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From Skutec to Cleveland, A Journey to Freedom through Music: A conversation with Karel Paukert

Lorraine S. Brugh and Richard Webster

Lorraine Brugh is senior research professor of music at Valparaiso University, Valparaiso, Indiana. Richard Webster is interim director of music at Saint Paul’s Choir School and Church, Harvard Square, Boston, Massachusetts, and music director of Chicago’s Bach Week Festival.

Lorraine Brugh, Richard Webster, Karel Paukert
Lorraine Brugh, Richard Webster, and Karel Paukert, November 2023

The celebration

“These people will be your friends for life,” Karel Paukert pronounced to his organ class at Northwestern University in the mid-1970s. Looking around, we students likely smirked, unable to imagine this motley crew being lifelong friends. Almost exactly fifty years later, on November 17, 2023, many of those former students along with colleagues, family, and church members gathered to celebrate Karel’s life of teaching, leading, and performing.

Saint Paul’s Episcopal Church in Cleveland Heights, Ohio, named Karel Paukert artist-in-residence on August 2, 2023. He has served at Saint Paul’s since 1979, first as organist and choirmaster, and now continues as organist for their Sunday early service. Most days he is there, practicing and working on a memoir he is writing at the request of two colleagues in the Czech Republic.

Kevin Jones, director of music at Saint Paul’s since June 2022 and a former student of Karel’s, organized an evening of celebration and tribute. Attended by more than 200 people, the evening opened with a recital by five of Karel’s former students. The rector, the Reverend Jeanne Leinbach, welcomed everyone to the recital. Performers were former students of Karel’s from Northwestern University—James Higdon, Richard Webster, and Lorraine Brugh—and the Cleveland Institute of Music—Brian Wilson and Kevin Jones. The recital displayed evidence of the wide range of Karel’s teaching and influence with works of Jehan Alain, Paul Hindemith, César Franck, Nicolas de Grigny, Richard Webster, Petr Eben, and Maurice Duruflé.

A gala reception followed the recital. Wine flowed freely, complemented by delicious canapés and desserts. The Reverend Leinbach again greeted and thanked all who came from near and far to attend. Lorraine Brugh, James Higdon, Richard Webster, and Kevin Jones all gave tributes, as well as a bit of roasting to Karel. Karel then closed the evening by recalling his love for Saint Paul’s and the staff and parishioners who continue to be a source of great love and support for him, his family, many of whom were in attendance, as were his former students. It was a grand evening of sharing across many decades and places where Karel continues to inspire with his music and wit. All shared admiration for his humanity. Indeed, we students had remained friends for life.

An interview

On November 17, before the festivities, Lorraine Brugh and Richard Webster interviewed Karel, focusing on his early life in Czechoslovakia (thereafter the Czech Republic and now Czechia), his escape to the West, and passion for lifelong teaching 
and learning.

Lorraine Brugh: You have been a lifelong mentor to so many students, including the two of us. Would you talk about that role and then tell us who your mentors were?

Karel Paukert: This is very interesting, because I never thought of you two as teenagers. I don’t think I treated you that way. You were both seventeen when you came to Northwestern. I simply saw two young people, extremely gifted; it was oozing from you. I was as excited as I used to be as a child when I was cultivating herbs and flowers. As a kid I loved to grow plants. This was fantastic for me.

I was first teaching young students as a young person myself when my teachers J. B. Krajs in Prague and then Gabriel Verschraegen in Ghent asked me to work with certain students while they were absent. I like to deal with people, especially young people. You two were very eager, like sponges. It was just a pleasure from the very beginning.

Richard Webster: It’s significant that you mention your love of people because many teachers don’t have that love as you do.

I really feel strongly about the role love plays in our lives. It surpasses language, racial, and geographical barriers. Also, good will. I felt it in abundance as soon as I left my oppressed native country and began my life in the West. It instantly changed me, and I became more trusting and harmonious within myself.

During my second week in Iceland, I was entrusted with the role of an oboe teacher in the music school. In my own mind I had no business being a teacher of oboe, but as a member of the Radio Orchestra and being one of the very few oboe players on the island, I fulfilled my task. My student Kjartan became the oboist of the Iceland Philharmonic a few years later.

I think that my positive instincts in that field are in my DNA, as most of my forefathers on one side of my family were teachers in the Sudetenland (frontiers drawn after the First World War in 1918–1919 and in 1938 appropriated by Adolf Hitler). Consequently, I have the need to share good things with other people.

LB: Which side of your family was that?

My father’s family. My grandfather just happened to come to my hometown Skuteč as the new postmaster. He married there. The object of his admiration was my grandmother Hedvika. He ate in a restaurant for ten years watching this young woman, the daughter of the owner, before he asked her to marry him. He had a dignity about him and thought we teenagers were rude for welcoming girls without shirts on, even though it was a hot summer. I was twelve, my brother eight, and he considered us loose, with no manners. He gave us an example of a time he was mortified when his teacher in elementary school took his class to the river and requested them to take their shirts off before swimming. His shyness did not allow him to do it. He was tearing up, sharing this episode with us. I would definitely say I got my love of teaching from his side.

LB: Can you talk about some of your mentors outside of your family?

There was a Catholic priest, Monsignor Jiri Sahula, who, though poor as a church mouse, had a great assortment of musical instruments. When I was about ten years old and was his acolyte for morning Mass in the local Church of the Assumption of the Blessed Virgin, he lent me books to read. They were way over my head, but I just perused them to please him and then brought them back. For a change he started to talk about the beauty and nobility of the church organ. That was before it began to mesmerize me. In the same context he talked about a composer, František Musil, a priest, who composed a beautiful sonata.

Many years later, when I played the sonata, I was often in tears, recalling Monsignor’s poverty and humility. You could see him from afar. He walked by our house to the next village, probably to visit ailing folks. Walking through the neighborhood, he would carry a huge leather bag, and village folks often offered him goods. “Just baked, Monsignor.” People loved him and took pleasure in feeding him.

Monsignor Sahula was well known as a published historian, rather conservative, but enlightened. It was moving to see him play a variety of instruments, including a musical saw, a zither, and a one-key flute. When I came home for a visit from the conservatory in Prague, he wanted us to make music together—violin and piano. I was pleased to oblige. Often it was painful because he did not practice and his intonation was painful. In the winter, around Christmas, his huge room with a high ceiling was atrociously cold. It was touching to see him tear up playing or talking about music. (I learned from him and others how much music moves people.) I loved those times with the Monsignor, nevertheless.

RW: Would you tell us about your teachers?

My organ teacher at the Prague Conservatory, Jan Bedřich Krajs, was the nephew of the composer and organ virtuoso, Bedřich Antonín Wiedermann. He was like a father to me, in part because he had the same kind of view on present-day government policy and was opposed to the Communists, as my father was.

Our discussions in the organ studio were without boundaries. At a certain point, perhaps in my second year, a recording line was installed, so that we could record our playing. That was a pretext, and what we did not think of was that they also could tape our conversations. We didn’t realize that when we talked politics, even students among ourselves, someone could record us, and they did. It was brought to the attention of the conservatory authorities, and they threatened to close the department if professor Krajs did not dismiss me.

I seemed to have been the chief culprit. My standing was magnified by an anonymous letter from my hometown Skuteč about my class origin: petit bourgeois. This indicated that I was not worthy to be part of the cadre, the working class in the new Socialist state, but should first prove myself in a factory.

Fortunately, the man who installed the telephone was our instructor of acoustics and the son of Comrade Prchal, a leader of the Revolutionary Movement of the Trade Unions (ROH). He was a friend of my teacher, who, among other maintenance tasks, oiled our organ motors. He asked Professor Krajs with urgency to dismiss me, to prevent the closing of the department of organ. On ideological grounds, Krajs said he was not going to do that. What followed was a search of the apartment of the Krajs family. Professor Krajs was a friend of Jan Masaryk, the son of the first president of the Czech Republic, Tomáš Garrigue Masaryk. He “died” in Czernin Palace [in Prague] in 1948, by suicide or was possibly thrown out of a window. To this day it isn’t certain how he died.

My father listened to Jan Masaryk and other Czech dissidents on regular shortwave radio transmissions from London on the BBC (London Calls) and from New York (Voice of America) during the War. Broadcasts were in the Czech language, received on our Telefunken radio. This was considered to be illegal activity and could be punishable by prison or even death, as the required orange tag on the dial indicated.

Before leaving the country, Masaryk left Professor Krajs his famous hat, books, letters, and other memorabilia. One day the secret police came to check his apartment, probably to look for objects that could compromise him so that they could take action against him. The Krajs family lived in Malá Strana, in a centuries-old house, below the Prague Castle in Thunovská Street. Upon hearing the doorbell, the professor peeked down from the upper floor and saw men in leather coats, a typical attire of the secret police. Before he opened the doors downstairs he took the things that might be compromising and threw them all into an oven, a ceramic stove that went up all the way to the ceiling in the large room, which housed a small two-manual organ. Unfortunately, later in the day when the professor was at the conservatory, Mrs. Krajs came back and lit a fire in the stove, not knowing what all the papers were about. She burned it all up. There were notes, letters, enough incriminating evidence that almost certainly would have resulted in incarceration.

The early 1950s were tough times after a few peaceful years following World War II. It was the “dictatorship of the working class on the way to Socialism and Communism.” In many ways it mirrored the German occupation and their beastly deeds.

RW: What year would this be?

It began after the February 1948 Revolution with the confiscation of properties of the rich and the nationalization of industry, and climaxed in the last years of Stalin. The years 1952 and 1953 were terrible, because any Soviet doctrine would be copied by the Czech Communists. It was the art and culture of social realism; everything had to be optimistic, with positive depictions of the Russians. Whatever it was, it had to be in agreement with the party line. This was the reign of Socialist realism. So we couldn’t play music that wasn’t relatable to the working classes, especially anything with religious titles. Music that named Jesus Christ or mentioned anything religious was prohibited, with a few exceptions. If a piece was called “Meditation” it might have passed the ideological control.

My colleague, Jan Hora, retired professor of the conservatory and the Academy of Musical Arts, often played in the concert halls of the Soviet Union. He said that there were never printed programs in the Soviet Union. The works would be announced from the stage so that any religious connotations would be erased.

Thanks to Jan I got to know Professor Verschraegen. Jan was my best friend from the conservatory years. He was a fine organist and was allowed to travel abroad. While still in school he won several competitions. In fact, Jan met Professor Verschraegen when he was taking part in the J. S. Bach competition in Ghent. He always brought back organ scores of contemporary composers published in the West. This was music that we never had access to in the “Czechoslovak Socialist Republic.” I was able to borrow and copy some of them.

I also told you about Paul Hindemith and copying his Sonata I. When he came to Prague, I asked him if he would be so kind as to sign it. That much I could say in German. He was very upset—I might say furious. I must have been in a tearful disposition, as his kind wife, Frau Gertrud, had mercy on me, took me by my hand, and invited me to sit with her in the loge at Smetana Hall during the second half of his rehearsal with the Czech Philharmonic Orchestra. After I explained to her in broken German our situation, vis-à-vis new music from the West, she took me after the rehearsal to the green room. I could tell that she was explaining the predicament of music students to Hindemith. He obviously changed his mind, because he did sign the sonata (“With thanks to the copyist”!!). He also requested my address, and during one of the ensuing summer months I got a package from Schott in Vienna, addressed to my parents’ house in Skuteč, with all three of his sonatas.

Back to Professor Verschraegen. It happened that he was allowed to concertize in the Czech Republic. I was in military service between 1957 and 1959 in Pisek and Tabor. It was in 1958 that I met him. Mr. Palasek, who was the minister at the prayer house of the Czech Brethren, had for our circumstances a nice, small two-manual organ, and allowed me to practice there whenever I had permission to leave the barracks. He told me about an upcoming Verschraegen concert there and asked if I could assist him during his recital.

There was a youngish lady named Vera who was translating for him. The two seemed to have been affectionate with each other. She was a Jew and had spent several war years in the concentration camp. I could tell because she had a tattoo on her arm.

Later in Ghent, I realized that her story fascinated Verschraegen from the very beginning, and he was attracted to her. She asked me if I liked his playing; I said, yes, very much, and she asked if I would like to study with him. She talked to Gabriel about me, and the next time he came to Prague I played for him. He came there to premiere his Concerto for Organ and Strings with the Prague Chamber Orchestra in the Rudolfinum.

He loved Prague and stayed for several days. I tried to communicate with him in my elementary German. He spoke his native Flemish, French, and German. Afterwards, Vera convinced me that I had to improve my German to communicate with him. I listened to her and took private German lessons, making fairly rapid progress.

The Pragokoncert housed him in the Hotel Alcron, a hotel for guests from the West. One evening he invited me there for supper. As we spoke a waiter came to us and silently pointed above his head, toward the chandelier. That indicated to me that there was a recording device. Fortunately, I had not said very much. But I was so grateful, so grateful to the waiter for warning us.

The next day, through the help of Vera, I got to play for him. Later when I was in Belgium, he told me I was like some other Czech organists, who were so rhythmically undisciplined. (He had heard them in various competitions as a juror.) He said I had to buy a metronome and reached immediately for his wallet to give me money, but I did have some money. After two lessons with him I did what he asked me to do—to write in all the fingerings and pedaling in Bach’s Toccata in F (BWV 540i). Thereafter, I passed his requirement.

RW: Just like you, he was very generous to his students.

Thank you. Anyway, so then after two or three lessons, he said that he would like me to teach his son, Dirk. “You can play as you want, but I want you to teach him to use the metronome and note the fingerings.” Obviously, he wanted me to instill discipline in him.

After that I didn’t get many lessons from him. He would listen to me and make a few, always helpful comments. We discussed interpretations away from the organ as well. He was a deep thinker and liked to talk a lot about himself and life in general. I lived nearby, and he would often ring my doorbell in the evening and ask if I wanted to have coffee or a beer chat. We might also meet in the square at a brasserie in front of the cathedral where I was playing weekday Masses, Sunday morning Masses, and other important offices. Or we would talk and walk through the old town. He would talk politics, the world, and Vera in Prague, and I would comment here and there. He loved his city and was a proud “Vlamink” (Flemish citizen).

