First things first: I will be teaching in January 2024 after all.
More specifically, I will be leading a class at the University of Guelph Humber on freelancing and small business development for third-year Media & Communications students. Huzzah!
Yes, classical music does help mind, body, and soul. But if we make the point of opera its capacity to improve “wellbeing”, or if we sell classical music on its ability to make you better at maths, or indeed if we campaign for the arts on the basis of their contribution to GDP, we have succumbed to a utilitarian mentality. And the problem is that this makes it very much harder to advocate for the arts on their own merits.
This utilitarian mentality greatly (if not solely) contributes to North American perceptions around classical being an “elite” world, an idea I’ve covered here in the past, but hope to write about in more detail soon. It’s inspiring to see Wilson’s words at this point in time – more please!
More seasonally: Journalist Uwe Friedrich recently did a fascinating and detailed comparative of recordings of The Nutcracker for Bavarian broadcaster BR Klassik. It made me especially happy to hear my own personal favorite (by conductor Gennady Rozhdestvensky) made the list. Very often I explore the idea of ‘evocative sounds’ with my students, what that means, and why to use it; Rozhdestvensky’s 1961 recording with the Bolshoi Theatre Orchestra and Bolshoi Theatre Children’s Choir is a perfect example. The conductor beautifully conjures Tchaikovsky’s various sonic landscapes with an alert, alive eye to every fine, delicate detail, and carefully avoids the far-too-easy showiness of the score while leaning into the vibrant textures inherent within its hypnotic melodicism.
Finally: thanks to everyone far and wide for the kind wishes for my birthday yesterday (the 14th). When people ask me my age now, this is the exact face I’m going to pull:
Photo: mine. Please do not reproduce without express written permission.
Update 15 December: I have a January position, but not at Seneca Polytechnic.
This announcement was made on Facebook recently, but for the sake of clarity I am announcing it here also: I will not be teaching at Seneca Polytechnic Institute in January (For further clarification: I was not fired but it was also not my decision.)
I graduated from Seneca’s Radio Broadcasting program in 2005, with the teaching offer coming a decade later. It was the first time I’d taught in a formal classroom, the first time I’d stood in front of a group, having only taught piano one-on-one for many years prior. I’d been an Associate Producer at CBC Radio but I wasn’t sure how to transfer that knowledge, or indeed, anything I’d gained from working so long in the worlds of writing, chasing, interviewing, recording, and producing. I remember the stomach-churning nerves of that first class, repeatedly losing my train of thought and looking down to my notes for reassurance. What am I doing here? Who do I think I am?! Fraudster syndrome is not a new experience for me, but I remember how sharp its edges felt that day in January 2015. It was a sign of things to come, particularly when I returned to writing within the classical world.
Despite the nervousness that day, I’d made my mother proud. It felt good to have the approval of the person who had been my most ferocious critic. The praise came with an addendum (“I toldyou you should have gone to teacher’s college all along…”) – and was short-lived. I became ill (there were suspicions of Crohn’s disease, not ultimately found) and I couldn’t finish teaching the term. This was the time before Zoom classes. I couldn’t do a requested opera review for The Globe & Mail during that time either, and I remember crying over everything one grey early-spring afternoon, bemoaning the inertia of an existence that couldn’t – wouldn’t, refused – to move forwards, despite every hard push and expensive effort. Living abroad, graduate school, New York (twice!), tutoring, teaching, workshopping, networking, writing – so much writing – balanced with looking after my mother, and just when it seemed things were finally, at last, moving… kaboom, by accident or design, the wheels stopped turning. Sometimes I wonder if my illness was a reaction to her obvious decline. I remember her tiny frame perched just outside the doorway of my bedroom after one of my surgeries, her saucer eyes peering in. She would be dead four months later. I remained, barely, and the school term was over.
Photo: mine. Please do not reproduce without express written permission.
I would go on to teach at Seneca every winter thereafter, and subsequently instruct Media And Communications students at the University of Guelph Humber every autumn. All those things I pushed for and lived through I now use, in one form or another; everything had a purpose, and continues to. The stress of teaching can be intense at points, but what job comes without that? Creativity, logic, and process are partners in the classroom. To borrow Byron’s line from Don Juan (written in a highly different context), “explaining my explanation” is something I think about a lot, as much as for teaching as for writing. But such educational basics (including standing in front of a group) don’t scare me anymore. Communicating, after all, is what musicians (actors, writers, painters, playwrights) also do, and like an artist I try to be both creative and chewy in my delivery, a mix of the blunt, the bizarre, the theatrical, a kind of Bernsteinian flight of ideas and history, approach and practice. (I don’t think Lenny would mind my taking inspiration from his speaking/lecturing style.) Encouraging young people to explore their own talents, demonstrate a capacity to meet real-world demands and exercise their curiosity has been a special blessing for someone who never had children of her own. I like students; I like their energy. Seeing (and sometimes hearing) the lights go on – formulating unique thoughts and ideas, planning and dreaming, standing outside (creatively, intellectually, mentally) the influence and validation of the known – communication!
