door and then a frail grey-bearded gentleman comes to the door with a walking stick. At first I don’t recognize him. Can this be ‘The General’? It certainly doesn’t look like the heroic figure I have been watching on youtube; that I saw perform in 2006… But as he comes closer and I see his eyes I realise it is him. I am saddened. I have a grandfather about his age. He tells me that he has recently stopped performing. Will he still be able to teach me? I don’t want to push him. But when he starts to do solkattu, his face comes alive and the most thrilling energy fills his form and the room. When he does solkattu he seems strong again.

He sits in a chair in a room that I have seen in documentaries and he asks me to show him something I have learnt. I show him a Moohara-Korvai in Misra Chapu (7) [for information on Thalams see the Glossary]. He asks me to repeat the korvai portion and I make a mistake. It takes us several minutes to figure out what it should have been. His solution is different to the one I learnt. I have forgotten what it is now, and I will never know, because this is before I have turned on the audio recorder.

Read the rest of this entry »

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Protected: Lesson w KRM –

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Diary 11.12.08

A busy day!

Today I had a lesson with PRR – always a treat – and this afternoon my first lesson with KRM – who recited huge amounts of sarvalagghu and korvais in tisra nadai (triplet subdivision) for an hour and a half.

Now I am at Vani Mahal in T Nagar to see T.V.Sankaranarayanan. I bought my ticket and went to the canteen – masala dosa and chapati with peas masala – an excellent meal for 55 Rs.

Tables are communal so I got talking to a couple from Goa – TG and Meena Sundaram. Meena has just started a PhD on the mathematics of Carnatic music through the mathematics department at the University of Goa.

The dogs here give me the willies – I keep waiting for them to bite me. I quick internet search tells me that they are called ‘pariah dogs’, they look like a small dingo. I passed one yesterday asleep or dead in the middle of the street with green ooze coming out of its eyes and nose. I knew that if it was alive I should probably call somebody, but probably noone would care, but also I knew that if I hung around and it was alive it could bite me and then I could be lying in the street with green stuff coming out of my nose. Sometimes India sucks.

PRR had some kind of seizure today. He straightened up, put his head back, his eyes rolled back and his head shook. He managed to call out just before it happened and the household came running. He asked for a glass of juice and continued the lesson.  It lasted about 30 seconds and then he was back into it – exactly where we left off – he even seemed refreshed. His insisted we finish the lesson, which made me think that it had happened before, but for the next three days PRR was in the hospital. It is horrible when there is nothing you can do.

The spectre of Chennai. 10 Oct ’08

Every day I check the weather in Chennai. Every day it is 32 degrees Celsius with thunderstorms. I am not leaving for another 3 months, but I keep coming back to the weather tab on my iPhone, and gaze in a kind of wonder at the little graphic of a lightning cloud and the inevitable 32 next to it. I imagine what it is like to live through a monsoon: The oppressive heat, the never-ending rain, the burst drains, the mould. I probably won’t ever know. My trips will be confined to the winter months around Marghazi, the Tamil month that roughly coincides with December, when the annual Carnatic music festival is held in Chennai. And only for short periods, leaving my wife and daughter in Brisbane alone just before Christmas to chase a passion for a music that they don’t understand (although my daughter, Audrey can manage a very nice Dha , , na tha ka dhi mi Dha). Read the rest of this entry »

Rehearsal Diary. Semester 2, 2008.

17.9.8
Last Wednesday I went to John Rogers house to have our first rehearsal together. I took a couple of pieces in progress for us to work through – the adi thalam one that will probably be the finale for the first concert and the tisra jati triputa thalam pentatonic flat 2 one.
It was a lot of fun. We basically played and improvised on the tunes, but took it in turns to suggest moras/korvais to play.
On the tisra jati triputa thalam we played a few things that start after one semiquaver rest (in 7/4)
222333444
111333555
999
333333333
Read the rest of this entry »

Practicing cadences. 8 Jan ’09

I have been back from India now for a few weeks (2nd trip). I have not done much since then except take a break with my family. It is a gestation period.
Now I have started to think about how to practice what i collected. When I was half asleep in singapore airport in 5 hour transit, I wrote out essential cadences in three speeds in western notation. Three pages worth. It is only a slight variation on what I have already done, but seeing the cadences in western notation really helps me to process the information. It is fair enough to write a page of numbers or solkattu, but to actually see the place in the bar where three 7s starts is very helpful to me. Furthermore, to see where three 7s starts when played in semiquavers in 4/4  is something I have already written out and figured out many times, but I haven’t gone the extra step to see where it starts in 3/4 or in triplets or quavers in common meters. It should be a simple calculation but writing it down really helps to internalise it. The feel of three sevens in quavers is different than in semiquavers – in semiquavers you are starting just before beat 4, in quavers you are starting on the offbeat to beat 2 which has a very different feeling to it. In a swing tune at any time you could be playing swung quavers, even semiquavers or triplets – all of which start at different points in the bar.
These are the nuances of reconciling jazz and carnatic music – getting down to the level of feels.  Read the rest of this entry »

