He saw in his mind’s eye her standing before the mug. In a craft show, on a stall: ceramics. It had a blue about it comforting as a still lake in remote mountains. The glaze had that quality that made you want to stretch your hand towards it, and if not pick it up and touch it entire, at least stroke it with the fingers, feel where the potter’s fingers had formed its shape on the wheel. Everything else on the stall was as nothing; only the mug held her gaze, her desire now to own it, to take its yet to be measured weight between both hands. Imagining breakfast and she would fill it with coffee and bring the hot, rich liquid to her lips: nature’s miracle of taste and aroma so necessary as the right start to any day of work or creative thought. She resolved not to look at the price as she had already decided to buy it come what may. It was beautiful and useful, and she told herself it would replace some mass-produced mug currently filling her kitchen cupboard, a mug that needed relegating to the next yard sale. Eventually, she dreamed, her cupboard would be full of such beautiful mugs she had thus found, thus chosen.

There was nothing here, he thought looking in his kitchen cupboard, that begins to hold a candle to such beauty – a couple of plain white utilitarian cups and saucers. No mugs to speak of. There was real coffee freshly brewing in a jug on the MFI table next to a sadly pink vase of flowers and ferns brought from a moorside garden – for her imagined visit. The dark colour of the coffee and its fragrant aroma (an added spoonful of expresso) formed, he mused, a temporary bridge over the always-distance of their separation. He wondered how his favourite Chinese poet Li Po would have fashioned a poem that spoke of such things: his loved-one far away over the mountains taking her first morning tea, still in her night gown her bare feet on the scrubbed wooden floor, poised before the day as a delicate flower nodding in the wind, the air sweet breathing through the open blinds, the dew sparkling still on the thin grass of her late summer garden.

And so, loving her beyond any measure, any reason, he writes:

*I am jealous of this blue mug
Taking such pleasure
In filling the shape
Of your quiet hand.

Afar, away, apart, beyond distance
I can only dream to drink
From the same rim that touches
Your perfect lips, your darting tongue.

My name is Zhou Yuanten, but call me Eddie. I am a doctoral student at Xinjiang University –in the far, far west, but at Brunel to study this year. My English is good. I lived in Boston, Massachusetts for undergraduate years. I majored in piano at the New England C and then discovered I wanted to compose rather than play. So I go to MIT and soon I discover the English do it so differently, so I apply to Brunel. And at Brunel they then say of this place ‘you have to go.’ So here I am.

So surprising to be greeted in Chinese! And not just Nin Hao, we have a conversation! His accent is Northern Mandarin. He is writing a novel, he explains, about poets Zuo-Fen and Zuo-Si. We have 15 minutes conversation every day and I help him with his characters. Strange, to most of the class he is nobody, but to foreign students here we know him through his website and his software. I have even played his colours piece, The Goethe Triangle.

It is joy to be respected by a teacher and his sessions are like no other I’ve had here, and here I mean the UK. Oh, so laid-back, so lazy so many teachers. People lack energy here. They are dreamers and only think of themselves. He is full of energy and talks often about this Imogen of whom I never hear. Her father a great composer and she copied his music from when she was a girl – such beautiful calligraphy. Her father loved India and learned Sanskrit. He should have learned Mandarin; at least that is a living language. ‘Imo’, he says, ‘is my heroine, my mentor, the musician I most revere.’ He showed us her library and what was her studio in one of the old buildings here. He gives me this little book about her ten years in this place. A strange looking lady; there’s a photograph of her conducting Bach in the Great Hall. She looks like she is dancing.

This morning some are not here, but there are little notes on the desk with apologies perhaps. He leaves them untouched and we make chords again, and scales and arpeggios and Slonimsky’s famous melodic patterns. We write and write. He sings, we sing too. There is a horn and a cello with us today. They play and make jokes. They show us harmonics and tunings and bend our ears in new directions we do not expect. Those who complain about this course not being ‘advanced’ will eat their words; only I think some of those are not here.

As Chinese we hear sound in a different way I think. In our language tone is so important. To each word there are four tones that make meaning quite different. Chinese uses only about 400 syllables, compared to 4000 in English. So there are lots of syllables, like ****, that have multiple meanings. I tell him the story of the Lion-eating Poet, which he does not know!! I am writing this out for him, all 92 characters. Just one word **** but with four meanings – lion, ten, to make, to be. The Lion-Eating Poet in the Stone Den is the story of a poet (****) named **** who loves to eat lions (**** ****) goes to market (****) to buy ten (****) of them, takes them home to eat (****) and discovers they are made (****) of stone (****).