At the moment I am in the midst of term-end grading. It is odd to think that in a few days, there will be no classroom to go to, no externally-imposed schedule to keep, no student things to grade, no new slate of new faces to greet. January will be a big empty slate for the first time since 2014. “Turn and face the strange” indeed. Exacerbating this surreal feeling is a (big) birthday on Thursday. Maybe pushing for the things society tells us we “should” have by a certain age isn’t as effective a recipe for contentment as acceptance of and gratitude for present circumstances. True, there is no castle in the sky, no Prince Charming, no sharing the washing-up or small joys or exasperated sighs. I am my own roommate, and it’s not a question of “strange” or “fail” or even “like”; it simply is.
Recently I had a conversation with someone working in the European classical industry who noted that while I seem “split down the middle” in terms of my professional life, I really should give serious thought to pursuing the things related to the classical self, the self who must try to stay quiet amidst the focus, that side I can barely silence, even (or especially) in lectures. Of course my readers may have noticed there’s been little published here the last few months – there’s been so little energy to do so. But I am called The Opera Queen, FFS! I should have written about Callas’s birthday! I should have written about Turandot(s) and Don Carlo! I should have written tributes to Marlena Malas and Pauline Tambling! I should have asked for interviews with x-y-z! Alas, time and energy are finite at this point (this is where nightly cooking/washing-up help would come in handy) and lately it’s gone to my students, and I don’t really mind, but I worry my readers do.
Torso of Apollo; copy, probably after a statue of Onatas from Aegina (ca. 460 BC). Taken at the Glyptothek Munich. Photo: mine. Please do not reproduce without express written permission.
Rilke’s 1908 poem “Archaïscher Torso Apollos” (Torso of an Archaic Apollo), with its striking paradox of the complete and the incomplete, comes to mind often, and not solely for its famous last line. Lately I am less statuesque and immobile, more messy and unsettled, as if I’m being shoved onto an empty dance floor in naught but socks, sweats, and dishevelled hair; all I can do is dance with myself – figure out next steps, tiptoe through financial terror, pirouette around expected hardship, kick at the doubts and do jazz hands to the doubters. Maybe I know the steps better than I think, else I am a good improviser. It’s nice to move in winter anyway; something about the season’s stillness makes things easier, its cold temperatures offering a brisk clarity. I am looking forward to long walks in the snow (if it ever comes) and listening to Sibelius, Strauss, Shostakovich… and silence.
In the meantime, I’ve an interview posting soon featuring Irish artist Gavin Friday, the driving force behind a new animated version of Peter And The Wolf done with childhood friend Bono – an update to their 2003 project for the Irish Hospice Foundation. Culture and rebellion, change, theatre, performance; creativity; shifting identities: Mr. Friday is every bit opera. The feature is posting prior to the short’s broadcast on Irish television December 25th.
Until then, enjoy the eierpunsch, dance with yourselves, and most importantly: remember the c-word. My students, I think, already know it by heart.
Throughout much of the Northern Hemisphere, the month of September heralds the idea of return: to schools and universities; to work projects; to extracurricular events and some form of cultural life in locales where summer festivals are scant if even extant. There is a hunger for routine, perhaps now more than ever, given the added impetus that the notion of “return” carries with it an end to the disruption wrought by years of pandemic. The urgency toward a “return to normal”, however one defines it, feels more tenuous than ever, given a tightening of budgets, of strikes, of continued sacrifice for some, of a winter that threatens cold and expense. Amidst all of this: whither music? Is it now firmly slotted as an extra? As temperatures drop and bills rise, priorities, especially for those on limited incomes, would seem to become plain. How, then, ought live classical culture to respond? How should it be encountered, engaged with, and supported?