Chennai. 14 Dec ’08

I had to leave the concert early, I was overloaded.
I went to see the Malladi Brothers again, this time with Trichy Sankaran at Mylapore Fine Arts Club. It was probably the best Tani I have seen this trip – very clear yet multilayered – moras within moras. Lots of follow on rhythmic compositions. He played a khandam and a brief misram but the first chatusra section was the killer!
Anyway, after the tani they started a long alap, which I was cool to sit through but then they started tanam and that was the final straw! Sanjay Subramaniam did the same – after the main item and tani, did a ragam tanam intro to a krithi – it’s too much. Read the rest of this entry »

The Issue of Notation

When I first began to listen to Carnatic music and the musical structures therein I began to look for a specific kind of text: I looked for something that would enable me to digest and understand Carnatic music in the way in which I was most familiar and comfortable with digesting new musical materials – a set of notated transcriptions. I have always been an avid music reader and have read music the way that most people read books. It began with visits to my Grandparents house where I would delve into my Grandfather’s music collection and play through as much as possible on the piano before it was time to go home. I still play a lot of music in this way. Composition classes at the Queensland Conservatorium compounded my love and reverence for the printed score. When I pursued interests in bossa nova, flamenco and western art music I was able to begin by reading and playing through pieces and transcriptions in western notation.

So it seemed completely logical to me that I should be able to get a printed edition of Carnatic compositions. Even if Indian classical music is an aural tradition, I thought, there must be some helpful westerners who have done some transcriptions. It became clear quite quickly that on the whole this is not the case. There are some sets of transcriptions which range from the excellent but difficult to obtain Kumar and Stackhouse (1987 ) to the downright misleading Danielou (1949 ). I found the scarcity of good transcriptions a real hindrance to my early learning of Carnatic music, especially in the absence of a good teacher. I also realised that there was a hole in the literature which I could address – if there are no good transcriptions of krithis, I thought, then I will write some. In fact this was part of my initial proposal to Huib Schippers, the head of research at the QCM and I vividly remember his response: “And why do you think that this music should be notated?” I gave the response that I felt to be true, that it aids understanding and memory and that it could make Carnatic music more accessible to a western audience, but the question remained like lady Macbeths spot, appearing each time I thought about notation. Read the rest of this entry »

The TW3++ Concerts (August 2007)

After returning from my first trip to India in 2006 I gradually began to process what I had learnt and start to formulate ideas about the kind of music I would write. In a way, I felt pressure (self-imposed) to do something because I had been home for some time, so I constructed a situation where I would have to do something. I contacted a local mridangam player – Eshwarshanker Jeyarajan – and discussed a collaboration. Then I quickly wrote some tunes so that we would have something to rehearse. 

bjc-pic Read the rest of this entry »

Music Season 2009, Concert 2

I saw UKS with the Malladi Brothers tonight. 
He played:

Thath,, Dhum,,  Thath,, Dhum,, Thath,, ||Dhum

In rupaka thala (3 beat cycle), so it starts on the 2nd semiquaver of beat 3 and ends on 1.

Simple, but great. I need to remember that great ideas can be simple sometimes.

A crash course in Jazz

In this section I will attempt to give enough information about Jazz music to support my topic. 
Jazz should be considered the classical music of the United States. It is considered to be serious, scholarly and complex enough to be studied in conservatoria all over the world and has a repertoire and theory at least as complex as Carnatic music. 

Read the rest of this entry »

A Crash Course in Carnatic Music

In this section I will attempt to give enough information about Carnatic music to support my topic. There are several very good books on the subject and some websites which will explain Carnatic music much more thoroughly for those who are interested. A selection is listed below. Much of the information in these texts has been tempered by my own observations of concerts in Chennai in 2006 and 2008.
Carnatic music is considered the classical music of South India. It is considered to be sophisticated, scholarly and sacred. A reverence for the great composers and their works is similar to western classical music, but the presence of improvisation and the manner of teaching (which is primarily aural) is different. (Viswanathan, 2004, p. 16) Carnatic music is different enough from North Indian classical (Hindustani) music to warrant a different name. Although to westerners it may appear to be similar, the emphasis on compositions, melodic ornamentation and rhythmic approach are entirely different. (Wade, 1979, p. 3) Read the rest of this entry »

My Chennai Map

This is my map of Chennai. Each of the blue markers is a place mentioned in this blog – click the marker for more information.
You can view it as a satellite photo also by clicking ‘SAT’.
If you would like to open the map in a new window, so that you can continue to refer to it as you read, right-click on the link under the map and select “open in new window (or tab)” .

Music Season 2009, Concert 1

6.12.08 – 6:30pm
So far so good. I have ventured outside the hotel for the first time without getting blown up or shot. I know the hotelier and the cabbie told me not to go out today (beacause of the Babri mosque demolition anniversary) but I just couldn’t hack it anymore! Got a taxi to a high school auditorium on R K Mutt Road (low terror threat!) to see Umayalpuram K Sivaraman, one of the big six in mridangam. It was great to see everybody out and having fun. It is good to get some fresh air too – too long in my airconditioned cell. UKS was amazing.

UKS with Neyvali Santhanagopalan. Very good violinist - please let me know if you recognise him.

UKS with Neyvali Santhanagopalan. Very good violinist - please let me know if you recognise him.

He is an incredible accompanist – heaps of space, and a beautiful way of representing the melody on the mridangam. The tani used the main theme of the krithi as a starting point in such a clear and clever way.
Read the rest of this entry »