So I have no trouble hearing what others struggle to hear. We make pieces that are all about tone, and on a single note. Mark, the cellist, plays the opening of Lutoslawski’s Concerto – forty-two repetitions of a tenor ‘D’ a second apart. I had never heard this – a cadenza at the beginning of a concerto. Now we write a duo, on just one note. We write; they play. We are like many Mozarts trying to write only what we have already heard, making only one copy. I use the four tones and must teach the players the signs. I demonstrate and he says of the 1st tone – ‘Going to the Dentist, the 2nd – Climbing a ladder, the 3rd – ‘The Rollercoaster’, the 4th –‘Stepping on a pin’. We all do it!

And there are all these microtones. We listen to a moment of Ravel’s Bolero and pieces by Thomas Ades and Julian Anderson, then in detail (and with the score) to part of Duet for piano and orchestra by George Benjamin. This is spectral music. He is daring to introduce this – very difficult subject - this idea that a sound could be mimicked (? Is that the word – to impersonate?) by analysing it for the frequencies that make it up, and then getting instruments with similar acoustic properties to play the frequencies as pitches. So the need for microtones – goodbye equal temperament! Great in theory, difficult in practice.

This afternoon we are to study spectral composing using our computers. Until now we use our computers or smart phones to listen to extracts. He has this page of web links on his website for each session. Instead of listening through hi-fi we listen through our headphones. Better of course by far, no birds sounds or instruments playing next door. We can hear it again anytime. So there is software to download, Fourier analysis I suppose, he tries hard not to use any science or maths because there are some here who object, but they are fools. Even Bach knew of acoustics – designing the organs he played.

We finish this morning studying harmonic rhythm and this word tonality nobody seems quite able to describe. To him even the chromatic scale is tonality, and he shows in a duet for horn and cello how our ears take in tonality change. This is not about keys, but about groupings of pitches – anywhere – so a tonality can be spread across several octaves. So often, he says, composers are not aware of the tonalities they create, they don’t hear harmonic rhythm. They’re missing an opportunity! Sound can be coloured by awareness of what makes up a tonality. So understanding spectral music must help towards this. It is very liberating all this. If we take sound as a starting point rather than a system we can go anywhere.

Yesterday he asked me about a book he is reading. Did I know it? A Concise Chinese-English Dictionary for Lovers by Xiaolu Guo. Of course I know this very funny book. He said he liked to think of music in the same way the character of the Chinese girl Z thinks about love.

“Love,” this English word: like other English words it has a tense. “Loved”, or “will love”, or “have loved.” All these specific tenses mean Love is time-limited thing. Not infinite. It only exists in particular period of time. In Chinese, Love is ài in pinyin. It has no tense. No past and future. Love in Chinese means a being, a situation, a circumstance. Love is existence, holding past and future.

And so it is with music. Music is a being, a situation, a circumstance. It holds past and future. It is wondrous, just like love.

It’s nearly two in the morning and the place is finally quiet. I can’t do early mornings like I reckon he does. Even a half-past nine start is difficult for me. So it has be this way round. I called Mum tonight and she was her wonderful, always supportive self, but I hear through the ‘you’ve done so well to get on this course’ stuff and imagine her at her desk working late with a pile of papers waiting to be considered for Chemistry Now, the journal she edits. I love her study and one day I shall have one myself, but with a piano and scores and recordings on floor to ceiling shelves . . . and poetry and art books. I have to have these he said when, as my tutorial came to a close, he apologised for not being able to lend me a book of poems he’d thought of. He had so many books and scores piled on the floor, his bed and on his table. He must have filled his car with them. And we talked about the necessity of reading and how words can form music. Pilar, she’s from Tel Haviv, was with me and I could tell she questioned this poetry business – he won’t meet with any of us on our own, all this fall out from the Michel Brewer business I suppose.

This idea that music is a poetic art seems exactly right to me. Nobody had ever pointed this out before. He said, ask yourself what books and scores would be on the shelves of a composer you love. Go on, choose a composer and imagine. Another fruitless exercise, whispered Pilar, who has been my shadow all week. I thought of Messiaen whose music has finally got to me – it was hearing that piece La Columbe. He asked Joanna MacGregor to play it for us. I was knocked sideways by this music, and what’s more it’s been there in my head ever since. I just wanted to get my hands on it. Those final two chords . . . So, thinking of Messiaen’s library I thought of the titles of his music that I’d come across. Field Guides to birds of course, lots of theology, Shakespeare (his father translated the Bard), the poetry and plays of the symbolists (I learnt this week that he’d been given the score of Debussy’s Pelleas and Melisande for his twelfth birthday) . . . Yes, that library thing was a good exercise, a mind-expanding exercise. When I think of my books and the scores I own I’m ashamed . . . the last book I read? I tried to read something edifying on my Kindle on the train down, but gave up and read Will Self instead. I don’t know when I last read a score other than my own.