Perhaps there is an answer in simple things – things like singing, and most especially singing with others. If the notion of ‘return’ engenders a thirst for community, what better way to slake it? Singing may be off the plate for most, but it need not be; there is no reason to feel daunted by any perceived lack of talent. Choral life in many parts of Europe and the UK is active, evidenced not only in a huge variety of live offerings but in audience response; attending performances of various Passions, it was lovely to note the extent to which respective audiences knew the words of various sections (and sang or hummed along, or mouthed the texts). There are many active choral communities across North America as well (Canada’s Nathaniel Dett Chorale is but one example), some secular, some not. Choral singing is, as practitioners might say, made up of far more than the annual Xmas ritual of Handel’s Messiah. The act of singing together within a confined space was one of the first things unfortunately lost in the pandemic lockdowns of early 2020; it was also one of the things fought hardest over in some places, with certain groups utilizing distancing techniques to try and continue their activities. Togetherness matters; making sounds together, certainly matters, as much an individual as a collective good.
The Merton College Choir is embarking on an American tour next week, one that seems as much about showcasing the talents of its members as serving to remind audiences of the centrality of communal cultural experience. The tour is a good reminder that singing need not be as formal as what the talented troupe present, but can be an act of recognition, of support, of active imagination and empathy. Made up of a rotating group of 30 members taken from Oxford University’s student body (via annual auditions), the choir (who has its own Youtube channel) is dedicated mainly to liturgical works, but also has (as their upcoming tour attests) a history of commissioning and presenting the work of living composers. Merton’s Choral Foundation was established in 2008, and since then, has acquired an international reputation for stellar performances and recordings. Awarded Best Choral Album at the 2020 BBC Music Magazine Awards for their 2019 recording of The Passion of our Lord Jesus Christ (Delphian) by Bermuda-born composer Gabriel Jackson (b. 1962) (a work Gramophone writer Alexandra Coghlan hailed for both its textural as well as meditative qualities) the troupe has also enjoyed collaborations with the Royal Philharmonic Orchestra (Elgar’s The Apostles, 2018), Instruments of Time and Truth (Bach’s St Matthew Passion, 2017) and Oxford Baroque (Bach’s Mass in B minor, 2018). Previous tours include visits to Hong Kong and Singapore, France, Italy, Sweden, and the United States. The upcoming tour to the latter is the first the choir has undertaken since the start of the pandemic in early 2020.
With dates in Cambridge, New Haven, New York, and Princeton, the programme is an inspiring mix of new and old works by a range of celebrated composers, including William Byrd (1543-1623), Henry Purcell (1659-1695), Ralph Vaughan Williams (1872-1958), Maurice Duruflé (1902-1986), Lionel Rogg (1936), Judith Weir (1954), and Nico Muhly (1981), among others. I spoke with Director of Music Benjamin Nicholas recently, and we discussed some timely topics: the choice of touring repertoire; what audiences might glean from the experiences of seeing, and being in, a choir; and what singing means in a post-(or whatever this is)-coronavirus world.
Photo (c) John Cairns
Your American tour is an interesting balance of contemporary and traditional works; why these works, and why include them on a tour?
Well, I think what we’re doing on tour is pretty typical of what we do most of the time. I do try and think about the concert programmes – the art of putting together a programme is a really exciting thing to do. It’s tough to get it right, and I’m aware we’re going to be singing in places that have great choral music already, and so I think it was a question of bringing something with us that might be unique in the sense that one piece is written specifically for us, other contemporary pieces are perhaps not performance so often – so I’m quite keen to put together a programme that contrasts the old with the new, which as I say is pretty typical of our repertoire.
During the university term we sing three services a week in the chapel at Merton and I would say that we include a lot of Renaissance music, obviously some romantic music, and 20th-21st century music, and so the tour programme is an extension of what we do in those services.
Do you program with themes in mind, or is it more instinctual, i.e. “I like how this sounds with that” ?
It’s a bit of both if I’m honest. I have gone for some contrasts, where we put two pieces next to each other. One of those pairings is the Byrd Motet “O Lord, make thy servant Elizabeth” running straight into Judith Weir’s “Ave Regina caelorum” – one connection is simply that they are in the same key, so it makes for a very neat segue way, but also I think that it’s interesting that William Byrd wrote for Elizabeth I – he was indeed part of the Royal household – and Judith Weir is the current Master of the Queen’s Music, and obviously writes for the greater state occasions in the UK. So that was one thing, to put them together. The Judith Weir piece is also a bit of a personal piece, because it was written for us – it is particularly special. And then there’s the Purcell piece (“Jehova, quam multi sunt hostes mei”) moving directly into David Lang (“again”) – there’s no great link there, apart from the fact that I felt the contrast after the Purcell would be, hopefully, really arresting for the audience.