RW: Last year you received an honorary doctorate from the Academy of Musical Arts in Prague, and a week thereafter the Prize of the Ministry of Culture. What was it like for you to be there and to receive the award?

It was like a dream. My entire U.S. family and Czech relatives came to support me. When I legally left Prague in 1961 I had a suitcase containing some music scores and my oboe for a one-year engagement in the Iceland Symphony Orchestra. By not returning for the obligatory summer military training and disregarding all the letters from the Czech authorities, the military court issued me a ten-year prison term. I did not think that even a short visit would ever be a possibility.

I never thought I would be going back. But things changed. The Velvet Revolution was a miracle. I told you about my mother. When I took a train to Skuteč to say goodbye before leaving for Iceland and told her I might not be coming back, she was standing in front of the armoire and was so startled she dropped a mirror on the floor. “You cannot do it.” I didn’t even say goodbye to my father because he was working in an ammunition factory and could only come home on the weekend. I didn’t know myself if I could get to the point where I could divorce myself from my past and never be back again.

Playing in the Iceland Symphony Orchestra in Reykjavik, existing modestly, I had saved some money, made some more in Oslo with the recording of Czech organ music in the cathedral in Oslo for the Norwegian Radio. I kept my savings in my shoes, believing that with a little bit of luck I could survive two to three months.

In Oslo I put my suitcase into a railway depot before embarking by autostop to the west coast. I splurged on a pair of blue jeans (my first ones), a small backpack, and a navy t-shirt. Then in the harbor I was trying to find work. I did find it on a packet boat servicing Kristiansand and Bergen. I meditated about my future under the starlit sky when the boat moored at night in one of the magic fjords. The sailors would leave me on the boat alone, sleep somewhere on the shore, and would come back in the morning. I was to clean the kitchen and the deck. After I was finished I watched the stars and made my plans. My kingdom was the deck of the smallish boat.

On the way to Prague in 2022 I was again replaying in my mind the circumstances of my leaving in 1961. It took me many months in Reykjavik to tackle the parting step with my past. The final decision, the realization that I had to leave my past in order to at least touch my dreams, was made during my journey in 1962, hitchhiking from Bergen back to Oslo. After a nap in a haystack in the Telemark region of Norway, awakened by the scent of hay and hearing singing from a beautifully carved chalet (there must have been more than a dozen of them, scattered in the valley), I made the decision to stay in the West. I bought a ticket to Ghent, checked my suitcase, boarded the train, and was on my way to Belgium.

In Sweden there was no passport control from Norway. When we reached Denmark, however, there was a casual passport control at the border to Germany. The officer selected me and said I needed a valid visa. I told him I had one. He stated I needed a visa for each country since my passport was from a Communist country. He said I had transgressed Scandinavian rules. I explained what I was contemplating—to ask for asylum. He said he would let me go to Germany, and there I would need to ask for asylum.

The German border police got me off the train. The realization came to me too late that my suitcase, a “Mitgepäck,” was going to Ghent. Out of fear that I could be apprehended, I had left in it the letters from Verschraegen that could prove he had invited me to come to study with him, plus anything else that would reveal my intentions not to return home. This was August, and I didn’t get to Ghent until November. Meanwhile, I had to exist. The Germans said it would be possible to stay in Germany because I was a musician. But I would have to change my name and go to a camp for refugees, because I didn’t want to become a German citizen.

I was sent back to Denmark on the next train. The same officer, Mr. Poulsen, waited for me at the Padborg station and brought me to a small police station directly in the railway station. There he interviewed me and wrote a protocol. I was jailed overnight and taken with two men, obviously criminals, to Copenhagen by rail and boats. Today the bridges make that part of the voyage a delight.

They brought me to the officer for refugees. I deposited my Czech passport and the return airline ticket to Prague. His office would help me apply for a visa to Belgium. In the meantime, I was required to find housing and periodically report to his office. I was terrified that I would not have enough money to stay in the city while I waited for the visa.

I wrote a desperate letter to a friend in Iceland, Didda Gudrum Kristinsdottir. She was a pianist who studied with Bruno Seidlhofer in Vienna and was at that time the best pianist in Iceland. I gave her the address of the rented room where she could write to me.

Instead of receiving a letter, one day a Danish woman came to my door, introduced herself as Hanne Poulsen, a friend of Didda from Vienna, where she had studied broadcasting. She already knew that I needed help here and offered me the use of her apartment. “I am leaving my apartment and going on vacation. I will be with my mother for six weeks. I would like you to use it.” I just couldn’t accept it. She said she would come in the afternoon and would show me Copenhagen. She drove me all around the city in her beautiful Saab. We ended in Nyhavn with a glass of delicious Tuborg beer. During our sightseeing I decided to accept her kind offer. That helped me to survive in Copenhagen because I had no job. For many years thereafter, whenever I would be nearby, I would meet her for dinner.

I would go to the Belgian embassy to check on my visa almost every day, wearing sunglasses so that I would not be recognized. That feeling of being pursued stayed with me for a long time. It finally disappeared in 1964, when I arrived in the United States.

During my waiting time for the visa I was able to take advantage of the musical life in Copenhagen. Tickets were inexpensive. In Tivoli, the famous amusement park, I heard amazing concerts of all sorts, including Danish avant-garde composers, conductor Zubin Mehta with the Tivoli orchestra, even a piano recital by the seventy-five-year-old Arthur Rubinstein.

One day, in a cafeteria, I met a young man who looked at me quizzically and addressed me in English. By that time I could speak some English. He was a Fulbright student from the USA, Raymond Harris, studying with Finn Viderø. I knew the name of his teacher as he was well known as a prophet, specializing in the works of Buxtehude. Mr. Viderø didn’t mind if I came to his lessons. I learned a lot by observing him and listening to the beautiful Marcussen organ on which he taught. I summoned the courage to visit other organ lofts and was received cordially. Many of the organists were also composers. I could not believe the clarity of those instruments!

Then one day at the Belgian embassy, a kind consular officer, a distinguished older Jewish woman told me, “Do not despair. It will happen.” It wasn’t happening fast enough. I was writing desperate letters to Verschraegen, “Please, please, Herr Professor.” I got no answer. He needed to attest that he was inviting me to Belgium. We had made the agreement in 1961 that he would send me a Christmas card with his signature and an asterisk if the invitation was still valid. Shortly thereafter I received it and still have it. It’s a Christmas card, more than half a century old, with a landscape painting of an old Flemish master, and on the reverse, his signature and the asterisk.

After coming to Ghent I found out that Professor Verschraegen traveled during the summer with the whole family in Europe and was also giving concerts. His mail was collected by one of the sextons, Roger Van de Wielle, a musicologist and author, who was also one of the organists.

LB: Tonight you will be honored for another award, artist-in-residence at Saint Paul’s. Share some of your thoughts about this celebration.

The rector, in her generosity, and Kevin Jones, director of music here, made it possible for me to stay on. I treasure the office I have, because I can hopefully finish my memoirs. I also have a resting place here in the columbarium for Noriko [Fujii-Paukert, Karel’s wife] and myself. She agreed to be buried with me.

Look at this beautiful space. I’m often here until 8:00 p.m. working on details of the remembrances, making sure all the details are correct. Sometimes I come to pleasant, even stunning discoveries. Today, for example, I was reading about two musicians who concertized at the Cleveland Museum of Art in their early careers, Christine Brandes and Joshua Bell. Christine, a sought-after soprano in early music, shone in several of our concerts thirty years ago, and Joshua, now a world-class violinist, was scheduled for one of our summer concerts when he was thirteen or fourteen. He was the first winner of the Stulberg International Competition for string players under age twenty.

This competition was founded by the friends of Julius Stulberg, professor of violin in Kalamazoo [Western Michigan University], a year after his death. It was a stroke of luck, and it happened because of my skiing accident. I found out about Joshua from my orthopedist, Dr. Stulberg, whose father was a German immigrant and the famed violinist. The good doctor, who apparently frequented our concerts, raved about Joshua and put me in contact with his mother. I was fortunate in that regard; so many good things happened to me.

LB: How did the invitation to write your memoir come about?

It was the editor of Prague Radio, Eva Ocisková, who recorded a series of talks for her program Pameti (“Memories”). It was a successful program in many installments on Radio Vltava Prague. From that she must have gleaned some inspiration and asked me to consider writing the story of my life. Her husband, my close friend, renowned organist Jaroslav Tůma, supported it.

LB: They are planning a publication in Czech?

Yes, and there is support for the Czech edition from official circles. What happens further, with the English edition, I don’t know as yet.

LB: What accomplishments are you most proud of, or satisfied with, in your long professional arc?

Well, here in the church I am pleased with the acquisition of instruments. We acquired an Italian organ by Gerhard Hradetzky, the Italian harpsichord by Matthias Giewisch, and the positiv of Vladimir Slajch. Of course, we have the iconic Holtkamp organ.

At the Cleveland Museum of Art (CMA) procurement was one of my chief preoccupations from the very beginning. I wanted to acquire instruments that would enable us to present a variety of musical styles. Those instruments included harpsichord copies for French, Italian, and German repertoire, an organ positiv, an original Broadwood fortepiano, a copy of Mozart’s Walter clavier, and a clavichord. We used them in the auditorium and in various galleries for concerts. This gave the musical arts also a visual artistic presentation. In both instances it required patience and perseverance to obtain the necessary funds from private individuals and foundations.

Unfortunately, the CMA instruments are now in storage and are not played. That situation pains me very much. Even more, the human capital we assembled through the many activities is no longer nourished by the CMA as it was for almost 100 years. You cannot measure such things with a yardstick, but you can see and feel the respect people paid to music over the years. I was not the first one. I simply continued in that trajectory of the first curators, following in the footsteps of my predecessor, Walter Blodgett.

There are many instrumentalists and composers who were studying here at the Cleveland Institute of Music (CIM) and students at other institutions who, even now after many years have passed, acknowledge how much the CMA program enriched their professional lives through the concerts, listening to rehearsals, and meeting with the artists. We wanted it to be precisely that: a supplemental music laboratory for as many as possible. The young professionals who studied with Donald Erb at CIM got to meet William Bolcom, William Albright, Jacob Druckman, Messrs. Carter and Crumb, and dozens of others. Imagine the young organist to be a few steps away from such legends as Jean Langlais, Pierre Cochereau, Madame Duruflé, Olivier Messiaen, or Yvonne Loriod. There is something sacred in meeting great artists.

It was the same with masterclasses. If we had harpsichordist Gustav Leonhardt or Edith Picht-Axenfeld playing fortepiano, students would come from CIM, from Case Western, Cleveland State, or the Oberlin Conservatory, just to experience their artistry. It was the education tangent that I valued very much. What is heartwarming to me now are the occasional encounters with folks I meet in the street or a store, or musicians who participated in our endeavors, age-wise all over the spectrum, expressing gratitude for our musical mission.

LB: Was the new music direction your own, or had it been already established?

I was following Walter Blodgett. He was interested in new music. The CMA juried exhibitions of local artists. Walter complemented this with May festivals, mostly performances of new music. He had people like Karlheinz Stockhausen here before I came. I could not believe it.

So I felt very safe in pushing the envelope. Among others in programming music of different nations, I also wanted to promote Czech music. The general manager of CMA, Beverly Barksdale, previously assistant to George Szell, assured me that because Szell presented Czech music often [with the Cleveland Orchestra], programming Czech music would not be objectionable to Clevelanders. On the contrary, we would frequently combine resources from CMA, the choir from Saint Paul’s, as well as local instrumentalists, and present concerts in the CMA, the Bohemian National Hall, and elsewhere in the city. During the oppressive regime, ending with the Velvet Revolution (Prague, November and December 1989), local folks were unable to visit the homeland and enthusiastically supported our programs of Dvořák, Smetana, Janáček, and others.

RW: What are your regrets?

As humans we all sin. Perhaps I sinned more than others. Feeling guilty helped me do good things and helped me, in part, to overcome my guilt. I should have loved more. I should have spent more time with my family. I should have been more understanding of some of my students. I should have worked harder from the beginning.

RW: What advice do you have to young musicians, particularly organists, composers, and church musicians who are at the beginnings of their careers?

I just really think that, in today’s market, it is necessary to be multi-faceted, to be capable of stepping into diverse situations, in order to earn enough for the basic necessities. I am speaking now as the father of a family. The brilliant ones and those who are hard working will most likely make it. [Young musicians] do not need any advice from us. They just need to find a mentor and continue to love music and know what and why they are doing it.

LB: Well, there aren’t even enough church jobs to go around anymore.

I think you have to follow your call, whatever it is. My teacher at the conservatory, Mr. Krajs, said, when he taught me privately,

Darling, you are ready to take the exams at the conservatory. Think it over. You have to be sure you love music enough. You know how the government treats the church, and it may not change in your lifetime. You may have to play for free in the church, if they are even open, and be employed in a radio station as a sound engineer. But you play oboe; you will be okay.

The satisfaction of being a musician is enormous, especially in religious realms. I was fortunate to have a dream position at the museum (CMA), not in terms of financial rewards but in being an unofficial musical missionary in the city. To that end was added another dimension, serving people in the church, first [at Saint Luke’s Episcopal Church] in Evanston and now in Cleveland Heights. I was fortunate to work under great rectors—in Evanston, Tom Ray, and in Cleveland Heights, Chave McCracken, Nick White, Alan Gates, Jeanne Leinbach, and a host of wonderful musical colleagues. I learned from all of them, and I am still learning.

RW: It’s a calling.

Yes.

Postscript by Karel Paukert

I wish Frank Cunkle were still alive. Thanks to him I made it all the way to the U.S. In 1963 Gabriel Verschraegen asked me to take care of an American music journalist, Mr. Cunkle, who was planning to visit the Festival of Flanders to see diverse organs and attend as many recitals as possible. I agreed to be his guide, not realizing that this encounter would change my life forever.