I discovered he was a poet. There’s an eBook collection mentioned on his website. Words for Music. Rather sweet to have a relative (wife / sister?)  as a collaborator. I downloaded it from Amazon and thought her poems were very straight and to the point. No mystery or abstraction, just plain words that sounded well together. His poetry mind you was a little different. Softer, gentler like he is.  In class he doesn’t say much, but if you question him on his own you inevitably get more than the answer you expect.  

There was this poem he’d set for chamber choir. It reads like captions for a series of photographs. It’s about a landscape, a walk in a winter landscape, a kind of secular stations of the cross, and it seems so very intimate, specially the last stanza.

Having climbed over
The plantation wall
Your freckled face
Pale with the touch
Of cold fingers
In the damp silence
Listening to each other breathe
The mist returns

He’s living in one of the estate houses, the last one in a row of six. It’s empty but for one bedroom which he’s turned into a study. I suppose he uses the kitchen and there’s probably a bedroom where he keeps his cases and clothes. In his study there is just a bed, a large table with a portable drawing board, a chair, a radio/CD, his guitar and there’s a notice board. He got out a couple of folding chairs for Pilar and I and pulled them up to the table.

Pilar said later his table and notice board were like a map of himself. It contained all these things that speak about who he is, this composer who is not in the textbooks and you can’t buy on CD. He didn’t give us the 4-page CV we got from our previous tutor. There was his blue, spiral-bound notebook, with its daily chord, a bunch of letters, books of course, pens and pencils, sheets of graph and manuscript paper filled with writing and drawings and music in different inks. There was a CD of the Hindemith Viola Sonatas and a box set of George Benjamin’s latest opera and some miniature scores – mostly Bach. A small vase of flowers was perilously placed at a corner . . . and pinned to his notice board, a blue origami bird.

But it was the photographs that fascinated me, some in small frames, others on his notice board, the board resting on the table and against the wall. There were black and white photos of small children, a mix of boys and girls, colour shots of seascapes and landscapes, a curious group of what appeared to be marks in the sand. There was a tiny white-washed cottage, and several of the same young woman. She is quite compelling to look at. She wears glasses, has very curly hair and a nice figure. She looks quiet and gentle too. In one photo she’s standing on a pebbly beach in a dress and black footless tights – I have a feeling it’s Aldeburgh. There’s a portrait too, a very close-up. She’s wearing a blue scarf round her hair. She has freckles, so then I knew she was probably the person in the poem . . .

I’ve thought of Joel a little this week, usually when I finally get to bed.  I shut my eyes and think of him kissing me after we’d been out to lunch before he left for Canada. We’d experimented a little, being intimate that is, but for me I’m not ready for all that just now; nice to be close to someone though, someone who struggles with being in a group as I do. I prefer the company of one, and for here Pilar will do, although she’s keen on the Norwegian, Jesper.

Today it was all about Pitch. To our surprise the session started with a really tough analysis of a duo by Elliott Carter, who taught here in the 1960s. He had brought all these sketches, from the Paul Sacher Archive, pages of them, all these rows and abstracts and workings out, then different attempts to write to the same section. You know, I’d never seen a composer’s workings out before. My teacher at uni had no time for what she called the value of process (what he calls poiesis). It was the finished piece that mattered, how you got there was irrelevant and entirely your business and no one else’s. So I had plenty of criticism but no help with process. It seems like this pre-composition, the preparing to compose is just so necessary, so important. Music is not, he said, radio in the head. You can’t just turn it on at will. You have to go out and find it, detect it, piece it together. It’s there, and you’ll know it when you find it.

So it’s really difficult now sitting here with the beginnings of a composition in front of me not to think about what was revealed today, and want to try it myself. And here was a composer who was willing to share what he did, what he knew others did, and was able to show us how it mattered. Those sheets on his desk – I realise now they were his pre-composition, part of the process, this building up of knowledge about the music you were going to write, only you had to find it first.