The act of communal singing, of this programme in particular, seems especially pregnant with symbolism. Singing was the first thing we lost in the pandemic.
That’s true.
What has the return been like for you and your members?
The very obvious practical change, when we came back to the university after the first lockdown, related to the basic guidance: yes we could sing, but only at a certain distance from one another. Merton Chapel is a good size and we were able to resume singing straight away, but all distanced. There’s no doubt that distancing honed everyone’s listening skills; everyone was so much more attuned, and they knew they had to have amazing antennae – the ears of an elephant – to hear everyone else, to make the performance whole. We did record a CD under those circumstances; it seems mad on one hand, but on the other I think all the work paid off. The choir has moved back together now, and are standing at a normal distance, but their listening skills have been enhanced by the distancing over the course of the pandemic. But whilst the pandemic is fresh in everyone’s minds and people missed being in university and missed touring and did miss singing three times a week in the chapel, I think people have got used to (the old routine) again very quickly; we’re basically back to normal and have been for about a year.
Now it’s been quite a striking difference at the BBC Proms concerts – what I found really staggering as an attendee is to hear all the great choral works in the Royal Albert Hall with hundreds of performers, because that didn’t come back last summer; it has taken much longer for that kind of music-making to resume. For all of us who’ve been at the Proms or heard things on the radio in the last couple weeks, things like Mahler’s Resurrection Symphony or The Dream Of Gerontius and so on, I think that’s been a very powerful reminder of what we lost. But I think when it comes to chamber music – and Merton Choir is, I suppose, the size of a chamber choir – I think we’ve now gotten used to being back together, and one of the great things of working with students is aht they move on pretty quickly. I think as far as they’re concerned we’ve been back to normal for some time, and normal is what they expect now. From my point of view I’ve used it as an opportunity to think about our repertoire a little bit. I hope it’s increasingly diverse, that it’s more interesting; I dropped some pieces which were not that great but which we did because they were in repertoire, so (this pandemic time) has been a chance to rebuild.
The pandemic time has many in classical thinking about that word “rebuild” – why organizations and artists do it ; how they do it; just who they are doing it for. This relates, I think, to the growing awareness around the need for diversity. What’s your feeling?
I completely agree. The interesting thing is that in terms of who we perform for back in the UK, our work is largely about enhancing the liturgy in medieval chapel, so that’s quite different from just being a concert-giving outfit. There are already these parameters in what we’re doing; the liturgy of the day dictates a lot of the music. So that means that there are certain texts that need to be sung and so on. Now, you then have a vast library of music from the last 500 years with the settings of those texts and so on and of course, a lot of the time we’re singing that music, however, we’ve always tried to commission new music at Merton, because it’s a choir of students, and part of the educational process is to introduce them to new music, some written by them or their peers, but other music is written by a cross-section of composers from all over the world. I’ve commissioned Nico Muhly in the US; Dobrinka Tabakova (1980), born in Bulgaria although she’s in London at the moment; Eriks Esenvalds (b. 1977), who is Latvian; Kerry Andrew (b. 1978) and Hannah Kendall (b. 1984); and obviously Judith Weir and James Macmillan (1959), both Scottish. The composers come from all over, because I want our repertoire to be as broad as it possibly can. Each of these composers brings a unique musical language and that enhances what we do in the chapel.
In terms of the membership of our choir, we want it to be as representative of the UK as possible, and, in terms of who we are singing for, I want audiences to come along, hear an English choir, and I just want them to experience something of what we do. So (on this tour) I’ve included two American composers, and that was because over the last few years we’ve explored a lot of contemporary composers – Libby Larsen (1950); Stephen Paulus (1949-2014) before he died; Glass (1937), Lang (1957), and Muhly. We recorded an album of American music just before the pandemic which we never had a chance to take to concerts. In a way this is a snapshot of the repertoire we sing, and you know, we hope audiences enjoy such varied kinds of music.
The Choir of Merton College, Oxford. Photo: Hugh Warwick
A choir seems like a symbol of community, reciprocity, support – things that went missing during the pandemic, and continue to be largely absent. What role do you see for choir membership in a post (or whatever this is) covid world?
The first thing to say is that the act of being in a choir brings people together. That whole thing whereby people have been separated – well, a choir immediately offers a reason for people to come together. Then there is the fact they have come together to make music; the active breathing in sync, the fact they’ve got to respond to one another in terms of pitch within an ensemble, these things make the connections between people all the stronger. So for the people who sing, getting back into a choir is a really important thing.