Frank was the editor of The Diapason, based in Chicago. As I quickly found out, he had an encyclopedic knowledge of the U.S. organ scene. He let me know right away that he disliked certain organists, but did like very much the playing of Catharine Crozier and also Robert Noehren. I proudly told him that I met both in Haarlem and that they recommended me to come to the U.S. Frank did not promise me anything but indicated that he would contact a few acquaintances in churches and schools for a possible recital or a class on Czech organ music. It all became reality when I landed in Chicago on December 19, 1964. I was welcomed by Frank, organ builder John F. Shawhan, and two doctoral students at Northwestern University, Benn Gibson and James Leland. They brought me to Frank’s house (he did not drive) in Oak Park.

The Chicago Chapter of the American Guild of Organists invited me to play a recital for their midwinter conclave, undoubtedly, thanks to Frank’s recommendation. It was announced in the December 1964 issue of The Diapason.

In 1968 I returned to the Chicago area to teach at Northwestern University in Evanston and reconnected with Frank. Upon his retirement in 1970 he moved to our small house on Noyes Street and became a frequent babysitter of our children. He eventually fulfilled his plan to retire in Mexico. After he found the experience disappointing, he returned to the U.S. to live close to his sister in Chula Vista, California.

A child of the Great Depression, he was born in Arkansas and was accustomed to living frugally. In his younger years he earned his living in music as an organist, pianist, composer, and arranger. He possessed absolute pitch. His music education was broad. I am his grateful mentee, for imparting to me the skills of American life I would need for the rest of my life.

Special thanks to my friends, Lorraine and Richard, and also to Stephen Schnurr and The Diapason, for allowing me to share my memories.

 

Karel is currently receiving treatment at the University Hospital’s Seidman Cancer Center in Cleveland, Ohio.

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An Interview with Anna Lapwood

Murray Somerville

Murray Forbes Somerville, graduate of New College, Oxford, holds degrees also from Union Theological Seminary in New York and the New England Conservatory; he served for thirteen years as university organist at Harvard. Retired to South Carolina, he is currently Committee Chair for the L’Organo organ recital series, part of the Piccolo Spoleto Festival in Charleston.

Anna Lapwood in Atlantic City
Anna Lapwood at the console of the world’s largest organ, in Boardwalk Hall, Atlantic City, New Jersey

To try and categorize Anna Lapwood’s career is a challenge. She is a hugely successful concert organist, performing across Europe, Africa, and the United States; she is a conductor, director of music at Pembroke College, Cambridge (appointed at the age of 21, the youngest ever in Oxbridge); she is a recording artist, arranger, singer, radio and television presenter, TikTok personality with millions of hits, and last year was appointed a Member of the Order of the British Empire by King Charles III, with Princess Anne making the presentation.

Her recital repertoire includes not only the standard classical organ works of Bach, Duruflé, Price, and the like, but often also her own arrangements of movie scores, a genre she has loved since childhood. Go to her YouTube channel and particularly youtube.com/watch?v=VT5B-vEPeXI for an organ concert performance like none other. Or watch her numerous posts on TikTok.

It took us nine months to find a short time in her schedule for our Zoom interview. And even though she had just finished a European concert tour, traveling back home that day, she was as full of energy as it seems she always is, and (as you would expect from an Oxford graduate) articulate and ready to answer slightly edgy questions about the choral and organ world, as well as sharing her experiences in so many different musical fields and her goals in reaching wider and wider to share her love of the instrument, her love of music, and her joy in communicating with people.

Well, hallo, Anna!

Hello! Good to see you!

Good to see you too, Anna. Thank you for taking time out of what I know is your extremely busy schedule to talk with me. By the way—when did you start in Germany this morning?

I set off at nine and got back home. . . about ten minutes ago.

Wow! Well, for the first question I have been burning to ask you for a year now: how did you manage to get 5,000 people in June 2023 to come to the Royal Albert Hall for a late-night organ concert?

I still don’t really understand what happened there. That felt like such a significant moment, as the concert was such a remarkable experience. I hadn’t expected that number of people, but they were mostly there from social media. It was this massive moment, in my mind, of realizing that what I’ve been doing on social media can translate into bums on seats at a concert hall as well. I think that’s the thing that brings me the most joy, to see people coming to their first ever organ concert. And I hope they’re coming back for more.

Yes, indeed. That leads me to what I was going to ask you about TikTok: how that works for you, how it helps, what use can be made of it? And are you worried about any government bans of TikTok?

Yes, I mean I’m obviously keeping an eye on that side of things; I think it’s slightly less of a conversation here [in the UK] than it is in the U.S. It wouldn’t be ideal, although I obviously do a lot on Facebook and Instagram as well, so there’s a mix of different platforms in there. But I think the thing that I’ve realized is wonderful about sharing on social media, with the organ specifically, is that our biggest problem as organists is that we’re hidden from the audience. If you think about the fact that with any artist on any instrument or a singer or whatever, the whole thing is trying to create a connection with the audience, right? That’s performing, and we are automatically at a disadvantage straightaway. What I think social media is amazing for, is you can bring them immediately right next to you and give them the experience of sitting on the organ bench with you whether it’s in rehearsal or in performance, which then means if they do come to a concert and they can’t see you, they have all those memories from the videos. They know what you’re thinking, they can imagine what it looks like so much more easily, and it helps break down those barriers.

Another thing that has struck me is how comfortable you are at addressing a camera, addressing people. Even when people come up to you during practice sessions you greet them warmly, whereas most of us get annoyed. Do you have any words of wisdom for your colleagues on that subject?

Well, to be fair, we all know that there are different circumstances, right? If you have twenty minutes to register, and that’s nowhere near enough time, and you’re really, really stressed, and someone comes up to you, you’re probably not going to react in quite the same way as if you’re registering for eight hours and have a bit more relaxed schedule. In that case people coming up and asking questions can be a really welcome break from the intense brain work. But the thing I just always keep in my head is that you never know what tiny interaction could sow a seed in someone’s head that makes them want to try the organ themselves, makes them want to go to an organ concert, or it just makes them think differently about the instrument or about classical music in general.

I see all of our roles as organists as evangelists for the instrument, and that spreads through every minute of every day. I love it personally. If I’m doing an overnight at the Albert Hall, it makes such a difference when someone comes up and asks me to play something. It’s like I’ve had a shot of caffeine, and I can keep going for another two hours when I might have been flagging before.

Which leads me to my next question: how did you get started on the midnight to 6:00 a.m. shift at the Albert Hall, and, for the benefit of our readers, tell us a little bit about the place and the instrument.

So, I started working at the Royal Albert Hall a couple of years ago. I had a message from the former artistic director, Lucy Noble, and she just said, “I’d love to have a chat with you about something at the Royal Albert Hall.” And I have never replied to a message faster, literally embarrassingly fast. Within a minute of it arriving, I wrote “Yes, yes,” because I have always loved that organ and I’d had the chance to play it a couple other times in the past. She asked if I would become one of their associate artists; the whole point of that role being to try and bring a different audience to various aspects of the Hall; so, there are a couple of us in different fields.

She said to me, “What would you want to do as associate artist?” And I said that I want to put the organ right at the middle of everything that the Hall’s doing, and I want it to be something that people talk about and think about including in concerts. Whether they are classical concerts or pop concerts or rock concerts, I want them to think of the organ as an amazing novelty thing, to take the concert to a new level. We all kind of looked at each other and went, “Oh, that’s fun, but it’s never going to happen.” And then it just started happening kind of naturally, because the other thing that I said would be really important is getting access to the organ.

They gave me, maybe once a month, a slot between midnight and six in the morning. And sometimes that’s registering for an upcoming concert, sometimes it’s filming videos for the Hall or for my channels. And often I’ve found now that one of those sessions can lead to a concert because people stumble across you there. If they’re in the middle of a residency, then they all want to play the organ, and that’s great. It’s happened a couple of times now, and it’s completely changed my life. It’s an incredible organ, such a rich organ, I mean the orchestral color, the bass drum, the bells—it’s so much fun to play. But I think almost more than that, it is so perfect for that space, it brings together so many different events, not just different genres—they have tennis matches and boxing matches in there. That organ can hold the room, whatever the event is; it can compete with a massively amplified rock band, and it feels like sitting at the helm of a ship.

How would you compare that to some of your experiences in the United States? What are some of your favorite instruments in the States?

You have so many great instruments in the U.S. I know that we have amazing ones here as well, but I do think that organs in the U.S. seem to have more gizmos and fun kinds of bells and whistles, right? And also, things that make our life a little bit easier as organists. They have very logical setting systems and things. I think my favorites from the most recent tour were definitely Boardwalk Hall in Atlantic City, which was just this massive bucket-list moment. Although next time I go I really want to have more time, because I landed and then I had fourteen hours in one day to register, and then the next day was the concert day and dealing with flight hours. I was so tired and so overwhelmed, and I feel like I sort of scratched the surface of what that organ can do, but I would love just to be there for a week and get to know it properly and spend more time with the amazing people there as well. So that’s one of them. And the other one, possibly my favorite other than the Albert Hall, is Disney Hall in Los Angeles. Oh, such an incredible instrument, and the hall has such a lively acoustic. It’s so warm and so clear. And again, the team there are just such wonderful people, and they care about opening up the instrument to as many people as possible.

Going off on a completely different tangent—having myself lived in Zimbabwe as a teenager (or Rhodesia as it then was)—are you still doing your visits to Zambia?

I am. I’m actually about to take the Choir there. We’re off next week.

Oh, wonderful; congratulations! Tell us more about that.

I started going out there when I was a university student, and there was a charity called the Muse Trust, which started taking these trips where they would take two Oxford students and two Cambridge students who would go to help teach music in Zambia for a month. I went out on this first trip and absolutely fell in love with everything about the place. And the music—there was so much music everywhere, just everywhere you turned, people were singing, people were dancing. And I just thought this is a pretty wonderful thing.

And then when I started working at Pembroke [College, Cambridge] nine years ago, in my first year I got chatting with our dean, who is also our chaplain. He’d spent some time in Zambia and Zimbabwe, and we soon decided to run a choir tour there with them. That kickstarted things again, and I’ve been going back every year since, trying to go for three weeks or a month and doing a whole range of things: teaching music and working with some incredible musicians there.

I basically go and I say, how can I help? What can I do? What would be most useful. And what I find, so much of it is literally can we just sit and make music together, which is the most incredible feeling, right? We all know what it’s like to just spontaneously sit down and be like, let’s just play, let’s just mess around and see what happens. What I try to do, at the request of the musicians that I work with there, is share those videos so that people can see that there is this incredible talent everywhere. And I’m trying to help nurture careers when I can. For example, one of the Zambian singers is now in the UK, and I’m trying to help him as much as I can. One of the other things that I do is talk to them about how you market yourself as a musician, how you use social media to create an income stream from music, because at the moment being a musician in Zambia isn’t really a possibility as a career path.

It’s an incredible thing. I feel so lucky to work there. It’s like this reset every year, which also just reminds me not to take this for granted at all because there are so many musicians there who would desperately love to do what I do for a living and who just can’t because they were born in a different place.

Well, give Victoria Falls my love, please, when you go there again. So let’s talk about Pembroke and what you’re doing there. Before you went there, to be honest it wasn’t always thought of as a musical powerhouse, but you’ve changed that in no uncertain terms.

Yes, it’s been a bit of a rollercoaster.

And you started a girls’ choir; tell us about that.

When I first came up, there was a chapel choir, and I started working there when I was twenty-one, very much learning on the job. I wasn’t quite sure what I was doing or what I wanted to do. I just knew I wanted to make music and loved making music. And it was amazing how they actually let me learn on the job; they took a massive risk appointing someone so young and so inexperienced. I think they saw that I wanted to grow the music department into something that the college could be really proud of and something they were known for. It was toward the end of my first year, I remember the daughter of one of my colleagues coming into my office one day and saying, “I think you need to set up another girls’ choir, because there aren’t enough girls’ choirs in Cambridge. There’s not enough opportunities for girls to sing.” And her dad said, “I promise I didn’t ask her to say that.” But it lit the spark in my brain. It was like, well, that sounds like a fun idea. And because I was twenty-one and because I was so full of energy and was just throwing absolutely everything I had at this job, I thought, “I’ll start up a girls’ choir.” I think there’s something liberating about being early on in a job when you don’t see red tape, you just see opportunities. And so now I think I would have probably done the setting up process slightly more carefully and cautiously; but the college was incredible at helping me turn everything around pretty swiftly. We had a girls’ choir the next year, and now they are like 
my children.

Honestly, when I perform on the organ I have their names written throughout my scores based on what character I’m trying to conjure up in my playing. During the Duruflé [Prelude and Fugue on the Name of Alain] I have names of the girl choristers all the way through. I think it’s just one of the greatest privileges to help shape people’s early musical lives and hopefully give them confidence and make them realize that they’re capable of so much.

I do remember that right before the 100th anniversary of the Nine Lessons and Carols Service, in 2018, when British opera star Leslie Garrett made a statement that there should be girls in King’s College Choir, you wrote at that time that this made you angry. Do you still feel that way?

It’s a really interesting question. I think my thoughts have changed a bit; I think what I would defend is the importance of gendered spaces. So, in the same way that I think having a girls’ choir is such an amazing thing—and I love them so much, and there is something so unique about it being a group of girls—I think having boys’ choirs can be a really positive thing, in exactly the same way. I think the suggestion that we can just solve all problems by mixing everything—I don’t think that’s necessarily right.

I would say when people complain about the idea of introducing girls into something like King’s, I think one of the things they often say is, “Oh, the sound is different.” And I’m like, come on, so often in those early experiments you’re comparing boy choristers who had sung every day and been trained every day with untrained girls. Of course, the sound is different, but actually so many people can’t tell the difference when it’s two well-trained different sex choristers.

I’ve always felt that it’s much more about developmental issues and social cohesion and all that sort of stuff.