The analysis he put together of Carter’s Fantasy Duo was like nothing I’d experienced before because it was not sitting back and taking it, it was doing it. It became ours, and if you weren’t on your toes you’d look such a fool. Everything was done at breakneck speed. We had to sing all the material as it appeared on the board. He got us to pre-empt Carter’s own workings, speculate on how a passage might be formed. I realised that a piece could just go so many different ways, and Carter would, almost by a process of elimination choose one, stick to it, and then, as the process moved on, reject it! Then, the guys from the Composers Ensemble played it, and because we’d been so involved for nearly an hour in all this pre-composition, the experience of listening was like eating newly-baked bread.  There was a taste to it.

After the break we had to make our own duos for flute and clarinet with a four note series derived from the divisions of a tritone. It wasn’t so much a theme but a series of pitch objects and we relentlessly brainstormed its possibilities. We did all the usual things, but it was when we started to look beyond inversion and transposition. There is all this stuff from mathematical and symbolic formulas that I could see at last how compelling such working out, such investigation could be . . . and we’re only dealing with pitch! I loved the story he told about Alexander Goehr and his landlady’s piano, all this insistence on the internalizing of things, on the power of patterns (and unpatterns), and the benefit and value of musical memory, which he reckoned so many of us had already denied by only using computer systems to compose.

Keep the pen moving on the page, he said; don’t let your thoughts come to a standstill. If there isn’t a note there may be a word or even an object, a sketch, but do something. The time for dreaming or contemplation is when you are walking, washing up, cleaning the house, gardening. Walk the garden, go look at the river, and let the mind play. But at your desk you should work, and work means writing even though what you do may end in the bin. You will have something to show for all that thought and invention, that intense listening and imagining.

Today we shall have the naming of parts. How the opening of that poem by Henry Reed caught his present thoughts; that banal naming of parts of a soldier’s rifle set against the delicate colours and textures of the gardens outside the lecture room. *Japonica glistening like coral  . . . branches holding their silent eloquent gestures . . . bees fumbling the flowers. It was the wrong season for this so affecting poem – the spring was not being eased as here, in quite a different garden, summer was easing itself out towards autumn, but it caught him, as a poem sometimes would.

He had taken a detour through the gardens to the studio where in half an hour his students would gather. He intended to name the very parts of rhythm and help them become aware of their personal knowledge and relationship with this most fundamental of musical elements, the most connected with the body.

He had arranged to have a percussionist in on the class, a player he admired (he had to admit) for the way this musician had dealt with a once-witnessed on-stage accident that he’d brought it into his poem sequence Lemon on Pewter. They had been in Cambridge to celebrate her birthday and just off the train had hurried their way through the bicycled streets to the college where he had once taught, and to a lunchtime concert in a theatre where he had so often performed himself.

Smash! the percussionist wipes his hands and grabs another bottle before the music escapes checking his fingers for cuts and kicking the broken glass from his feet It was a brilliant though unplanned moment we all agreed and will remember this concert always for that particular accidental smile-inducing sharp intake of breath moment when with a Fanta bottle in each hand there was a joyful hit and scrape guiro-like on the serrated edges a no-holes barred full-on sounding out of glass on glass and you just loved it when he drank the juice and fluting blew across the bottle’s mouth

And having thought himself back to those twenty-four hours in Cambridge the delights of the morning garden aflame with colour and texture were as nothing beside his vivid memory of that so precious time with her. The images and the very physical moments of that interval away and together flooded over him, and he had to stop to close his eyes because the images and moments were so very real and he was trembling . . . what was it about their love that kept doing this to him? Just this morning he had sat on the edge of his bed, and in the still darkness his imagination seemed to bring her to him, the warmth and scent of her as she slept face down into a pillow, the touch of her hair in his face as he would bend over her to kiss her ear and move his hand across the contours of her body, but without touching, a kind of air-lovers movement, a kiss of no-touch. But today, he reminded himself, we have the naming of parts . . .

He was going to tackle not just rhythm but the role of percussion. There was a week’s work here. He had just one day. And the students had one day to create a short ‘poem for percussion’ to be performed and recorded at the end of the afternoon class. In his own music he considered the element of percussion as an ever-present challenge. He had only met it by adopting a very particular strategy. He regarded its presence in a score as a kind of continuo element and thus giving the player some freedom in the choice of instruments and execution. He wanted percussion to be ‘a part’ of equal stature with the rest of the musical texture and not a series of disparate accents, emphases and colours. In other words rhythm itself was his first consideration, and all the rest followed. He thought with amusement of his son playing Vaughan-Williams The Lark Ascending and the single stroke of a triangle that constituted his percussion part. For him, so few composers could ‘do it’ with percussion. He had assembled for today a booklet of extracts of those who could: Stravinsky’s Soldier’s Tale (inevitably), Berio’s Cummings songs, George Perle’s Sextet, Living Toys by Tom Ades, his own Flights for violin and percussionist. He felt diffident about the latter, but he had the video of those gliders and he’d play the second movement What is the Colour of the Wind?