In this country we’ve found it’s been slow-going – yes, we’re lucky that at the university we’ve not been hugely impacted by that, but I’m aware a lot of the large choruses are down in numbers and it’s taken time for all these things to build back up. I do recognize it hasn’t just gone back straight away, and that people need to be reminded, particularly now, of the benefits of being in a choir and making music together.
It’s like the difference between playing team sports versuss things like skiing, tennis, or swimming; I was a pianist and sometime-band/orchestra member, but the experience of singing St. Matthew Passion in Berlin in 2018 was very much a thing apart from any individual experience. Singing is intimate, and singing with others, even more so.
It is exactly that. In terms of musical education I can understand there was a time when one of the conservatoires, the Royal College Of Music, insisted that first-year students be part of a chorus, and the students at the time didn’t understand why they had to do this, but it was, simply, all the skills one can take for granted are so enhanced and developed by being in a choir: pitch, rhythm, placing one’s voice, text, languages…
… awareness of others.
Yes, absolutely – the skills you might learn in general musicianship, you might do them in a class, but go into a choir and you are putting the repertoire study into real practice. So I can only think it’s a really good thing for all musicians to sing in a choir for a bit, and I would say in Merton College Choir we’re essentially a choir of 30 students, some of whom read music as their degree but many are scientists and lawyers and historians…
I love that kind of professional variety in your membership.
I love that too, and I love the fact plenty of people who will not be professional singers have wonderful musical skills regardless of their formal study routes. So we have good pianists, and good horn players singing with us, and as far as I’m concerned, as a director, you need all these ingredients. Yes, you need stellar voices, but you also need a lot of very good musicians, people who just want to enhance those musical skills they happen to have. You need those different elements to make a choir.
Top Photo: The Choir of Merton College, Oxford. Photo: Hugh Warwick
Sometimes the best moments happen when art overrides intellect — or at least, whispers in its ear to simply shut up and enjoy.
That isn’t to say Johannes Moser and the Rundfunk Sinfonieorchester Berlin (RSB), under the baton of Thomas Søndergård, haven’t made a deeply intellectual album. Released on Pentatone last autumn, the work feature two giants of twentieth-century cello repertoire, Lutoslawski’s celebrated cello concerto and Dutilleux’s Tout un monde lointain… (“A whole distant world”). Both works were premiered (at different events) in 1970 by cellist Mstislav Rostropovich. Amidst numerous performances and recordings in the intervening years, there’s something about the Moser/Søndergård/RSB release that completely caught me when I first heard it in Zurich last autumn — there is a shimmering, colorful, and occasionally quite sensuous interplay between orchestra and soloist, qualities which nicely integrate contrasting textures to produce a deeply rewarding listening experience.
To paraphraseGramophone writer Michael McManus, Witold Lutoslawski’s work was written during his “most avant-garde period” yet simultaneously does not fully belong to it. Taut yet oddly sensuous, the work (which runs roughly twenty-four minutes), with its large orchestration and episodic yet unbroken structure, alternates between the confrontational and conversational, a battle of sorts unfolding between individual (soloist) and state (orchestra). Many have seen this as a strong symbol of the Polish composer’s own highly political history and relationship with authority; his father and uncle were executed in the wake of the Russian revolution, and his brother died in a Siberian labor camp. The composer, who went on to be awarded the UNESCO prize (1959, 1968), himself escaped capture by German soldiers in the Second World War, and later found his work shunned by Soviet authorities for his strong opposition to the artistic ideas connected to Socialist realism. There are battles brewing in this work — between soloist and orchestra, individual and group, energy and dark matter — but they are brightly, fiercely characterized by alternating flashes of aggression, antagonism, acceptance, and the blackest sort of humour.
Dutilleux’s Tout un monde lointain… is dark as well, but in an entirely different way. Based on Charles Baudelaire’s Les fleurs du mal, Dutilleux wrote the piece between 1967 and 1970, and it’s a symbol of the fierce individualism that characterizes much of his hypnotizing sound world. It was with the outbreak of the Second World War, when a residency in Rome abruptly ended, that the composer began to question his place within the wider tradition of French composition; his influences until then had included Ravel and Fauré. Immersion in the music of the Second Viennese School meant creative liberation from rigid French conservatory training, one that never mentioned serialism (much less German composers) — but that isn’t to say Dutilleux was imitative; rather the contrary, in that he set about carving a uniquely singular path for his work, one that still cannot be easily categorized. His cello work reflects the composer’s fastidious approach but also symbolizes his mystical fascinations. In its rich textural orchestrations and lush passages, the cello sings, spins, twists, and turns with and around other instruments, large and small. He told BBC 3 Radio presenter Rob Cowan that Tout un monde lointain… was a favourite among of all his compositions.