Yes. What I would say is that I think gendered spaces are super important for those who want it. I think mixed spaces are also really important for those who want it, but I think what we do need to make sure is that there is parity of opportunity. And by that I mean there is the opportunity for girls to sing to that standard and with that level of publicity, so that it’s not just boys who sing for the really high profile services. That is really important because we all say you can’t be what you can’t see, right? Increasingly you sort of think, why is that and how can we make a difference there?

Of course, the U.S. has a slightly different problem, in that actually it’s often very hard to persuade boys to sing.

Well, this is the other side of it, and it’s one of the reasons I remember finding it frustrating those years ago, having worked with boy choristers in various different places and seeing what a great thing it is for them to be choristers, looking at how if you’d move away from the chorister roles to more general singing, the number of boys versus girls singing in any normal school choir is so skewed the other way. You’re going to have maybe thirty girls and then two boys, so we need to make sure we’re still encouraging boys to sing and finding ways to encourage them. Making sure that the opportunities are there for them as well is essential. But I think it’s about finding the right ways to do that that allows parity of opportunity.

This leads me actually to my next question: how did you feel when you were the first woman organ scholar in 500 years working with the all-male choir at Magdalen College, Oxford? You’ve said you had a stiff learning curve; tell us a little bit more about that.

You stole the words right out of my mouth! Yes, it was a very steep learning curve. When I started as organ scholar I had never accompanied a choir on the organ. And then I was doing it. I had accompanied choirs all the time on piano, but not on the organ. I didn’t know any of the standard choral repertoire because I hadn’t been brought up in that world. I knew orchestral repertoire extremely well because I had spent years as an orchestral harpist, but I didn’t know all the kind of normal choral repertoire you might expect someone to know. I had also been at an all-girls school for my entire school life. So, to say it was a culture shock doesn’t even scratch the surface. It was like suddenly being thrown into a country where you don’t speak the language. I remember vividly being asked to go and get the Psalters from the Song School and having no idea what a Psalter was but being too embarrassed to ask. I was standing there in the Song School looking around, going, “What am I looking for?” because nothing said Psalter, but I was spelling it without the “P”—so this is what I mean by I really didn’t know what I was doing. But in a way I’m so grateful for my time there because I learned so much, so fast, because if I didn’t I wouldn’t have survived.

It was very much like I remember thinking, “I can’t do this, I can’t do this!” Then sitting myself down and being like, “You’ve got to make the most of this opportunity, so you’re going to work as hard as you can to try and catch up on all the stuff you’ve missed.” I practiced the organ for eight hours a day, and once I’d done that for a term and had sort of learned the standard repertoire and started to get a bit more comfortable with things and immersed myself in that world, I loved it.

One of your first media successes that I saw was that amusing video you did back in 2016 about May Morning1 and behind the scenes, waking up the choral scholars, warming up the choristers, and all of that. I was just wondering whether you think that the rather media-savvy tradition of your college—thinking about Oscar Wilde, Dudley Moore, people like that—was that an influence on you?

I just think I wanted to share a little bit of the craziness that goes on behind the scenes. I mean, it’s a bizarre thing, right? This choir gets up at whatever time it is in the morning, goes and rehearses, climbs the tower, sings to however many thousands of people, then goes and eats breakfast, and then does another service. It’s so crazy. I just thought—actually people might find this interesting. I guess that’s exactly the same ethos I’ve applied ever since. I just think there are so many bits of being a musician generally that are so weird and so crazy, and people find it interesting. Seeing kind of under the hood as it were.

It’s still up there on YouTube, I just checked on it the other day. Now let’s move into one or two quick things. What does it mean to be a member of the Order of the British Empire. Can you tell us about the ceremony and all of that?

I can’t remember when I got the letter now. I was doing carol services, so it was around the end of November when it is Cambridge Christmas. I got this letter, which said on the front, “On His Majesty’s Service,” and I remember I was at Pembroke. I kind of looked at this thing and ran back to my office and ripped it open. It said, “You’ve been made a member of the Order of the British Empire,” and I kind of jumped up and down and screamed quite a lot. It’s a huge honor, and actually the best thing about that day was that my parents happened to be there that evening. They turned up for the service, I grabbed them, I had like two minutes I think before the service, grabbed them, ran to my office and said, “Sit down, you’ve got to hear this!” They have sacrificed so much, and they’ve worked so hard to enable me to do what I do.

And you just happened to have your phone going?

Oh, no, that was very much intentional. I said, “I’m filming you, by the way.” I don’t know what they thought I was going to tell them, but they were very, “What is going on?” But I wanted to capture the moment because I know how much that meant to them. That level of recognition I think was a huge moment for them, almost even more than it was for me. It was a massive moment for me. I cried so much when I read the letter.

And then you told Princess Anne that she should take up the organ?

Yes. I was not very cool at the presentation ceremony, I have to say. They give you all these instructions, and they are very, very kind about it, and you think I’ll be fine and then. . . . Well, I certainly found the moment I stood there I just didn’t know what to say. I freaked out. I sort of whispered at her (because they were playing really quiet music, and I didn’t want to interrupt the music). She said, “You can speak louder than that.” And then she started asking about the fact that there aren’t many female organists. And I said, “Well maybe you should have a go, maybe you should try the organ here,” because we were at Windsor Castle. And she said, “Oh, I don’t know about that.” I was quite persistent in encouraging her to play.

I think perhaps you’re known for that.

And you’re supposed to sort of reverse away. I think I messed that up entirely and nearly fell over. And she laughed out loud. So, all in all it wasn’t my smoothest moment.

You’ve invented a hashtag—#playlikeagirl—how’s that going?

Well, you know what, that was never started as kind of, “Oh, I want to invent a hashtag,” it was just like a response to lived experiences I guess. It came about, as I’m guessing you know, there was this competition where my feedback was “you need to play more like a man.” And that was equated to, I needed more power and authority, which as a nineteen-year-old I remember thinking, “I’m not sure that’s the right way to phrase that.” I had no problem being told to play with power and authority, but I do have a problem with that being equated with only being masculine; and I also had a problem that there was an assumption that the male playing was better. There were other comments from the same person to other people, other female conductors, that were along the same line.

I remember sort of stewing with it for a while, and then maybe about a year later Marin Alsop spoke out about how if she does a certain gesture, it’s seen as “girly,” and if a man does it it’s “sensitive.” Just looking at the discrepancies, I shared this experience and put the hashtag, “Play Like a Girl,” and then it’s sort of just gently grown from there. For me it’s about just saying to people, “You should be happy to play as yourself,” because I think the most important thing in music is that you’re sharing something of yourself through music. My experience is that since I started trying to be myself as a performer instead of being who people want me to be, it’s been a totally different experience. Performing is something that I love, though I used to hate it. I think it’s just saying to people, you can be yourself when you play and own that.

Terrific. I have one other thing. I was just wondering if you’d like to offer any reflections on being an Oxford-trained musician working in a Cambridge College (when it does usually tend to be the other way round).

Well, Oxford–Cambridge, everyone makes a big thing about this, but I don’t really believe that it exists. Ultimately, I think we’re all really trying to do the same thing in very similar places. I mean, I grew up in Oxford so there’s a certain loyalty there, but I have now spent more time in Cambridge than I did in secondary education, which is terrifying, and I love Cambridge with my whole heart. I guess I don’t tend to think about that too much.

Congratulations once again on all you’re doing; you make us all proud. We can’t wait to see what you come up with next. I do know that one of the things that’s next for you is matrimony; we’re thrilled for you and wish you both all the very best.

Thank you so much. No idea when we’ll find time for that, but we’ll find 
a way.

Note

1. Every year, on the morning of May 1, at 6:00 a.m. (weather permitting, the moment when the rising sun first strikes the spires of the great Bell Tower at Magdalen College, Oxford), the College Chapel Choir sings from the top of the tower the “Hymnus Eucharisticus” written for the occasion in the seventeenth century by its then director Benjamin Rogers, followed by madrigals. This becomes the cue for the thousands gathered on the streets below to break out the champagne, start Morris dancing, and generally indulge in all the other traditional rituals associated with the arrival of spring.

Thanks to Meg Davies, associate manager, musicprods.co.uk; the Reverend Amanda Robertson, technical assistance; and Barbara Wilson, transcriber.

An interview with Olivier Latry

At the Three Choirs Festival, Hereford Cathedral, England

Lorraine S. Brugh

Lorraine Brugh is currently resident director of Valparaiso University’s Study Centre in Cambridge, England. She is professor of music and the Frederick J. Kruse Organ Fellow at Valparaiso University, Valparaiso, Indiana.

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The Three Choirs Festival celebrated its 300th anniversary in 2015. With a brief hiatus during each world war, this is the longest-running non-competitive classical music festival in the world. The festival is so named for the three cathedral choirs of Gloucester, Worcester, and Hereford. For more information, see Lorraine Brugh’s article on the 2018 festival at Hereford Cathedral in the February issue of The Diapason, pages 20–21. The festival included a recital by Olivier Latry on the cathedral organ.

This interview took place in the Hereford Cathedral gardens after Latry’s early morning practice time. His program for July 31, 2018, included: Prelude and Fugue in E-flat, BWV 552, Johann Sebastian Bach; Choral No. 2 in B Minor, César Franck; Clair de lune, Claude Debussy, transcribed Alexandre Cellier; Prelude and Fugue in G Minor, opus 7, number 3, Marcel Dupré; Postlude pour l’office des Complies, Jehan Alain; Evocation, Thierry Escaich; improvisation on a submitted theme.

Lorraine Brugh: I came in this morning to hear you practice a bit. It sounded wonderful. Is the organ tuned above 440?

Olivier Latry: Yes, a bit. It is always the case in summer when the temperature is high.

I am curious about your recital. Is this the first time you played at the Three Choirs Festival?

No, I was here fifteen years ago for the festival, so this is my second time. I have played recitals on all three of the cathedral organs, but only once before at the festival.

Your program tomorrow includes the Franck Choral in B Minor, a favorite of mine.

Yes, it works very well on this organ.

I’m curious about the Debussy transcription. How did that become an organ piece? It is your transcription?

The piece was originally transcribed for the organ by Alexandre Cellier, a contemporary of Debussy’s. In fact it was normal at that time, when a piece was composed, to make transcriptions of these new works to other instruments. It helped the publisher to sell more copies of the music. Many publishers did that. There are other Debussy pieces that were published that way. Vierne did the same thing with Rachmaninov. With transcriptions we often have to adjust the music. I don’t think it’s a problem to transcribe a transcription, since it was already on the way toward that.

I’d like to hear about Gaston Litaize as a teacher, and the way you have followed him in his footsteps.

Let me say first why I went to Litaize because it is important. I grew up in Boulogne-sur-Mer, in the north of France. I began to study the organ in 1974.

The year after, a new organ had just been built for the cathedral there, a very nice instrument by Schwenkedel in the German style. There were a lot of concerts there at that time.

We heard all the great organists. Pierre Cochereau came to play, Philippe Lefebvre, Litaize. Among them it was Litaize who impressed me the most. He had a way of playing the organ that was viril. (He looks up the word in a French dictionary.) In English it is virile, manly. (Latry makes a growl like a lion.)

I was so impressed because the organ sounded like I hadn’t heard it before. We knew that the organ wasn’t the master, he was the master. He played his own music, Franck on this German instrument, the Prelude and Fugue in D Major by Bach, and Clérambault. It was really great. Then I decided I wanted to study with that man at the Academy of Saint-Maur. He was very nervous, much like his playing in fact. Never relaxing, always speaking with a very big voice as well. He was impressive.

For my first lesson at the Academy of Saint-Maur, I was 16 and went on the train with my parents. He was not there that day. He had me play for his assistant. Then the next day he called me and said gruffly, “I heard that you are very good. We will meet next week, and you can play for me.”

So I went there, and he asked me to prepare the first movement of the [Bach] first trio sonata. I said OK, but I thought it wasn’t enough. He didn’t know anything about me so I prepared the whole trio, and then I also played the Bach B-minor Prelude and Fugue.

He first gave me a musicianship test, to see what I could hear, what kinds of chords he played. It wasn’t a problem to do that, it was almost like a game! Then, during the Bach, he made me play an articulation I didn’t like. I didn’t know what to say. I wondered if I should say I don’t like that, or just say yes. I said, “I don’t really like that. Would it be possible to do something else?” He said gruffly, “Ah, very good! Yes, of course, you can do that.” He was so happy because I had my own way.

That was taking a risk.

Of course, especially since it was the first time I played for him. From that day, really, it was very nice, because Litaize could teach his students at different levels. For those who didn’t know anything or have their own musical personality, he would say, “No, do it like this . . . that,” making everything very precise. When someone had enough of their own ideas, then he said they could do it on their own, which was very good. In some ways he taught me many things.

I remember some very nice teaching on the Franck Second Choral. It was just wonderful. The French Classical literature was also very nice. Then we became closer. The second year I went to Paris. I lived with a friend of Litaize who had an organ in his home. Litaize didn’t want to go back home during his two days of teaching in Paris, so he also stayed in that home. He spent all evening speaking about music, listening to music, which for me was very nice. I heard a lot of stories from the 1930s; it was great, great, great. He was also very nice to all of his students. He arranged concerts for his students, and he set up invitations for us to play recitals. The first concert I gave in Holland was because of him. He just gave my name, and that was it. The same thing happened in Germany, and that was very funny.

He said he had accepted an invitation to play in the cathedral in Regensburg, but he didn’t want to go there. He said to me, “Here is my program. You practice my program, and three weeks before the concert I will tell the people that I am ill and I can’t go there. Then I will give your name, and you will play it.”

Can we talk about Notre-Dame? You became one of the titulars early in your life. Can you speak about how the position is for you?

It’s just the center of my life (laughs) although I am not there very often. The three of us titular organists rotate, playing once every three weeks.

I see that you are on to play this weekend.

Yes. We make the schedule at least three or four years in advance; we are currently scheduled until 2022, so we know when we are free. If we need to be away, it is no problem to switch with a colleague.