In the studio the percussionist and a group of student helpers were assembling the ‘kits’ they’d agreed on. The loose-limbed movements of such players always fascinated him. It was as though whatever they might be doing they were still playing – driving a car? He suddenly thought he might not take a lift from a percussionist.

On the grand piano there was, thankfully, a large pile of the special manuscript paper he favoured when writing for percussion, an A3 sheet with wider stave lines. Standing at the piano he pulled a sheet from the pile and he got out his pen. He wrote on the shiny black lid with a fluency that surprised him: a toccata-like passage based on the binary rhythms he intended to introduce to his class. He’d thought about making this piece whilst lying in bed the previous night, before sleep had taken him into a series of comforting dreams. He knew he must be careful to avoid any awkward crossings of sticks.

The music was devoid of any accents or dynamics, indeed any performance instructions. It was solely rhythm. He then composed a passage that had no rhythm, only performance instructions, dynamics, articulations such as tremolo and trills and a play of accents, but no rhythmic symbols. He then went to the photocopier in the corridor and made a batch of copies of both scores. As the machine whirred away he thought he might call her before his class began, just to hear her soft voice say ‘hello’ in that dear way she so often said it, the way that seem to melt him, and had been his undoing . . .

When his class had assembled (and the percussionist and his students had disappeared pro tem) he began immediately, and without any formal introduction, to write the first four 4-bit binary rhythms on the chalkboard, and asked them to complete it. This mystified a few but most got the idea (and by now there was a generous sharing between members of the class), so soon each student had the sixteen rhythms in front of them.

‘Label these rhythms with symbols a to p’, he said, ‘and then write out the letters of your full name. If there’s a letter there that goes beyond p create another list from q to z. You can now generate a rhythmic sequence using what mathematicians call a function-machine. Nigel would be:

x x = x     x = = =      = x x =      = x x x      x = x x

Write your rhythm out and then score it for 4 drums – two congas, two bongos.’

His notion was always to keep his class relentlessly occupied. If a student finished a task ahead of others he or she would find further instructions had appeared on the flip chart board.  Audition –in your head - these rhythms at high speed, at a really quick tempo. Now slow them right down. Experiment with shifting tempos, download a metronome app on your smart phone, score the rhythms for three clapping performers, and so on.

And soon it was performance time and the difficulties and awkwardness of the following day were forgotten as nearly everyone made it out front to perform their binary rhythmic pieces, and perform them with much laughter, but with flair and élan also. The room rang with the clapping of hands.

The percussionist appeared and after a brief introduction – in which the Fanta bottle incident was mentioned - composer and performer played together *****’s Clapping Music before a welcome break was taken.

It always intrigued him how a group of people entering a room for the first time made decisions about where to sit. He stood quietly by a window to give the impression that he was looking out on a wilderness of garden that fell steeply away to a barrier of trees. But he was looking at them, all fifteen of them taking in their clothes, their movements, their manners, their voices (and the not-voices of the inevitably silent ones), their bags and computers. One of them approached him and, he smiling broadly and kindly, put his hand up as a signal as if to say ‘not just now, not yet, don’t worry’, or something like that.

This smile seemed to work, and he thought suddenly of the woman he loved saying ‘you have such a lovely smile; the lines around your eyes crinkle sweetly when you smile.’ And he was warmed by the thought of her dear nature and saw, as in a photo playing across his nervous mind, the whole of her lying on the daisied grass when, as ‘just’ lovers, they had visited this place for an opening, when he could hardly stop looking at her, always touching her gently in wonder at her particular beauty. In the garden they had read together from Alice Oswald’s Dart, the river itself just a short walk away . . .

Listen,
a
lark
spinning
around
one
note
splitting
and
mending
­it

As he finally turned towards his class and walked to a table in front of the long chalkboard, half a dozen hands went up. He had to do the smile again and use both hands, a damping down motion, to suggest this what not the time for questions – yet. He gathered his notebook and went to the grand piano. He leafed through his book, thick, blue spiral-bound with squared paper, and, imagining himself as Mitsuko Uchida starting Beethoven’s 4th Piano Concerto, fingers placed on the keys and then leaning his body forward to play just a single chord. He held the chord down a long time until the resonance had died away.

‘That’s my daily chord’, he said, ‘Now write yours.’