Johannes Moser and the RSB capture this intertwining with warmth and vitality, the German-Canadian cellist giving riveting and idiosyncratic readings of each work. His Lutoslawski gleams with moody energy, his tone moving between acid, anxious, angry in his spindly orchestral interactions. Søndergård keeps the prickly texture in check with prancing strings and smartly blanketing brass. The ratcheting tension of the second movement (“Four Episodes”) slides skilfully between a skittish restlessness to a solemn eeriness, with Søndergård keeping watchful control over ominously droning woodwinds as Moser’s cello rises like a call from the wild. Vivid images are presented in the third movement (“Cantilena”), with Moser’s performance conjuring the wild despair of Munsch and his famous, silent scream, Schiele’s spindly, twisting bodies, and Malevitch’s stark shapes, moving in precise, angry formations. This painterly approach is continued with poetic acuity in his reading of Dutilleux’s cello concerto, sumptuously evoking Baudelaire’s dreamlike poetry through its five interconnected movements. The first movement “Enigme” is restless, breathy, the interplay between Moser’s plucked strings and the orchestra’s percussion and woodwind section playful and conversational, while “Houles” (“Surges”), the third movement, swells with strings, brass, and woodwinds, lusciously conjuring lines from the very sensuous poem on which it is based (and from which the entire work gets its title), while simultaneously providing an incredible showcase of Moser’s virtuosity.
Currently the Artist In Focus with the Rundfunk Sinfonieorchester (he’s already performed Walton’s cello concerto with the orchestra this season), Moser has also enjoyed residencies with both the Royal Scottish National Orchestra and the Bournemouth Symphony Orchestra this season. Tonight he’s in Berlin, performing with the orchestra’s cellists at the historic (and decidedly non-traditional) Kühlhaus Berlin. At the end of this month, Moser leads a cello flashmob at the historic Templehof Field, with cellists of all levels invited to join in. This kind of casual engagement seems par for the course for Moser, an artist with a great taste for a variety of artistic expression and exploration.
Hailing from a musical family (his family includes singers and professional musicians), Moser has played with top orchestras including the Berliner Philharmoniker, the London Symphony Orchestra, Symphonieorchester des Bayerischen Rundfunks, Tokyo NHK Symphony, New York Philharmonic, Los Angeles Philharmonic, Chicago Symphony, and the Philadelphia Orchestra, to name just a few. He’s recorded works by Elgar, Tchaikovsky, Dvořák, Lalo, and has also recorded the cello/piano works of Rachmaninoff and Prokofiev with pianist Andrej Korobeinikov (released on Pentatone in 2016). Known as much for his Dvořák (most recently performed with Vasily Petrenko and the Oslo Philharmonic, as well as the Toronto Symphony last year) as for his forays into the work of contemporary composers, Moser has also made education a cornerstone of his creative endeavors, and frequently leads masterclasses in various locales. His commitment to teaching seems inextricably linked to his art, and one comes away from his recordings feeling somehow smarter, less daunted, more inspired — an effect the best artists tend to have.
I wanted to chat with Moser about his teaching, as well as his approach to the instrument, and was keen to explore how he feels about mixing the old and new, working with living composers, and why a so-called “cello swarm” is a good thing for classical music. As you’ll see, Moser is warm, honest, very smart and very approachable — precisely what one experiences in his performances, in other words.
What do you think accounts for the cello’s enduring appeal? Those new to classical sometimes start their explorations of instruments with either piano or cello concertos.
I think it’s partly the charm of the instrument and its versatility. And we have had very colorful protagonists over the years; the superstar of course is Yo-yo Ma, who totally transcends the instrument, becoming an ambassador of music and culture, basically. He was so smart in his career to pair the classical repertoire together with the film music and do projects with artists like Bobby McFerrin in the 1990s, to make the instrument accessible, to make it an instrument for everybody. Of course in 20th century more broadly, Rostropovich and du Pré were the people that not only expanded the repertoire, but had moving stories to tell through their (respective) lives, ones which never detached from the cello. I think that helped the popularity of the cello immensely.
There’s also the fact it requires intense physicality to play, one which translates into a very visceral listening experience on the Lutoslawski & Dutilleux Cello Concertos album. How has the experience of those works changed the way you perceive other more so-called “mainstream” cello works?