Notre-Dame is the center of my life for several reasons. First, as you said, I began there early in my life, and it was quite unexpected.

Wasn’t it a competition for that position?

No, there was not a competition for that position. When Cochereau died, Jean-Jacques Grunenwald at St. Sulpice died almost a half year before Cochereau, so that meant that both big instruments had a vacancy for the titular organist at about the same time.

Cardinal Lustiger, the Archbishop of Paris, made a rule for hiring the organists for the entire Archdiocese of Paris. We young organists all competed for that, to create a list for the Archdiocese of Paris. This is what the competition was for. I just applied, and was thinking, because I was the second assistant to François-Henri Houbart at La Madeleine, that perhaps there might be another opening there. I played some of the Masses there, and I thought François might move to Notre-Dame. He was one of the best organists in Paris. He first applied and then pulled out. He felt it was better for him to stay at La Madeleine than to be one of four organists at Notre-Dame.

In fact, I didn’t know that, but I suspected that many of the finest organists would apply for Notre-Dame, and that would create vacancies in other parishes. But a few weeks before the competition, I just got a letter saying I was chosen for the competition for Notre-Dame. I was surprised and wondered why. I think it was because I had already been a finalist twice for the Chartres competition, so I was already known by some of the organ world. In addition there was a scandal related to the second competition. In fact I was more known for not winning the prize than had I won the prize. Many people as well as the newspapers were on my side. They all reported that I didn’t win the prize, so everyone was talking about it.

That’s a good way to get famous if it works.

In fact, it was normal, well, not normal, but at least it happened many times in those years that competitions were contested. The Rostropovich competition, the Besançon conductors’ competition, which happened at exactly the same time, also the Chopin Competition, where Martha Argerich left the jury, because Ivo Pogorelich was kicked out.

Was it politics?

We never know. I was also known by the clergy because I was teaching at the Catholic Institute of Paris, so that’s probably why I went on the list for Notre-Dame.

I was so sure that I would not be chosen that I was totally relaxed. I just played. I almost never improvised at that time. The first time I improvised three hours in a row in my life was at Notre-Dame for the rehearsal for the competition. It was very funny. And it worked!

Evidently! That’s a good way to enter something, though, when you don’t think you have a chance.

It was not difficult afterwards, because I was ready technically, but I was only twenty-three. I had a lot of repertoire, but I wasn’t fully mature. With Litaize I played at least thirty to forty minutes of new music every week. I just wanted to spend my time learning repertoire.

Did he require that?

No, I just wanted to spend my time learning repertoire. I could learn pretty fast. It is how I was trained. If you are trained to learn fast, you can learn even faster. I remember, once on a Monday I started the Diptyque by Messiaen, and I spent nine hours that day, and I played it the next day for a lesson. I couldn’t do that now.

Do you think you have some unusual kind of memory or is that just how you were trained?

It is my training. I don’t have a photographic memory; that is actually my weakest kind of memory. Even so, visual memory would be the last kind I would use. When I see someone just use their visual memory it makes me nervous. I would use more tactile memory.

We call that muscle memory.

The best is always intellectual memory. I’ll come back to that.

When I began at Notre-Dame it was difficult because I was not ready for that kind of exposure to the public. When I played a concert before, perhaps forty a year or so, I had between eighty and two hundred people at a concert. Then, from one day to the next, it was never less than two hundred, and usually more. And why? I don’t play better or worse than yesterday, so why is it like this now? That is the first point.

The second point is that I discovered that people can be very tough. Many critics I had for a recording I made early attacked me for no reason. Just because I was there at Notre-Dame, I was the target. That was really difficult for the first two years, and then afterwards I was OK, I just said, ‘let’s go.’ Before that I was on my way to resigning. Some friends had said to me if I didn’t feel comfortable there, if I needed to protect myself more, perhaps I shouldn’t stay there. These were not organists who wanted to be there, they were just friends. Then I realized that I am an organist at Notre-Dame. I can’t leave it now. So I just changed my mind, and that was that. It was very hard.

Can we talk about your teaching and how much you do at the Conservatoire?

In fact, I started at Rheims, and then Saint Maur where I succeeded Litaize, and remained there for five years. Then I was approached by the Conservatoire in 1995. It was very funny because before that, I was assistant to Michel Chapuis. When he was retiring, the director of the Conservatoire asked if I would like to be one of the teachers. He wanted to divide the organ class in three different ways. One teacher would teach ancient music, i.e., the music up to Bach; another would teach Bach and after, including contemporary music; the third position would be for improvisation. He wanted me to be the teacher for Bach and contemporary music.

I said I wasn’t sure I wanted something like this because I like to teach every style of music. I don’t think it’s good to have some sort of specialization like that. One really needs to have a general approach to literature. He said that it was my choice, but think about it, and that if I didn’t want to do that, it was my decision. I was quite depressed about this and called my good friend Michel Bouvard. I said I had to tell him something, I was just asked to teach at the Conservatoire de Paris, and he let me speak.

Bouvard told me that he agreed with my approach not to specialize, and he said what he liked in music is what is common in all music. He let me speak for ten minutes, and then he said that the director had called him also. I didn’t know that! He wanted him to teach the early music part, and he would refuse because he didn’t want to do that. So we both refused. Then, finally, we decided to have an organ class with two teachers teaching all the literature.

The students can go to either teacher. It’s very nice, because it’s a different approach for the students. It is sometimes difficult for them, because Bouvard and I are never in agreement about interpretation. Often we have a student for one year, and then we switch, but it can be less, sometimes months or even one lesson. In fact, when they have the same piece with both teachers it is very funny because I might say, “Why do you do it like this?” and “It’s not right, you should do it like this.” And the same goes for Bouvard. The student wonders what they should do. It can be disturbing for the student in the beginning because they have to find their way, their own way. The only time we ask them to do something really as we want is when we both agree. Then they better do that.

It is very effective because we are friends, and don’t always agree, but we never fight, even over these twenty-three years. It is also a good thing for the students to see that we can disagree about some things. It is also good for the general idea of the organ world. It is not that we are only critical of one another. In fact since we have made these changes at the Conservatoire, other areas, the oboes, for example, have started sharing students. The best would be when the pianists will share students, but, for that, we will probably have to wait another hundred years.

It is nice because Bouvard and I have the same goal with the music but we always take it in different ways. We have a lot of discussion; we write and call each other five or six times a week and discuss and argue about musical points. We have long discussions.

That’s nice for the students, too, that they can see you dealing with each other in mutual respect.

Yes, I agree. Especially in Paris, where there are so many instruments and that long tradition of fine organists, it is important for the students to see and hear as many of the Parisian organists as possible, to meet them, hear their improvisations, like Thierry Escaich, as I did when I was a student. I went to Notre-Dame, to Madeleine, to Trinité. We encourage them to do that, too. Beyond that, though, we set up some exchange for the students to perform concerts, or to be an organist-in-residence. We have an exchange at the castle in Versailles. Not bad, eh?

Not bad at all!

Each student will play once on their weekly concert there in the French Classic tradition. For that they have five hours of rehearsal on the castle organ. The castle is closed, and they have the keys to the castle in their pocket. Can you imagine having that as a student?

It’s like heaven!

Yes, I think that too. This is one of the things that we do. We also have an exchange with the concert hall in Sapporo, Japan. We send a student there every year. They do teaching, playing concerts in the concert hall.

We have an exchange with the Catholic Cathedral in New Orleans, Louisiana. We send a student there the first Sunday in Advent, and they are in residence until the Sunday after Easter. They are playing for the choir there, also for Masses.

So they’re there for Mardi Gras. That’s rather dangerous.

(Laughter)

The Conservatoire makes the arrangements for this, but it is our decision to have this kind of exchange. We could just give our lessons, and that would be it. That is all that is required. We feel that it is so important for the students that we want them to have these experiences.

We also have now at Versailles a student in residence for a year there, and also at Notre-Dame. They play for the choir and other things. It would be like an organ scholar in the UK. They might accompany the choir, work with singers, do improvisations in the Mass, maybe play for Mass on the choir organ, anything that the professional organist would do.

At the Conservatoire we are trying to expand the students’ repertoire for the master’s students. They have to play fifty minutes of ‘virtuoso’ music the first year. This is music of their choice and proof that they can handle that. Then they play twenty minutes of music on the German Baroque organ, twenty minutes on the historical Italian organ from 1702 at the Conservatoire, then twenty minutes of French Classic music on the Versailles organ, to see how they react to different repertoire. Then for the master’s degree program they can choose the organ they want to play in Paris. They could say they’d like to play Vierne, Alain, or Florentz at Notre-Dame, or Messiaen at La Trinité, or Franck Three Chorals at St. Clothilde, or a Mass by Couperin at St. Gervais, and we arrange that.

I studied a few lessons with Chapuis one summer in Paris.

One really needs the instruments to do that.

And the teacher. He was wonderful.

Yes, he was. I also had lessons with him, together with the musicologist, Jean Saint-Arroman. Jean is still alive, in his eighties. He wrote a dictionary for French Classical music from 1651 to 1789. It is really incredible because so much information is there. Each time we have a question we just call him. Even when I would have a fight with Mr. Bouvard, we could call him up, and he would settle it! We will have a great project on the music by Raison next term at the Conservatoire, with all the approaches (old fingerings, story, religious and political context, figured bass, etc.) ending with two concerts.

I know one of the things you are interested in is new music.

Well, yes and no. What I love is music that is expressive, that brings something in an emotional way. So it could be something different for each piece of music. For instance, music can be angry. I don’t play music for that only. (laughs) I think sharing those emotions is important. It is also sharing in a spiritual way. Being an artist and an organist, I think we have that privilege to connect the emotional and the spiritual more than other instruments, even more than a pianist.

I like contemporary music that touches me. I play a lot of this music. Sometimes I just play it once, some I hope to play many times. The French composers like Thierry Escaich and Jean-Louis Florentz are so emotional. I also play a lot of music for organ and orchestra. It is a way to connect the organ to the real world of music. Otherwise the organ is always a satellite, only found in a church.

Those concerti help more people to be connected to the organ. I played a new piece by Michael Gandolfi for the Boston Symphony Orchestra. I performed a piece by Gerald Levinson at the 2006 dedication of a new organ in Philadelphia.

In Montreal, we first premiered a piece by Kaija Saariaho, a Finnish composer. This piece was also performed in London and in Los Angeles under the direction of Esa-Pekka Salonen. It is important to me to have that kind of relation with orchestras and other musicians. I will play the Third Concerto by Thierry Escaich in Dresden, and then in 2020, I will play the Pascal Dusapin Concerto.

What is your relationship to the Dresden Philharmonie?

I have a position in residence there for two years, ending in June 2019. This allows us to do things we would never do otherwise. We will play a concert with the brass ensemble, Phil Blech of the Vienna Philharmonic, and they play wonderfully. We will also perform the same concert at the Musikverein in Vienna. Concert halls are important because some people don’t want to go into a church. Hearing an organ concert in a concert hall shouldn’t be a problem. In Paris we fight a lot to have organs in the concert halls. I just did a recording of transcriptions on the new organ at the Paris Philharmonie. It is an incredible organ. The CD Voyages is now available.

What would you like to say to American organists? Most of the readers are practicing organists or organ enthusiasts.

It is difficult to know, but what I would say is just hope and try to do our best. We need to convince people that the organ can really add to our life in many ways. I don’t know how it is in the United States with the relation to the clergy, but it can be complicated. I would say, at Notre-Dame, I only play the organ. I don’t have anything to do with the administration, with anything about running the cathedral. The organ is high, far away from everything. We are there, and if we don’t want to see the clergy, we can do that. It is better, though, to have a closer relationship.

The musicians go for an aperitif with the clergy after the Sunday Masses and we are all together. It is rather funny, because we talk about little details, and we can banter back and forth. We have mutual respect for each other, which allows us an easy rapport. It is a sort of communion between the priest, the choir, and the musicians. We rarely play written literature during the ritual action in the service. We cannot make the priest wait for two minutes because our chorale isn’t finished.

You time the organ music to the liturgical action?

Yes, so, for that, we usually improvise, and it is much better. We can improvise in the style of what we heard, in imitation of a motet by the choir, or the sermon. Sometimes the clergy react to what we do. After a prelude or a sermon, the priest might say he heard something from the organ and responds in the moment.

So the priests assume there is a dialogue going on with the music?

Yes, of course. It works both ways. It is not possible to do something against one another. We can do everything. The music isn’t something to just make people quiet; it can make them cry or be angry. Usually after the sermon we do something soft, on the Voix céleste or something similar. However it is not a problem to improvise for two minutes on the full organ, even clusters, if it is a response to what the priest said. We have never heard a priest comment that it is too loud. This can only happen with a kind of relationship that allows everything to be open for discussion.

We have an organ that has a lot of possibilities. We have to exploit all those possibilities rather than follow a prescribed response just because it’s the middle of the Mass. The context is not always the same. It is our job to create the atmosphere for the service.

One of my favorite times is the introit for the 10 a.m. Gregorian Mass. 11:30 is the polyphonic Mass, which is especially for tourists, and the evening Mass is the cardinal Mass, most like a parish Mass. Notre Dame is not a parish, but that is when the local people come. From the introit of the first Mass we have Gregorian texts and their interpretations. I read the texts before the improvisation. The texts will be the source for a ten-minute improvisation. It is like a symphonic poem. We can bring people to the subject of the day.

Let’s talk about memorization, because it is so important how to learn to learn. We try to do this with memorization, especially at the Conservatoire, because people are scared. We say that a memory slip is like playing a wrong note. Don’t be scared if you get lost. If you know how to come back to the music and learn the technique to do so, you won’t have a problem. It is also a question of confidence. If you are confident, there is no problem.