Again, more hands went up. He ignored them. He gave them a few minutes, before gesturing to a young woman at the back to come and play her chord. Beside the piano was a small table with a sheet of manuscript paper and a Post-It sticker that said, ‘Please write your chord and your name here’. And, having played her chord, she wrote out her chord and name – beautifully.

He knelt on the floor beside a young man (they were all young) at the front of the class. He liked to kneel when teaching, so he was the same height, or lower, as the person he as addressing. It was perhaps an affectation, but he did it never the less.

‘Tell me about that chord,’ he said, ‘A description please’.
‘I need to hear it again.’
‘OK’, there was a slight pause, ‘now let’s hear yours.’
‘I haven’t written one’, the reply had a slightly aggressive edge, a ‘why are you embarrassing me?’ edge.
‘OK’, he said gently, and waved an invitation to the girl next to him. She had no trouble in doing what was asked.

Next, he asked a tall, dark young man how many notes he had in his chord, and receiving the answer four, asked if he, the young man, would chose four voices to sing it. This proved rather controversial, but oh so revealing – as he knew it would be. Could these composers sing? It would appear not. There was a lot of uncertainty about how it could be done. Might they sound the notes out at the piano before singing (he had shaken his head vigorously)? But when they did, indeed performed it well and with conviction, he congratulated them warmly.

‘Hand your ‘chord’ to the person next to you on your right. Now add a second chord to the chord you have in front of you please.’

Several minutes later, the task done, he asked them to pass the chords back to their original owners. And so he continued adding fresh requirements and challenges. – score the chords for string quartet, for woodwind quartet (alto-flute, cor anglais, horn, baritone saxophone – ‘transposition hell !’ said one student), write the chords as jazz chord symbols, in tablature for guitar, with the correct pedal positions for harp.

Forty minutes later he felt he was gathering what he needed to know about this very disparate group of people. There were some, just a few, who refused to enter into the exercise. One slight girl with glasses and a blank face attempted to challenge him as to why such a meaningless exercise was being undertaken. She would have no part in it – and left the room. He simply said, ‘May I have your chord please?’ and, to his surprise, she agreed, and with some grace went to the table by the piano and wrote it out.

A blond Norwegian student said ‘May we discuss what we are doing? I am here to learn Advanced Composition. This does not seem to be Advanced Composition.’

‘Gladly’, he said, ‘in ten minutes when this exercise is concluded, and we have taken a short break.’ And so the exercise was concluded, and he said, ‘Let’s take 15 minutes break. Please leave your chords on the desk in front of you.’

With that announcement almost everyone got out their mobile phones, some leaving the room. He opened the windows on what now promised to be a warm, sunny day. He went then to each desk and photographed each chord sheet, to the surprise and amusement of those who had remained in the room. One declined to give him permission to do so. He shrugged his shoulders and went on to the next table. He could imagine something of the conversation outside. He’d been here before. He’d had students make formal complaints about ‘his methods’, how these approaches to ‘self-learning’ were degrading and embarrassing, belittling even. I’m still teaching he thought after 30 years, so there must be something in it. But he had witnessed in those thirty years a significant decline in musical techniques, much of which he laid at the feet of computer technology. He thought of this kind of group as a drawing class, doing something that was once common in art school, facing that empty page every morning, learning to make a mark and stand by it. He had asked for a chord, and as he looked at the results, played them in his head. Some had just written a text-book major chord, others something wildly impossible to hear, but just some revealed themselves as composers writing chords that demonstrated purpose and care. Though he could tell most of them didn’t get it, they would. By the end of the week they’d be writing chords like there was no tomorrow, beautiful, surprising, wholly inspiring, challenging, better chords than he would ever write. Now he had to help them towards that end, to help them understand that to be an  ‘advanced composer’ might be likened to being an ‘advanced motorist’ (he recalled from his childhood the little badges drivers once put proudly on their bumpers – when there were such things – now there’s a windscreen sticker). To become an advanced motorist meant learning to be continually aware of other motorists, the state of the road, what your own vehicle was doing, constantly looking and thinking ahead, refining the way you approached a roundabout, pulled up at a junction. He liked the idea of transferring that to music.

What he found disturbing was that there were a body of students who believed that a learning engagement with a professional composer, someone who made his living, sustained his life with his artistic practice, had to be a confrontation. The why preceded, and almost obliterated, the how.

In the discussion that followed the break this became all too clear. He let them speak, and hardly had to answer or intervene because almost immediately student countered student. There evolved an intriguing analysis of what the class had entered into, which he summarised on a flip chart. He knew he had some supporters, people who clearly realised something of the worth and interest of the exercises. He also had a number of detractors, some holding quasi-political agendas about ‘what composition was’. After 20 minutes or so he intervened and attempted a conclusion.