Every piece of music that you play is giving information on the pieces you are about to play or that you’ve played for years; you get a different perspective. With the Lutoslawski, I‘d say it has taught me very much about the relationship of the cello with the orchestra in terms of not always being amicable partners, but also it is interesting there is drama on stage, that combative element. I think that’s something Lutoslawski, through the narrative of his concerto and through how he wrote for the instrument, mastered it like no one else.
For the Dutilleux, I think it is the closest that a cello concerto comes to very spatial music. Of course it has a structure, but music is also a timeless kind of sound, and if you allow this timelessness to happen on stage, it is quite an experience. Being onstage, your heartbeat is up, your adrenaline is going, your mind is racing 150 miles an hour — but to experience a moment of stillness, of true timelessness, within that rush, is an incomparable feeling. I think these concerti taught me a lot musically but taught me a lot about what it can mean to be onstage; they give you a completely different tool-set of expression, and that expansion of expression is not something you can learn or teach, but something you have to live and experience.
It’s interesting how that idea of stopping time keeps coming up — Thomas Hampson said something similar to me recently — but it takes a lot of work to get there.
Yes!
Some of that work involves teaching — what does it give you as an artist?
The thing is, I always thought touring was energy-consuming, but a day of teaching, my goodness, I’m done, I’m spent! You always have to bring awareness and awakeness and also creativity to the table, because every student is different and I don’t want to have a cookie-cutter approach and I don’t to give everybody the same thing. What it gives me artistically, that’s a fascinating question… because the thing that I felt, and I’m sure you feel the same, is that whenever I walk away from a day of teaching, I feel like I’ve learned so much just by addressing certain topics and certain issues.
And, I feel like by having a shared interest in the cello, I learn as much about music with my students, because we share a common ground; I see them as partners in a development and understanding of music, not necessarily me going into the lesson and having answers. I’m interested in exploring together. Of course, in a masterclass, you have to give a certain amount of information — you can’t just let the student explore and hope they find something meaningful — but I do find with my long-term students, which I have at the University Of Cologne, I can really go on a journey and find unexpected things.
Another thing I do with them that helps me a lot personally is connected to learning a new piece. Right now I’m learning the Enescu Symphonie Concertante, and I’ve given that to two students to learn as well. We learn it together! Obviously it’s great music but they’re also getting very much a hands-on approach on how to learn a new piece of music — I see them as equals and partners, rather than me going in there and spreading neutral wisdom, so to speak.
One of the things you emphasize in your teaching is the importance of breathing with the music. How much is that influenced by having singers in your family?
I think that’s where it really all comes from. And, I have to confess I am a terrible singer! My mother, for her 50th bday, asked if she could give me a five-minute lesson because I was refusing so much (to sing) — but we had to stop after three minutes. She was laughing so hard! It was not great — there goes my singing career, out the window!
But, I think the fundamental idea of music before music — of breathing in before you speak or breathing in before you play — is something that is often grossly overlooked. I learned from singers and also wind players when I’ve played with them; what I also take, especially from singers, is the connection of words and sound. We come back to the human voice and the art of expression, of exchanging information and emotion, and I think the best education you can get is listening to a lot of singers if you don’t have gold in your throat. It’s really the best. After an afternoon of listening to every from Pavarotti to Thomas Hampson to …
… Elisabeth Schwarzkopf!
Yes, exactly! You get the biggest variety of color mixed with the biggest variety in use of text. It’s a masterclass, and also a joy.
And you can apply it to your work, and also to people you work with. “Music before music” made me think of your work with Jonathan Leshnoff. What’s it like to work with a living composer? Does it change your approach?
Yes and no. I have a mixed feeling about this. First of all, because it came from their mind and their understanding, nobody can tell you better than composers about the bone structure of a piece, and it is often, especially with a melodic instrument like the cello, it is often too easy to play your part, rather than see the bigger picture of architecture.
The downside of working with living composers is that composers are not necessarily the best performers, and are not necessarily the people who understand the art of performance best. My earliest memory of that was when, in 2005 I did my debut with the Chicago Symphony with Boulez; we played the Bernard Rands cello concerto. Before first rehearsal, I worked extensively with Bernard on the piece and he made a lot of adjustment; he toned a lot of the sounds down, he changed a lot of the markings (like from mezzo-forte to piano), and I said, okay! I went onstage at rehearsal, and did exactly as instructed. Halfway through he came running up to the front of the stage and said, “Ignore everything I said! Please perform as you had envisioned this.” It just turned out that he didn’t factor in the hall, he didn’t factor in the orchestra, and he didn’t factor in cancellation of sound. For example, if I play in tandem with a clarinet, it will eat my overtones; the cello, by itself, may sound loud but as soon as you have other instruments in the mix, suddenly your sound can be gone just by the nature of physics. There’s something to be said for experienced performers and bringing that to the table.