It is like riding a bike. One must know first how to memorize the technical way. For me the best way to memorize is to have all the connections together. Memorization is like a wall. When you see a wall, one sees that the stones are never the same size. In fact, the actual musical notes are one level of the stones. Another level is the harmony, another is the fingerings, and then the movements, the music. All combined makes the big wall. Then, if there is one step missing you are still OK. If you have too many holes, then the wall falls down. So it is important to be sure that everything is in place.

One must know what is the fingering there, without moving the fingers. Be able to copy the music down like it is in the score, to make sure it is the same as the score. What I do for the students, because they are so scared, is I say “stop” while they are playing. I ask if they know where they are, and ask them to pick up the music two bars later.

Then, finally I’d like to finish by talking about memorization with Litaize. We attended each other’s lessons with him because we were all friends. He didn’t require it but we wanted to. We were there at the same time. I listened to the lessons, and it was very nice. When he wanted to make an example to people, he could play, at the right tempo, the place in the music he wanted to demonstrate. It was like he had a film of the music going on in his mind, and he could play anywhere he wished. I do that with the students, and it is so effective. It is even better with a trio sonata. I ask the student to play, and then I turn one manual off and have them continue. This teaches them that they can go anywhere.

They have learned the music deeply.

Yes. Once you have the music in your head, then it is easy to practice all the time. You don’t need an organ to practice. Of course, you have to learn the notes on a piano or organ. Once it’s in your head you can practice while you’re walking, in the shower, sleeping. One can practice twenty-four hours a day.

It’s time we bring this to a close, and I think our readers will be interested in hearing what you have said today. I appreciate the time you have taken today to meet me the day before your recital. I look forward to hearing your recital tomorrow. Best wishes.

Thank you very much.

Editor’s note: On Monday, April 15, the world watched as Notre-Dame Cathedral of Paris suffered a catastrophic fire that has damaged much of the historic building. Some of the edifice and its pipe organs have survived in a state that continues to be assessed for eventual restoration.

Mr. Latry recorded a compact disc on the cathedral organ in January, the last CD recorded before the fire. Released by La Dolce Vita, Bach to the Future features the works of Johann Sebastian Bach. For information, readers may visit: www.ladolcevita.com. The disc is also available from www.amazon.com, and other resources.

Various news media sources of the world have reported that numerous donations have been made already to rebuild the cathedral. However, Mr. Latry has pointed out that a very different and very real problem exists as the 67 employees of the cathedral are now without an income. Those who wish to make a contribution to the rebuilding of the cathedral and to assist those who work at the cathedral may visit: https://www.notredamedeparis.fr/participate-in-the-reconstruction-of-th…

Photo caption: Olivier Latry and Lorraine Brugh (photo credit: Gary Brugh)

Spotlight on Improvisation, Part 5: an Interview with Patrick Scott

Robert McCormick

Robert McCormick is the organist and choirmaster of Church of the Good Shepherd, Rosemont, Pennsylvania. Previously he held similar positions at Saint Mark’s Church, Locust Street, Philadelphia, Saint Paul’s Church, K Street, in Washington, D.C., and at Saint Mary the Virgin, New York City. He is represented in North America exclusively by Phillip Truckenbrod Concert Artists, LLC.

Patrick Scott
Patrick Scott (photo credit: Dan Murphy)

Editor’s note: Part 1 of this series (Matthew Glandorf) may be found in the May 2022 issue, pages 20–21; Part 2 (Mary Beth Bennett) in the September 2022 issue, pages 12–13; Part 3 (Jason Roberts) in the July 2023 issue, pages 16–17; and Part 4 (Dorothy Papadakos) in the December 2023 issue, pages 12–14.

Introduction

For this article, the fifth in a series on improvisation featuring interviews with American improvisers, we turn to Patrick Scott. Patrick won first prize and audience prize in the American Guild of Organists National Competition in Organ Improvisation (NCOI) in 2014 and is a member of The Diapason’s 20 under 30 class of 2016. Following numerous other distinguished positions, he presently serves as director of music and organist at Grace-St. Luke’s Episcopal Church in Memphis, Tennessee.

Very early in the summer of 2023 I stumbled upon one of Patrick’s improvisation recordings. I was struck by a compelling balance of creativity, originality, and organization. His structure was abundantly clear. A few weeks later, I saw Patrick at the national conference of the Association of Anglican Musicians in Dallas, Texas, and told him how much and why I had enjoyed his recording. “That was all Gerre [Hancock],” he said, ascribing the structure in his improvisation to his legendary teacher at the University of Texas. I wasn’t surprised, knowing that Hancock was a masterful pedagogue and having had one terrific, lengthy lesson with him myself many years ago. Patrick was among his last students, and I was delighted when he agreed to participate in this series.

As Patrick describes in greater detail below, like many who are fluent improvisers, he began playing by ear before learning to read music. While it may not be a universal theme, this is a pattern among many who are comfortable and enjoy improvising. The marvelous Dutch organist-improviser Sietze de Vries discusses this in his online course in improvisation, which may be found on his YouTube channel. He encourages all musicians to improvise, strongly endorses its development in children, and likens learning how to improvise as adults to learning a second language. Like all analogies, I am sure it is only true to a certain extent, but it is a compelling idea: if introduced in childhood, it is much easier than “taking the plunge” in adulthood. (Nonetheless, I, too, strongly wish to encourage everyone and anyone to improvise!)

Discussion

When, how, and why did you start playing by ear and inventing your own music? Did it coincide with your early music training?

I grew up in a small town in southern Mississippi, where we attended what was a large church for our town, with a forty-one-rank Möller organ. The organist there, Betty Polk, had a degree in organ and had complete facility at the instrument; she became my organ teacher throughout high school. I remember being about four years old when she used full organ for the final verse of one of the hymns we were singing. It was one of the most thrilling things I’d ever experienced. I remember going home and trying to pick out the melody on our piano (as well as a four-year-old could). My older brother was already taking lessons, so we were fortunate to have a piano in our home.

I continued doing this for a few weeks until my parents decided to contact my brother’s piano teacher. She said she usually didn’t take students as young as I was, but my mother explained to her that I was playing things by ear at home, and they just weren’t sure how best to nurture that. She asked my parents to bring me to one of my brother’s lessons. I played a hymn for her, probably “What a friend we have in Jesus,” including a very simplified left-hand accompaniment. Ms. Jacobs, the teacher, said that she would take me!

A few months later, I was playing one of my short pieces for the week when Ms. Jacobs realized that while I was playing the piece accurately, it was in the wrong key. We realized that my brother had been playing my pieces for me, after which I memorized them and played them back by ear. So, we had to take a couple of steps back, but I did finally learn to read music. Over my early years, my parents and my teachers were always encouraging my playing by ear. My teachers at each lesson would ask what I had come up with the week prior.

In my home church, all the service music was based on hymns: preludes, postludes, and offertories. So that’s how I modeled the different pieces that I would make up. A little introduction of some sort, a full statement of the melody either on a solo stop or with chords like a hymn, sometimes an interlude, often a key change, and some sort of ending—sometimes a simplified coda, and probably most times, full-blown Hollywood!

How did you employ improvisation in public over the course of your childhood?

My home church was always very open to having people of all ages participate in various ways of making music. In addition to its usual Sunday morning services, there was always a Sunday evening service. In months with five Sundays, we would have an old fashioned “Fifth Sunday Sing.” Surely it was a chance for clergy and musicians to take a break from their weekly task of having to create yet another service, and often it would just simply turn into a talent show.

I was probably five years old the first time I ever played anything; I’m sure it was very basic, but it allowed me to play in public and began to foster what would become a life-calling of being involved with church music. Over the years I would play more and more, beginning to accompany morning and evening services as I got older and more capable. I would learn pieces to play, but most often the preludes or postludes would be things that I would create myself.

Even on Sundays when I wasn’t scheduled to play, our church organist would stop me and ask if I wanted to play the prelude that day. “I don’t have anything prepared,” I would say, and every single time Ms. Betty would look at me and with a glimmer in her eye, say simply, “just make it up!” It wasn’t until I got to college that I realized this was really improvising.

As a child, to the extent that you improvised, did you understand the music theory behind what you were doing, or did that understanding catch up later?

I studied music theory with my teachers, but I really don’t think I took any of this into account while I was playing. I just played what sounded good to my ears. And if it didn’t sound good, I’d make up something else that did.

Was there a watershed moment that inspired you to develop your skills seriously?

Yes! I’ll never forget it! I had become pretty good at this “making up” stuff throughout college. I could create a hymn prelude in almost any style and key and was able to mold it to fit whatever part of the service it needed to be close to.

When I got to graduate school at the University of Texas at Austin, all students were required to study improvisation with Gerre Hancock. I was so excited, but Gerre wasn’t teaching it until the spring semester, and this was the first semester of school. We had the famous French organist Pierre Pincemaille coming to play a recital and work with us in an improvisation masterclass. Gerre asked during the studio class earlier in the week who would like to improvise; immediately every student looked at the floor so as not to make eye contact. He called out a few students and then of course called my name.

I went up afterward and said, “Dr. Hancock, I’ve never studied improvisation before.” And in a way only Gerre Hancock could, he patted my shoulder, smiled, and said, “Oh, Patrico, it’s going to be wonderful!” It turned out he would be away that weekend playing his own recital, as would Judith Hancock, so I really was all on my own.

Then came the day of the masterclass and my turn to play. We had a student fluent in French who was translating for M. Pincemaille. He asked me what form I was planning to improvise in. My look of panic was clearly enough to give away that I had no idea what he was talking about. The translator turned back to him and said, “Free form.” I had prepared a short hymn prelude on SLANE: a brief introduction, the first verse on a solo stop, a modulation, the second verse with chords like a hymn, and finally a little coda after which I called it a day. I finished and M. Pincemaille started screaming with a very thick French accent, “No! No! No! You must always start and end in the same key!

The horrific embarrassment was only allowed to last for a second as he made me start again. I began the same way, and by the time I got to the end of the first phrase of the hymn melody, he told me to change keys and repeat the first melody line again, and then change keys again, repeat the melody in some other way, over and over and over again. I felt like I had changed keys a million times at this point, and finally he told me to start finding my way back to the home key.

Of course, you probably wouldn’t want to actually modulate that often, but he was trying to break the mold that I had created for myself. It was at that moment that I realized that improvising was so much more than just playing a melody straight through—that embellishment, repetition, form, rhythm, and harmony played such important roles in improvising.

Who were your principal teachers and influences in improvisation? How did you learn from them?

I was very lucky to have been a student of Gerre Hancock while at the University of Texas at Austin. All students would work through Gerre’s textbook, Improvising: How to Master the Art. Through the book, Gerre taught strict form and counterpoint. In addition to carefully working through each chapter of his volume, there are two specific things I remember from lessons that I still think about today.

First, he would ask each student prior to playing what their plan was: what form or keys might be used, and specifically how long it would be. In class, these were just exercises, not long improvisations. So a student could say twenty measures or so. Gerre would then count each measure, counting to ten and then backward from ten.

Even in a short exercise, a student was expected to introduce whatever material was to be used, and then by the tenth measure begin finding a way to the end. It made us think about each measure and what we were doing, forcing us to stay in a structured time signature, not just wandering aimlessly around the keyboard without any organization. We had to build a scaffold for our musical creations, not just haphazardly playing things at random.

Second, Gerre was famous for saying, “There are no wrong notes,” and he meant that! Many times, while working through free improvisations, he would give us scenarios. “Walking through Paris gathering items for a picnic by the Eiffel Tower while car horns honk in the background. Riding an elevator up, it stops, and then it goes back down, maybe it goes quicker on the way down causing panic. Walking through a public space and seeing people you like and then people you don’t like, and one is walking a dog.” They were extremely random scenarios, but then he would allow us to create improvisations that created the scene for those scenarios. It allowed us to be as free as we could ever possibly imagine.

I perhaps learned most by just listening to Gerre play, both in person and through recordings. His harmonic progressions, clever ways of treating the theme, rhythmic excitement, and flawless registrations made me want to run out and improvise immediately.

I remember in graduate school having a small keyboard in my apartment and sitting on the floor listening to his recordings and playing chords repeatedly until I figured out exactly what he was doing. It’s not just playing one “crunchy chord,” it’s more about how it’s approached and what happens after that. Think of the famous chord in David Willcocks’s setting of the last verse of “O Come, All Ye Faithful.” It’s only effective because of the three chords leading up to it. The same is true when trying to figure out different chords in improvising; what happens before and after a great chord is often more important than the chord itself. Gerre’s brilliance always showed forth. But I think the first half of his recording Christmas Improvisations, recorded on the Taylor & Boody in the gallery of Saint Thomas Church Fifth Avenue, presents his most incredible improvisations, offering the most unique and meticulous technique and style.

When did you first improvise in a concert setting?

I’m not sure I entirely remember, but what comes to mind was an improvisation on a submitted theme at the end of my master’s degree recital. It was not a requirement, but many of Gerre’s students would try their hand at this in degree recitals. Gerre would bring out a theme in a sealed envelope like so many did for him at the end of his recitals. The student would have to open the envelope with great suspense and then play through the tune.

I remember mine being the hymn tune HANOVER. Like most on-the-spot improvisations, I don’t remember much about it, but Gerre seemed pleased. I remember him mentioning that I had about three different endings and I could have perhaps wrapped it up sooner; I guess I was having too much fun!

You won first prize in the NCOI; to what extent has that influenced your career and your identity as an improviser? Have you entered other improvisation competitions?

The AGO’s NCOI competition is the only improvisation competition that I’ve been a part of. Preparing for it was quite daunting, but it pushed me to learn so many different styles and quite frankly return to the basics of being able to articulate what you’re planning to do in almost every measure.

I do feel like it was a turning point in my life as a musician, but especially an improviser. I always felt like I was never truly improvising, but just “making things up,” as I would always say. I felt like the word “improvise” was reserved for someone who knew everything they were doing at all times, through form and theory specifically, and I never felt like I had grasped that well enough. I’m not sure I still do today, to be completely honest, but preparing for and winning the competition allowed me to realize that I have put in a decent amount of study for all of this and could articulate what I was doing: specifically in regard to musical form, registration, theory, and so on.