‘The first rule of teaching is to understand and be sympathetic to a student’s past experience and thus to their learning needs, which in almost every situation will be different and various. This means for a teacher holding to an idea of what might, in this case, constitute ‘an advanced composer’. I hold to such an idea. I’ve thought about this ‘idea’ quite deeply and my aim is to provide learning opportunities to let as many of you as possible be enriched by that idea. You are all composers, but there is no consensus about what being a composer is, what the ‘practice of composition’ is. There used to be, probably until the 1970s, but that is no more. ‘

‘You may think I was disrespectful in not wishing to engage in any debate from the outset. I had to find a way to understand your experience and your learning needs. In 40 minutes I learnt a great deal. My desire is that you all go away from each session knowing you have stretched your practice as composers, through some of the skills and activities that make up such a practice. You all know what they are, but I intend to add to these by taking excursions into other creative practices that I have studied and myself been enriched by. I also want to stretch you intellectually – as some of my teachers stretched me, and whose example still runs through all I do.

Over the next seven days you are to compose music for a remarkable ensemble of professional musicians. I see myself as helping you (if necessary) towards that goal, by setting up situations that may act as a critical net in which to catch any problems and difficulties. I know we are going to fight a little over some of my suggestions, the use of computer notation I’m sure will be one, but I have my reasons, and such reasons contribute towards what I see as you all developing a holistic view of composing music as both a skill and an art form. I also happen to believe, as Imogen Holst once said of Benjamin Britten, that composing music is a way of life . . .

With that he walked to the window and looked out across that wilderness of green now bathed in sunshine. He felt a presence by his shoulder. Turning he suddenly recognised standing before him a young man, bearded now, and yes, he knew who he was. At a symposium in Birmingham the previous summer he had talked warmly and openly to this composer and jazz pianist in a break between sessions, and just a few weeks previously in London after a concert this young man had approached him with a warm greeting. Empathy flowed between them and he was grateful as he shook his hand that this could be. She had been with him at that concert and he remembered afterwards trying to recall his name for her and where they’d met. She was holding his arm as they walked down Exhibition Road to their hotel and he was so full of her presence and her beauty no wonder his memory had failed him.

‘Brilliant,’ the young man said, ‘Thank you. Just so much to think about.’

And he could say nothing, suddenly exhausted by it all.

In the night it had been so dark he had been unable to see across the room. The uncurtained window was a thought, a remembrance. He had to feel his way across the room from the warm bed, and across the wooden floor his feet felt one of the two small rugs he knew were there. Finding the windowsill he looked out into sheer darkness, but then a glimmer of light flashed far away across the valley, and yes there was just the faintest trace of dawn, and it was so still. He opened the window and could hear a faint breath of wind moving the trees surrounding this estate house, a house empty but for him. Somewhere quiet, unpopulated by this pulsing, vibrant, unreal community he had joined the previous afternoon.

There was an owl distant, and he immediately thought of the poem Owl written just a few hundred yards away by a poet who had once lived on the estate. He imagined her writing it in a half hour captured from being a mother of small children, and of being a gardener and wife. Maybe she had her worktable in her bedroom, a small space wholly hers where she could form her thoughts into these jewels of words.

Owl

Last night at the joint of dawn,
an owl’s call opened the darkness

miles away, more than a world beyond this room
and immediately I was in the woods again,

poised, seeing my eyes seen,
hearing my listening heard
under a huge tree improvised by fear

dead brush falling then a star
straight through to God
founded and fixed the wood

then out, until it touched the town’s lights,
an owl elsewhere swelled and questioned
twice, like you light lean and strike
two matches in the wind.


He returned to bed and as he lay down to gather a little sleep before the early morning light summoned him to his desk, he thought about ‘the joint of dawn’. Only a poet could have found that word ‘joint’, the exactness and rightness of it. It gave him a sudden and prolonged moment of joy. That’s what the creative mind sought, the right word, a word that summoned up not just images – he knew exactly what the joint of dawn was as an image – but also a very particular emotional and experiential state, for him a whole history of early mornings sitting quietly with a cup of tea between his hands, looking out; or sometimes being out, in winter before dawn, walking to his studio, the old walk through the industrial estate, over the river, into that vast silent building, up the three flights of stairs by feel and long practice – the metal rims on each stair step a guard against a long fall – then to his room, and before turning on the light at his drawing board he would stand by the long windows whose sills held his shells and stones, a vase of flowers, a small collection of old (and blue) bottles, a framed photograph of his children, he would stand and see the joint of dawn begin as a crack in the sky and then open like a lid on a box, a box that held a faint morning light, a pre sun, a grey glimmering.

