Heist, Jailbreak, Ambush, Heartbreak, Revenge All In One Concerto

by:

Joe Patti

I got to see a performance of The Rose of Sonora this weekend. It is a concerto in five scenes performed by Holly Mulcahy and composed by George S. Clinton.  I had first written about it around 3 years ago. 

One of the things that piqued my interest was that the piece tells the story of a heist, jail break, ambush, and revenge carried out by a female outlaw in 19th Century Territory of Arizona and had its own narrative and images meant to accompany the performance.

I was a little disappointed that the images weren’t used as part of the performance. That is likely because the composer was there to read each part live.

The composer did an interview with Symphony of the Rockies conductor, Devin Patrick Hughes, about his career. Brief explanation of Rose on Tiktok and longer interview here.

The Rose of Sonora was the last piece performed by the Symphony of the Rockies as part of a whole night of Western themed music. The program included music from The Magnificent Seven and The Good, The Bad, The Ugly; William Tell Overture, and “Hoedown” from Rodeo.

The whole orchestra was dressed in Western themed clothes. At one point 2/3 of the violin section was wearing their bandanas over their mouths. The conductor made a production of drawing his baton from a holster.

It should be noted that the concert was occurring in Denver on the night the Great Western Stock Show started. So it was all very much in theme.

It also bears mentioning that Holly grew up in greater Denver and got paid to perform with the Symphony of the Rockies as a teenager. During the Q&A after the concert a young violinist asked how Holly remained so calm and poised. Holly told her she would let us know in 20 years because not only did she perform before her friends and family, many of her teachers and mentors were in the audience that night so she felt a lot of pressure.

I overheard a lot of positive comments from people around me during Holly’s performance that weren’t made during the rest of the night so the piece seemed well-received.  During the Q&A I really wished there were a way to have gotten up and ask attendees what their thoughts were on having a bit of narration between movements since that doesn’t generally happen during orchestra performances.

The conductor had made some comments at the beginning of the evening suggesting Rose of Sonora would provide an opportunity to create a story in our minds. With the one-two sentence prompts provided at the start of each chapter, I wonder how vividly the story unfolded in each person’s mind’s eye as they listened to the music.

About a year ago Holly performed the Rose of Sonora on the other side of the state in Grand Junction, CO and apparently word of mouth saw a line around the block for the second night of performances.

As I drove home Saturday, I was wondering if that was a reaction to the quality of the piece or that the imagery/narration and topic made the experience accessible. Basically, was the audience for the second day aficionados or people who really want to try the orchestra experience but were intimidated and heard a great deal of the mystery was removed in this piece?

Thinking back to the post I made on Monday about storytelling notes next to visual art works helping people focus better on the work before them, would providing similar storytelling prompts with orchestra pieces help people enjoy the music more if they are able to provide their own mental video accompaniment? Many symphonies have started using video in conjunction with performances. But I wonder if people will feel the music is more relatable if they are creating their own narrative in response to an evocative prompt.

Should You Read The Gallery Labels?

by:

Joe Patti

As a supplement to yesterday’s post regarding how children interact with museum labels, there was a second short piece on The Conversation website about whether it is important to read the labels next to artworks.

Noor Gillani, Digital Culture Editor, at The Conversation interviewed five experts at different Australian universities to get their take. Three of the five said it wasn’t important.

Interestingly, two of the responds cited label content focused on children.

Kit Messham-Muir, a professor at Curtin University voted No, but said:

Curators can spend many hours writing the “why”. Some explanations are great, some are not. Those aimed at kids are usually better. Either way, I’d argue you have all the information you need from the who, what and when.

Naomi Zouwer, at the University of Canberra, voted Yes and wrote primarily with children in mind. She cited different eye motion studies of how adults and children interact with visual art works than I wrote about yesterday.

When an artwork does grab a kid’s attention, they’ll usually want to know more about it. And my experience shows they’ll likely want to know what it’s about more than other details such as the medium or when it was created (unless it’s really, really old, in which case there’s a “wow” factor).

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However, it’s not one size fits all. My advice is to ask the kid what they want to know and approach it that way. While the label may not answer all their questions, it might help start a different conversation. That’s the great thing about art: it creates opportunities for deeper thinking.

Other experts focused on the capacity of people to understand the labels as the basis for their response. How long visitors typically engage with a work and the label before moving on factored into their opinion on the value of labels.

Chari Larsson at Griffith University, voted Yes and put the responsibility on the museum to provide meaningful content

Labels should be able to “speak” to a broad range of audiences: from a casual and curious visitor through to a subject-matter expert. Turgid “art jargon” is notoriously difficult to decipher and can negatively impact the visitor’s experience. This is a breach in the museum’s responsibility to their audiences.

Cherine Fahd at University of Technology Sydney, voted No for similar reasons. Poorly written labels get in the way of understanding the work in front of the visitor. She encourages people to look at the art before the label.