Do you consider yourself to have your own distinct musical language? Is there anything distinctly “American” about your improvising?

I can’t say that I necessarily think of myself as having my own distinct musical language. I do love jazz, and there’s nothing more American than jazz, so hopefully there are some elements that can be heard in some of the harmony that I use. I’d like to think that my love for church music shines through more than anything else: I feel like my improvisations are more likely to sound like the hymn and psalm preludes of Howells, Brahms, Reger, Sowerby, Hancock, Willan, and Bach than the scherzos or huge toccatas of Vierne, Duruflé, and Tournemire. I love those works and composers, and I dabble in improvising in those styles sometimes when I sit down to play. I feel like the former is what’s most likely to come out of my fingers and feet.

Tell us more about imitating specific composers or periods: is it a different process altogether, or a different side of the same coin?

It’s always fun to imitate a composer or create something that sounds like it was composed during a specific period. A free improvisation or even a hymn prelude comes fairly easily to me, but it takes much more concentration to create something that specifically sounds like someone else. The Pachelbel partitas are always enjoyable to imitate and are actually a really solid way to practice improvising. It’s always fun to imitate the twentieth-century French improvisers like Tournemire or Langlais; just push tutti and come crashing down on dense French chords. I also love imitating French Classic composers like Nicolas de Grigny and François Couperin. It’s so satisfying to create a Tierce en taille, a Duo, a Récit de Cromorne, or Basse de Trompette. The counterpoint with these is often tricky and requires a good bit of practice, but it’s always worth it.

Do you compose much? How does improvisation differ from composing to you? Do you prefer one or the other?

I can’t say I compose very much. I wrote a book of hymn reharmonizations and descants published by Selah Publishing Company, and that’s about it. Because I don’t compose very often, it takes quite a bit of time to sit and write what’s going on in my head. I’d like to do more of it in the future. To me, improvising and composing are pretty much the same, because before I could compose anything, I’d have to play it first and figure it out. The problem comes when I can’t remember what I improvised the first time in order to write it down. I clearly prefer improvising to composing!

Conclusion

Patrick Scott’s humility came through when he wrote, “I felt like the word ‘improvise’ was reserved for someone who knew everything they were doing at all times, through form and theory specifically, and I never felt like I had grasped that well enough. I’m not sure I still do today, to be completely honest. . . .” While I (and anyone who hears him, surely) would say that Patrick is far more than worthy of being considered an extremely fine improviser, he does remind us of the adage, “The more one learns, the more one realizes what one doesn’t know.” I have learned a great deal from distinguished colleagues who have participated in this series thus far and look forward to learning even more as the series continues. Hearing their experiences, how they gained their skills, is at once informative and inspiring.

There are as many ways to improvise as there are to make music in general, yet most would agree that learning key skills in harmony, counterpoint, and form is essential to truly begin to unlock one’s potential. Along those lines, I recently shared on Facebook and Instagram a succession of posts on the above. I was pleasantly surprised that the first of them, especially, was shared very well beyond my own group of friends and followers. To follow what Patrick has said, and what he learned from the great Gerre Hancock, I conclude this article by incorporating some of my suggestions here, not necessarily in a particular order, except that the first six are under the banner of keyboard harmony and counterpoint, before moving on to form:

1. Be able to comfortably harmonize (using principles of sound voice leading) major and minor scales in all keys.

2. Practice simple circle of fifths sequences to be able to modulate quickly from a given key to any other key.

3. Learn to transpose any hymn into any and every other key, at sight.

4. Practice transposing to the Dorian, Phrygian, Lydian, and Mixolydian modes, beginning on all pitches.

5. Learn to play figured bass.

6. Learn to read open score of four or more parts, especially works by great polyphonists.

7. Play as many great organ works as possible to build technique and to deepen one’s musical vocabulary. Using familiar tunes or themes, imitate as many of these works as possible when practicing improvisation.

8. Practice constructing phrases comprising only four bars. Begin with simple, stepwise melodies; count aloud. Repeat this exercise frequently. Then improvise a phrase ending in the dominant (a half cadence) followed by one ending in the tonic (specifically, an authentic cadence). Start with melody only, and then add simple harmony. Two phrases make a period; depending on how similar the phrases are, the period will either be parallel or contrasting.

9. After gaining some degree of comfort with the above, improvise a new phrase based on the above, only in a closely related key (relative or dominant). End that new phrase with a half cadence, then add yet another phrase ending with an authentic cadence in that related key. Keep counting aloud as you play!

10. Try to memorize these phrases as best you can. Do not be reluctant to make notes for yourself. Repeat the first period, perhaps with some elaboration, like passing tones or simple ornaments.

11. If desired, add a four-measure introduction, interludes, and a coda (all comprising four measures). Keep counting. These may be very simple, just basic accompaniment figures. Keep counting!

12. Putting together numbers 8–11 above results in one of the simplest musical forms, a ternary or 
song form.

All the above was drilled into me by McNeil Robinson in regular lessons over an extended period (along with much else) and must be practiced as much as possible. Gerre Hancock was also a force in solidifying this in my mind, via that one extremely long lesson, a masterclass or two, and his textbook.

I am grateful to Patrick Scott for sharing so much wisdom with us in his interview. I look forward to what we will learn in future interviews.

An interview with John Rutter

Lorraine S. Brugh

Lorraine Brugh is currently resident director of Valparaiso University’s Study Centre in Cambridge, England. She is professor of music and the Frederick J. Kruse Organ Fellow at Valparaiso University, Valparaiso, Indiana.

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The interview took place January 31, 2018, in Girton, Cambridge, and preceded a luncheon Mr. Rutter attended, given by Lady Rachel Willcocks, the widow of Sir David Willcocks, at her home in Cambridge. Mr. Rutter also had a publishing deadline that day and had already been at work several hours when he arrived at 10:30 a.m. Mr. Rutter began the interview by explaining the luncheon he would later attend.

John Rutter: This is one of the things that Rachel Willcocks does, bless her heart, since Sir David’s death three years ago. She’s really been born again, as she was his principal caretaker. Did you ever meet him?

Lorraine Brugh: No, I never did.

JR: Oh, what a shame! Many Americans did, as you know, as he loved his trips to America working at summer schools, colleges, universities, and churches. He made quite an impression over the years. It was inspiring that he was active in music until his ninetieth year.

He died peacefully in his sleep and was greatly celebrated by his college, by his many former students, protégés, and admirers. After that she started a new life. She would now be 91 or 92. She is an active member of her garden club, her book club, and is out there. Every so often she hosts luncheons for various of her old friends.

She brings together people who perhaps don’t all know each other, but they all know her. My wife Joanne and I were invited but she can’t do it. She’s ringing a quarter peal. She’s a bell ringer, a change ringer. They’re counting on her; it’s been booked for a while, but I will be meeting Rachel. We do that every few months.

LB: There will be others who join you?

JR: There will. But who they’ll be I’ll find out when I get there. It’s usually about four or five others. It’s nice that she’s still having an active social life. Her daughter, Sarah, who lives in London, comes up to assist her. That’s what’s on the agenda for lunch. She is a dear lady, and, of course, I owe a huge debt to David Willcocks.

LB: That’s actually my first question. I know he gave you the opportunity to edit 100 Carols for Choirs together.

JR: That came later, of course. Our first collaboration was on Carols for Choirs 2, the orange book, that volume 2 of the series that throughout the English-speaking world became pretty standard.

That all came about because I had decided I wanted to study music at Cambridge while I was still in high school. I applied, not to King’s College, where David was a renowned choir director and a member of the university music faculty. I thought at King’s I might just get swallowed up, because it is a college with such a strong musical reputation.

What I did, which I never regretted, is I applied at Clare College, which is their next-door neighbor right along the banks of the Cam. Of course, that didn’t prevent me from going to choral Evensong at King’s College, which I did, and at St. John’s.

Back in those days, the two choirs that counted were King’s and St. John’s, the two that have boy sopranos. That all changed later when the first men’s colleges became mixed, but that’s ahead in the story.

I really met and got to know David Willcocks in my second year as an undergraduate when he took what they used to rather quaintly call “Harmony and Counterpoint” class, all rather academic and old-fashioned in its way. I was one of a class of seven or eight that he took every week. At the end of one of these classes, he took me aside and said, “Mr. Rutter, I understand that you’ve been composing. I hear that you have written some Christmas carols.” I thought “Oh my goodness, me, I’m in trouble.”

He was known really as Mr. Christmas. He transformed our musical celebration of Christmas with the Festival of Nine Lessons and Carols as he ran it at King’s College, with his own wonderful descants of some of the standard Christmas hymns, and his radiant arrangements of some of the traditional carols. He was very strongly associated with the celebration of Christmas in peoples’ minds.

I think he might have been a bit annoyed that here was this young upstart who was also presuming to write and arrange Christmas carols himself. That was the exact opposite. What he actually wanted to do was to see what I was up to, and to give me encouragement, which was incredibly generous of him. What he said was, “Look, would you bring a selection of your compositions to my rooms at King’s College at 9 o’clock on Monday morning, and I’d like to look through them?”

So, very nervously, with a sheaf of music under my arm, I went to his elegant rooms at the top of the Gibbs building in King’s College, and without a word he looked through the pile, and at the end of it, said, “Would you be interested in these being published?” Now that’s an offer you don’t refuse when you are a young student.

LB: So, there was more than The Shepherd’s Pipe Carol in there?

JR: Yes, there was. There was my very first Christmas carol, The Nativity Carol, and various arrangements of traditional carols of one sort and another. The next thing I knew he took the manuscripts down to Oxford University Press where he was for many years the editorial advisor for their choral music. Their sacred choral music was really chosen by David Willcocks. It was quite an honor that he was taking my work down to discuss it with the senior editor there.

That was the pattern of his Mondays. He spent the morning doing correspondence and administration at King’s, then he would take the train down to London to spend the afternoon at the editorial offices of Oxford University Press. Then in the evening he would take his weekly rehearsal of the Bach Choir, which was his London choir, a large amateur chorus over 200 voices that was and is of great renown.

Amazingly, I received an offer of publication in the mail the next Wednesday, which was pretty fast work really. Later they refused to believe it at Oxford University Press (OUP) because they say they never move that quickly. We have the dates to prove it, so they actually did.

More than that they said, “Would you be interested in an annual retainer?” which gave them first refusal of anything I might write. The sum was £25 per year, which, even then, would not fry many eggs. It was a gesture. From that day to this, OUP has been my main publisher. So it is thanks to David Willcocks that I made the massive leap from being an aspiring composer to a published composer. That mattered a lot more then than it does now.

Now with website, internet, and sound bites, composers have lots more ways of reaching their audience than they had then. Music notation software allows one to put music on paper so it looks like a printed copy. That also wasn’t possible then. We still worked like medieval monks with pen and ink. Of course, the whole revolution didn’t come until really twenty-five years after that. So I was very fortunate to have a publisher working on my behalf. That’s the story of how my work as a composer began, and how it started to spread worldwide through OUP.

David Willcocks, really having put my leg on the first rung of the ladder, then continued to encourage and support me through the rest of his life. This is mirrored in similar generosity to quite a lot of others who passed through his hands, or came to his notice in one way or another: performers, conductors, other composers, organists, singers. There were many who would say that one of the great influences, mentors, and supporters they had was David Willcocks. He was a great man.

LB: Did he consciously see it as his role to nurture and generate new generations of students and other young musicians?

JR: Yes, I’m sure that he did. He saw his role as a leader, an exemplar. King’s College Cambridge was a role model for choirs around the world. They set standards, higher than had been general in the years before that, which everyone was expected to match if they could, or aspire to.

It wasn’t so much for himself as it was what he wanted to do for his college, for its choir, and for musicians the world over. That’s really what I mean by generosity: his gifts were always put to the service of others. You can’t really say anything better of someone than that.

LB: Your work does a lot of the same thing. (Next I showed him the December 2017 issue of The Diapason. The issue contained the article on Francis Jackson’s centenary.) Do you know the journal?

JR: Yes, I do, although I think when I last saw it wasn’t in such lovely full color. It was a little more austere-looking.

There’s Francis Jackson! He continues to play at a small local church. His dean at York Minster, Viv Faull (the Very Reverend Vivienne Faull, current dean of York Minster), was at one time chaplain of Clare College, and so I remember her from those years. Jackson was very loyal to York Minster. Interestingly, he and David Willcocks were often mistaken for each other because they looked rather alike. Sometimes they were congratulated for the other’s work.

LB: I imagine they were pretty gracious about that.

JR: I think they were.

(I mention my interview with Stephen Cleobury for The Diapason, June 2018, pages 20–23.)

JR: Stephen’s reign at King’s has been even longer than David Willcocks’s. David was the organist/director of music at King’s for seventeen years, I believe. He took office late in 1957 when Boris Ord, his predecessor, became ill and needed help. He had something like a motor-neuron disease. It was a degenerative condition, and first his foot began to slip off the pedal notes. David, who had been organ scholar at King’s, was summoned to assist. When it was clear Ord wasn’t going to recover, Willcocks was given the title director of music and Ord had an emeritus role. David continued until 1974 when he went to the Royal College of Music. Philip Ledger followed for a period of seven years and did a fine job. Stephen Cleobury took over in 1982 and will retire in 2019.

We have had two long reigns with a shorter one in the middle. Now his retirement has been announced, and the advertisement has been placed for the job, which will generate hot competition. A lot of interest will attach to it, and many will apply, I imagine.1

LB: What kind of direction do you believe King’s will go, or would you like to see the direction be?

JR: What has changed is that King’s is no longer in the field by themselves. When David Willcocks took over in 1957 there were only two choirs that the world had heard of in the city of Cambridge. King’s was one of them, St. John’s was the other. They were twin peaks; I would never hold up one over the other. King’s has possibly enjoyed the greater renown because it is traditionally broadcast from the BBC at Christmas time that has gone around the world.