As he lay awake, but with eyes closed, he thought of a conversation they had had recently, he and the woman he loved, the woman who warmed his heart and whose image in so many different forms floated continually in his consciousness. The feel of her under his body pulling herself to the compass points of his passion, and in such a moment when time had become suspended, had found this release, this overflowingness that gave him now, alone in this dark bedroom, a joy he could barely contain, that it could be so and to which his own body now expressed in its own vivid and physical way.

This conversation – he sought to remember the circumstances. Maybe it was over the telephone. Many of their conversations had to be so. They lived apart, and even when they lived together for short periods they were not truly together. There was often the intervention of work, of present children, of heads full of lists of things to do.  This conversation was about a short story he had written and sent to her to read – she had supplied the title, curiously, and he had accepted it, the title, as a challenge. She said ‘I’m often unsettled by your stories, by not knowing what is ‘real’ and what is invented. I find it difficult to read what you write as fiction because I’m aware that some of what you write is based on memory, people you have known perhaps, and I have not’. He could tell from the examples she gave (that were really questions) that there was, perhaps, a particular unease when it came to women he had portrayed. He felt a little sad and uncomfortable that his answers did not seem to help, and he thought quietly for some time after about this problem. Of course, authors did this, they trawled their memories, and often and usually ‘characters’ (he had read) were composites. The character in question, a poet in her sixties called Sally, was one such, a composite. He had invented her he thought, but to her, his questioner, his loved one, she had assumed a reality. It was those intimate details he had supplied, those small things that (he felt) drew a fictional character to a reader. Had he known a Sally? How intimately had he known a Sally? Was this the sort of woman he would like to know, perhaps even fantasied about knowing? A woman who handled words well, poetically, that was plain, but unmarked by her age, though had large feet and moved without grace.

He loved to write letters to her, his loved one. He wanted, this morning, to write to her, but he didn’t want his letter to be another list of ‘I did this, then this, and I saw this, and this made me think of this poem (and here it is), or this picture, and I heard this music (and there attempt a description). He was selfish really. He didn’t want the letter skimmed through and discarded. He has written, he loves me, he is thinking about me so he writes knowing I like letters, but that’s it, and his letter, because they come so frequently, is just another mark on the drawing that will be the day; it carries little permanence with it. And sadly, he will occasionally (although he is improving) allow these little intimacies to fall into words, and that I find difficult, embarrassing. I suppose I want letters anyone could read, that I could leave about on the kitchen table.

So, just occasionally he would place himself in a story, and this is what he began to prepare as he lay in bed and the dawn lit this bare room, so minimally furnished, in this quiet and beautiful place where a ten-minute walk would bring him to the bank one of Tarka’s rivers, where from the kitchen window, looking north, he could see the Moor and even one of its signifying and majestic Tors.'

VIII

Glassy smooth
a mirror-sea
reflects a turbulent
cloudscape blending
white into grey

today far distant
the sea joins the sky
the sky absorbs the sea
into the one
the other disappears

and little movement
at the water’s edge . . .
the tide-uncovered land
lies exposed to harden
in the still air

IX

Despite the profusion
the messiness of it all
and with disorder everywhere
there is a precise vocabulary
for the nature and experience
of the coastal strip
the area caught between
land and sea.

Rocks littered
Sand pitted and patterned
Sea sounding breaking pulling-back
Sky an overarching complement to it all

and the necessary story of coming
and the ‘just being here’
and this path to the sea shore
strewn so with anticipation
with forward-facing dreams almost
urgent imaginings as we let go
of the constraints of the squared space
the vertical architecture of daily life

X

See how those we love are transformed
when the sea is their only boundary

a figure stands before a sand bar
in a crescent of water left by the tide
an affecting geometry of solitude

another gathers her body in a crouch
to come close to a speckled play of tiny shells
fragments thrown together by the morning’s tide

The beach is such unconfining space
where movement demands no direction


XI

this attentive looking
at what lies at the feet
or not
choosing to pass by
the curiously-formed
or not

but there is a measuredness
of step an accompanying intent
with that always-confidence
there may be something

so single out what can be held
in the fingers what can lie
entire in the neutral space
of your collection’s row

then later

with the pencil’s mark
the brush’s touch
in line and shade
and the tricks of chiaroscuro
an image will be secured
in mind and muscles’ memory

you will have drawn this form
into knowledge