Proceedings of the 2014 ORCiM seminar 'from Output to Impact'
From Output to Impact: The integration of artistic research results into musical training location:Orpheus Institute Gent date:19-20 November 2014
The principal research question addressed by this project is: how can the work of established performer-scholars be integrated into the core business of training young performers, and with what impact on the wider state-of-play of artistic research? To answer this question, this project proposes a new model of the instrumental class. Here, this class becomes a laboratory in which a relevant artistic problem is explored by both established artistic researchers and students: namely, performers' obligations to be faithful to an absent composer's original intentions as protected by a repertoire's performance history on one hand, while playing in uniquely creative ways on the other. The research questions this laboratory seeks to address are thus: how does a repertoire's performance history dictate where along the devotion-creativity divide its performances should fall; and how can experiments with historical evidence further elucidate the devotion-creativity problem by consciously subverting such norms?
These questions will be answered within the context of the piano class through a case study focusing on the piano works of Johannes Brahms. In the first phase of this project, work done to date on the devotion-creativity problem will be gathered. The research team will then explore how the devotion-creativity problem might be further elucidated by way of experiments with nineteenth-century performance practices. The results of these experiments will be fed back to artistic research circles in order to generate new knowledge concerning the devotion-creativity problem for further testing. The envisaged output of this project consists of two parts: one is related to the artistic research conducted by the principal investigators with and within the piano class, and takes the form of both written and performative expositions; the other reports on the wider impact of the research process, and proposes a model of instrumental class that actively integrates research and education.