Many artists want viewers to bring themselves to the work, to freely interpret and be active participants. The problem is we aren’t taught how to do that with art. We expect meaning to be handed over and the didactic label sets up this expectation.

Perhaps this is an Australian condition, wherein art is often dismissed as impenetrable, or something to grow out of, or something a “five year old could have made”.

Storytelling Approach Bolsters Focus And Engagement

by:

Joe Patti

Some research how adults and children focus on visual art pieces in different ways provides some insight into how to write and present introductory and educational information to children. Not only for visual art pieces but things to call attention to with performances and other types of experience.

In an article Francesco Walker, Assistant Professor in Psychology, Leiden University, wrote for The Conversation, he talks about using eye tracking technology to see what children focus on when given different types of descriptions/prompts in advance.

Walker cites some past research which had found that children tend to focus on bright colors and bold shapes in paintings. While adults viewing the same work will call upon existing knowledge and information and orient on other elements like brush strokes.

Walker and his colleagues conducted their study tracking eye motions around three works at Rijksmuseum in Amsterdam. They watched how children age 10-12 interacted with the paintings after they had been provided with existing adult oriented explanatory labels, playful storytelling labels, or no labels at all.

What they found was that children who had been provided adult oriented labels interacted with the paintings in the same way as children who had not been provided any labels at all. Whereas children provided with the playful spent more time engaging with the work and were focused on specific areas.

The children provided with child-focused, narrative-driven labels engaged with the artworks in ways we did not see at all with those who read adult-focused descriptions. They directed their gaze towards key elements of the paintings highlighted by the playful descriptions, and spent more time examining them.

In contrast, the children who received adult-oriented explanations behaved in the same way as children who received no information at all. Their attention was scattered and unfocused.

An example of the adult text:

The high vantage point of this painting turns it into a sampler of human – and animal – activity during a harsh winter. Hundreds of people are out on the ice, most of them for pleasure, others working out of dire necessity. Avercamp did not shy away from grim details: in the left foreground crows and a dog feast on the carcass of a horse that has frozen to death.

The child oriented text for the same painting

He could have painted me anywhere, but where am I? Right in the middle of the picture, with my snout on the ice! The spot where everyone can see me. A man in blue pants almost trips over me. Two girls next to me giggle at my clumsiness. But I won’t give up. I’ll get back on my feet and keep going. Before winter is over, I’ll be skating like a pro!

The article provides heat maps showing where attention focused based on the three content scenarios.

Walker suggests the results of their study suggest that art education classes should shift from textbook based classroom lessons toward a more storytelling mode. He notes that art history students find it difficult to connect with the art when the information is transmitted in lectures or via text book.

And by the way, the two studies I linked to in the previous sentence were studies conducted with undergraduate students, not grade school students so a storytelling approach can positively impact everyone’s experience and engagement

One City’s Cultural Budget Cut Exceeds Actual Culture Budget Of Multiple US Cities

by:

Joe Patti

A story I was watching throughout December was the threat of Berlin cutting its funding for arts and culture. Right before Christmas, the city did indeed cut funding by $130 million which represents 12% of funding.

A lot of arts professionals in the US are probably thinking their city’s arts and culture budget isn’t anywhere near the $130 million being cut. In fact, many would feel blessed if their city had $1.3 million culture budget. So to a certain extent arts and cultural funding in Germany may still be the envy of much of the world.

This said, a lot of employment contracts aren’t being renewed and exhibition plans are being scrapped in Berlin. The laws associated with funding in Germany don’t allow private support to make up the difference.

German museums without private funding face particularly steep challenges, with fixed costs around operating collections consuming around 80 percent of budgets in many cases, leaving many exhibitions and auxiliary programs vulnerable to cancellation.

Some experts have pointed out that public museums in Germany aren’t legally able to rely on private philanthropy the way peer organizations in the U.S. and other parts of Europe do, making their futures, compared to international creative hubs less certain.

An article earlier in December on Deutsche Welle looking at the impending cuts in Berlin raised the same question about whether Germany would be home to creative hubs any longer even as the city of Chemnitz, a 2025 European Capital of Culture, face budget cuts.

The eastern state of Saxony also faces a critical budget situation, with serious consequences for the cultural landscape of museums, theaters and orchestras. Hillmann said the theaters in Zwickau, Freiberg, Annaberg-Buchholz, Görlitz-Zittau and even Chemnitz — which will be a European Capital of Culture in 2025 — fear for their existence.

Much as in the US, the chair of the German Stage Association, Lutz Hillmann, cites the work theaters in Germany are doing in the public sphere, moving beyond just presenting performances to become public gathering spaces and provide services to youth. Likewise, the role of culture in promotion democratic discourse in a time of divisive social dynamics was also raised.

Olaf Zimmermann, managing director of the German Cultural Council, takes the same line. “Right now, cultural venues are urgently needed to debate current issues, to offer places for democratic discourse, to stimulate reflection or simply to create cohesion,” Zimmermann wrote in the most recent issue of the association’s publication.

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