Photo: Daniel Vass
But it is fascinating to me when you see composers play or conduct their own works — we have amazing works of Elgar conducting his own work, we have Shostakovich playing his own music, and Prokofiev, and Rachmaninoff. When I talk to composers who also conduct, most of them say “We have to completely relearn our own pieces!” You would think if you give birth to a piece of music you know it inside out, but they have to relearn it as performers, so they themselves also have to make that connection. It’s a fascinating process for many reasons. I do enjoy working with composers a lot, but I also invite them to trust me as a performer, shall we say.
Part of that trust has also been on the part of audiences who’ve followed you through various sounds and styles; when I listen to your work, there are no lines between Dvořák and Dutilleux. How much do you see yourself as an ambassador for non-standard repertoire?
You need to work up a reputation, and then have people follow you in these adventures. The interesting thing is, once people are in the seats, they mainly love the new stuff, if it’s performed passionately; it’s something that tickles the ear and can bring a lot of unexpected joy. (However) when people see it in the season brochure or outside the hall — for instance, “the complete works of Anton Webern,” of course, that is not going to be a big magnet, because they’re scared, and because maybe they had a lot of bad or mediocre experiences with new music. I would say it’s the first time in history when new music has a crisis, because in the 1960s-1970s-1980s, composers chose to alienate people. I think that stems from our history — I think the post-war generation played a huge role: “After genocide and camps, how can you compose in C major?!” That was the thinking at the time…
Yes exactly, and that resonated a lot with the Darmstadt crowd and the people around Boulez, including Stockhausen, so it’s up to composers and performers to regain the trust. There are a lot of fascinating composers from North America and Scandinavia — I think there’s a lot of great music coming from Central Europe too, but those composers from Central Europe need to be aware they cannot completely detach themselves from the listeners, and that is something that I take into account when I chose a composer to work with; I want to know if they’ll be hammering the audience over the head, or taking into account it should be an emotional experience that might be, I wouldn’t say it has to be “enjoyable,” but it definitely something that is sort of touching and moving and grabs you. If you are neutral after an experience, then that’s the biggest failure you can have.
Ha, that’s so true! When planned this residency, since I’ve lived so long in Berlin, I thought it would be great to bring as many cellists together as possible, and the orchestra was game. With residencies it’s interesting, because not every kind of project will work in every city; I also just completed one in Glasgow, and it’s absolutely unthinkable to do outdoor events there because it rains so much. Also I don’t know the amateur scene there as well as I know it in Berlin, and I know there’s a huge crowd in Berlin of amateur cellists — the Berlin Phil, very early on, made a lot of cello ensemble concerts and that inspired a lot of people here — so the idea of getting together and playing in large cello ensembles is an idea not uncommon for a Berliner. I’m very excited we’re making this part of the residency.
A few of years back I did a similar thing in Frankfurt; we had a flashmob in front of the opera, and a lot of people showed up and we played together. Just by the reactions I got, I mean musically we can debate if it’s so satisfying, but the fact that music is such a factor in bringing people together and is such a social event, if it goes well… it’s something that I think, well, you can maybe attain that with sports events, but then of course you have the notion of two adversarial parties coming together and there may be alcohol, but a peaceful gathering of making music together is something I absolutely adore.
It’s interesting that the RSB are performing a work like “Les Espaces Acoustiques” by Gerard Grisey, and then eleven days later are holding a cello swarm featuring Bach and Casals and “Somewhere Over The Rainbow” in the middle of a field; it seems like creative programming.
Photo: Daniel Vass
Cultural institutions need to be aware we are not just artistic institutions anymore, but also social institutions; we provide a forum for people to collectively enjoy music. Although there is a lot of debate if classical culture is antiquated or not, I still think one of the biggest miracles of humanity is that 2000 or 3000 people can sit together in silence and listen to sound — that is absolutely mind-blowing and incredible! If we understand this not only as a cultural but also a sociological phenomenon, and a sociological success story, then we cannot just stop at making music but also we need to be all-inclusive, and that’s where these community events come in. Hopefully we’ll have sunshine!
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