St. John’s does not sing during the immediate period around Christmas, so King’s has slightly had the edge. What a new director now has to accept is that King’s is not alone. There are other peaks in the Cambridge choral world. This is a city of choirs.

Once the men’s colleges began to admit women, and, in the case of Girton, the women’s college began to admit men, the choirs became mixed, made up of very gifted and eager undergraduates who wanted to sing at a high level, and have had the example of King’s and St. John’s to inspire them.

Of course, those mixed choirs are more in line with what is happening in the real world, as men and boys choirs are often becoming difficult to recruit. Adult mixed choirs are becoming pretty standard. My own choir, Clare College, Trinity College Choir, Gonville and Caius, Christ College, Jesus College (they actually have two choirs, as they have both a boys and a girls choir), St. Catherine’s, a lot of choirs are vying for excellence.

What has to continue to happen at Kings, as has already begun successfully, is to accommodate to the thought that they don’t have the field to themselves, and they must remain distinctive. For the foreseeable future I think they will retain a boy’s and men’s choir. They do have a mixed choir that sings on Mondays. They need to maintain their tradition.

They have spread themselves quite widely in the scope of their activities, and that will have to continue. They now have their own record label and webcasts that bring their work day by day to a wide audience.

They give a lot more concerts, recitals, and do a lot more tours than they used to. Whoever runs it will have to have a clear sense of the identity of the choir and its tradition, while being able to successfully swim in a much more crowded pool. In some ways it’s a harder job than it was back in the days of David Willcocks at King’s and George Guest at St. John’s, because it was kind of lonesome up there, and now it isn’t.

When they look back and write the history of what’s happening in choral music in Britain, it will be seen that there was something of a golden age at Oxford and Cambridge, and other universities, where many have seen the value of the fine choir tradition and want to copy it. So Royal Holloway College, London University, and King’s College, London, all now have fine choirs.

One thing about a choir is that it’s useful for drawing attention to the college, because the students tapping away at their laptops doing their degree work isn’t very newsworthy. On the other hand, a choir that gives a recital and wows the audience spreads the awareness of the college, helps with recruitment. There’s no question of that. That’s something that’s been understood for a long time in the United States, where, for example, the St. Olaf Choir has always had a big annual tour. This is something we’re rapidly getting used to here in the UK.

Cambridge has always been an international university, and now it has to compete on a global stage with others. There are Asian students who are so committed and dedicated and they have a choice. They could go to a university in this country or they could go to an American university or Australian one, or wherever they feel there is a center of excellence in their chosen field. Choirs will continue to have an important role in waving the flag for their colleges and universities. That will continue to be an important part of what King’s College does.

LB: Some colleges struggle to get enough resources in the budget to be able to tour.

JR: In the end you may find that you attract more funding than you spend. It’s necessary to spend money in order to recoup the costs. The great thing about a choir is that it is transportable. You can’t send the Clare College cricket team on a United States tour. What would they do when they get there? Whom would they play?

That’s something the new director of King’s College will have to be aware of. You always have to fight your corner in a college that isn’t just about music. There are people who are highly expert in many fields of academic endeavor and question music’s place in the academy.

We have to persuade others over and over again that music is important, and why liturgical music that forms part of the music in the chapel is important. This is not so hard to explain to atheists, but it is to people from a different religious tradition. What’s the point of all this elaborate worship in a university setting?

I heard a senior tutor say, “We’re a degree factory.” The response to that is to ask why we should be the same as every other university. If the college or university has a unique tradition, if the choir is built into the fabric and statutes of the institution that go back centuries, then we should be cherishing and nurturing that.

That’s a point, oddly, that is better understood in the United States than here. I’ve talked to people who are attracting tourists to this country and some British planners have said, “We’re not a museum. We’re a vibrant country that’s doing all sorts of new things, pushing back new frontiers in science and technology.” An American in the meeting said, “What people want is your history.” In a sense it is part of what we should be nurturing.

The atom was split here in Cambridge, new bits of the universe have been discovered. Yet, when we have something rather special and lovely that goes back for centuries, we shouldn’t apologize for what went on, we should celebrate it.

LB: For American choral music, the British choral music tradition is still of great interest and curiosity. Are there other mentors than David Willcocks who influenced you?

JR: I have to go back further than my university days. I was fortunate to attend a boys school where music was a very important part of the curriculum. It was in north London, Highgate School, which had a Christian foundation, dating from 1565. It has a plain red brick chapel up Highgate Hill. At the highest point in London, there it is.

That is where I spent my early years under the really inspirational guidance of Edward Chapman. He had been an organ scholar at Pembroke College, Cambridge, in the 1920s, and was a student of Charles Wood. If you’ve ever sung “Ding Dong Merrily on High,” the chances are you’ve probably sung his harmonization. He was a choral and liturgical musician. He was director of music here at Gonville and Caius College. He was a conservative craftsman of great skill who was rather strict and stern with his students, of whom Edward Chapman was one.

I am the grandson of Charles Wood through music because a lot of his ideas and teachings were passed down to me through Chapman. Oddly, of course, Wood wrote and arranged Christmas carols and compiled collections of them, and I’ve done the same. I can’t explain that connection really. The great thing was that I was encouraged to think that composition was normal, which for a teenage boy is quite unusual. In our school it was OK to write music. We were encouraged to write music for our school orchestra or other instrumental ensembles or the chapel choir occasionally.

One of my slightly older classmates was John Tavener, later Sir John Tavener. He was clearly destined for fame and fortune. We still miss him. He died in 2013, just short of his seventieth birthday, which was very sad.

LB: Did he die rather suddenly? Didn’t he compose until the end?

JR: He had an unusual condition called Marfan syndrome, a congenital malfunction of the body’s connective tissues. Marfan’s people generally grow rather tall and can be double-jointed, which can help if you are a keyboard player, I suppose. Indeed John was a fine pianist and organist. It tends to go with a general malformation of the heart and requires heart surgery, which now has an established technique and outcome. At the time when John and his brother, who also had the disease, had the operation the surgery was pioneering. It did give them thirty years of life they wouldn’t have had. Nevertheless, his health was always precarious.

I remember him mostly as a high school friend. We would show each other our newly written compositions, and I was recruited, among his other colleagues and friends, to take part in whatever was his latest compositional epic. I generally worked on a smaller scale than he did and was rather in awe of him.

There were other musicians there among my contemporaries. I remember in a very different field young David Cullen, who became Andrew Lloyd Webber’s orchestrator and assistant, who worked in the shadows, but whose skill and musicianship were relied on by this renowned musical theater composer. He was at Highgate at the same time, as well as Howard Shelley, the pianist, who has had a fine international career.

There was a whole bunch of us who knew that music was important in our lives. I was not the most obvious among them, really, because I had no outstanding performing talent. I’m afraid your readers wouldn’t enjoy my organ playing.

LB: So I shouldn’t ask about it?

No, well, it ceased at age 18. I felt I owed it to myself to study an instrument to a reasonable standard, and I studied the organ up through the standard exams.

As I worked through the eight levels we have here in the UK, the music gets harder and the scales get faster and more intricate. I managed to put myself through grade 8 on the organ and afterwards, when I got my certificate I thought, “Right, I’m giving up,” because I knew my musical gift, if I had one, was for composing and conducting, not for playing. I can rehearse and accompany music, but I never want to play in public.

Yet, well, oddly, a page of orchestral score paper always felt like home territory to me. I always felt very comfortable with what amounts to the cookery of orchestral writing. The recipe is put together from different ingredients. You have to know what goes with what. If you put too much spice in it masks the flavor of something else.

When writing for orchestra, if one puts too much brass in, it will cover up what is going on in the woodwinds and strings, etc. That was something I learned from the great masters as, in the end, every musician does. I was encouraged to write for all sorts of resources back in high school.

We had an annual musical competition with an instrumental ensemble class. The more instruments you included, the more points you got. So if we had within our house, which was a sub-group of the school, a tuba player who could only play about four notes, you would put him in. So that gave me a taste of instrumental writing, where one had to adapt to the resources you have. None of that music survives, fortunately.

LB: What an environment to live in!

JR: Yes, it really was. Our headmaster always thought I should be an academic. He knew enough of the musical profession to know it was full of pitfalls, disappointments, setbacks, heartbreak, and he was not sure that I would have whatever it took to succeed. Nor was I sure, but I boldly applied to Cambridge, slightly under false pretenses, because I said I wanted to study modern languages, French and German. As soon as I came up for the interviews, I confessed to the senior tutor of Clare, “Well, look, I really want to do music.” And he said, “All right.”

So I was allowed to follow my true vocation. Nobody stopped me, and no one has stopped me ever since. I’m still doing today what I was doing as that little child in my parent’s apartment when I first discovered the out-of-tune upright piano.

There’s a story I’ve told many times, but it’s true. At the age of five or six, as an only child, I spent a lot of time by myself, and I would doodle away in a world of my own, singing along in my little treble voice, and just making up music. In a way, that’s what I’m still doing, all these years later, except, with a bit of luck I get paid for it. And I can write it down, which I couldn’t do then. I only learned to read and write music once I got to school.

LB: Do you think that being able to compose a tune is a gift?

JR: I would always describe myself as 50% composer and 50% songwriter. Really they’re not the same skill. I’ve always been drawn to melody among those twentieth-century composers where I found it. That often meant songwriters. I owe a huge debt to the classic American songwriters, which I would call the golden age of American musical theater, roughly stretching from Jerome Kern to Stephen Sondheim. The thing I learned from them, which I also learned from the song writing of Schubert, Schumann, and others, is that a tune is a great carrier for the sense of a text. It’s like a vector for conveying the text, like shooting an arrow into the heart of the listener.

I would never renounce melody. Of course in twentieth-century concert music and opera, one doesn’t normally go out humming the tunes. The composers of that sort of music are developing music in other ways, discovering new sound worlds, new structures, new interrelationships between music and other worlds of the arts. A lot of contemporary music is inspired by dance, visual arts, poetry, etc. One doesn’t go to it expecting the same thing as attending West Side Story. Although my training is 100% classical, I’ve been influenced by music theater and perhaps, to a smaller extent, pop music.

I have this problem that probably goes with age, but pop music stopped for me somewhere after the Beatles, which is a long time ago. “Here, There, and Everywhere” is a lovely song.

I’m not sure that any one pop musician today has any standing like they did. The world of pop music and media was not so fragmented as today. There were not so many radio and television stations, not as many record labels. If you did attain prominence, it is probably greater than anything you could attain now.

The Beatles were so multi-talented. They were very good: great melodists, inventive poets. Their music retains great freshness. I think that’s where melody fits in to what I do. I’ve allowed myself to be influenced by the fields outside of classical music, but it’s contained within the framework of my classical training, I think.

LB: The Beatles created a new sound world as well. When we studied classical music in the 1970s we came home to our dorm and listened to the Beatles. We didn’t see it as a problem or incongruity to put those musics next to each other.

JR: I don’t think it need be a problem. I must say I’m not too enamored with rock music in church. I think it’s too one-dimensional. I think there is a subtlety about the great tradition of church music, and a depth that is more nourishing. I think so much rock music is loud, and all in 4/4, and thus there isn’t the same potential for responding sensitively to what is probably the greatest body of texts we have. Anybody who is going to set words to music is sooner or later going to come upon religious texts. They have the great quality of vision and poetry. We have the great fortune in this country, and I’m fortunate to be a member of the last generation to experience the King James Bible and the Prayer Book of 1662 on a daily basis. These words are majestic English, written by Shakespeare’s contemporaries, when they knew how to turn a good phrase.

It was ousted about the time I went to university, first the New English Bible, then other translations. We absolutely need the new translations, and I use them, but when I’m looking for words to set, I find there is more resonance in the historic English of the King James Bible or the old Prayer Book. Somehow it seems to invite music in a way I don’t find in contemporary religious writing. This is not to say that we shouldn’t persevere with it. I remember the dean of St. Paul’s (London) once said to me, “Yes, the contemporary translations of the Bible are not all that fantastic. The only way they’ll get better, though, is if we keep persevering with them.”

LB: There are good reasons for changing and updating English language.

JR: Oh, yes. With inclusiveness, and those things, which they weren’t worrying about in the 1600s. At the same time, it’s good to have a sense of historical imagination, so that when we hear William Byrd setting the words, “Prevent us, O Lord,” we know that he didn’t mean “stop us, O Lord,” but “go before us, O Lord.” If we just eradicate that from our religious language, we lose a sense of how flexible and ever-changing language can be.

Or again, “when man goeth forth to his labor,” it refers to the German “Mensch.” “Mann” in German means a human being, where man in English means a male. In English the same word, unfortunately, serves for both. We need to be aware that a little mental switch goes on and we say, “ah, this is Mensch, this refers to the whole human race.” It would be a shame if we lost that completely, though I do see where it is important the people understand the words as they are meant today. However, young people also need to read old poetry and experience old literature. Otherwise they won’t be enriched by this changing landscape of the English language, which has been such a wonderfully flexible instrument through the changes of many centuries, and continues to evolve.

LB: I recently heard a Mass by Jonathan Dove sung at the Bath Abbey. Do you know it?

JR: Yes, I do, and I know Jonathan Dove quite well, a fine composer. Their director of music Huw Williams has not been there very long. He had been at St. Paul’s Cathedral, as one of the three organists there. He then moved to be the director of music at the Chapel Royal at St. James’s Palace in London, and then moved within the last year to Bath Abbey, where they have a glorious acoustic—a stone fan-vaulted roof very much modeled on King’s College. The sound floats around in a particularly beautiful way, I think.

LB: I saw you had done a Singing Day the previous weekend at Bath Abbey. Can you say a bit about what those Singing Days are all about?

JR: That Singing Day was one of about twelve to twenty I do every year. Its purpose is to bring people together to enjoy singing for a day without the pressure of a concert or worship service at the end. I really got the idea from the reading sessions that I was asked to be a part of in the United States, often put on by publishers or universities, denominational summer retreats, where people are handed a pile of music at the door and they sing through it. Generally, the purpose is to acquaint those people with the publishers’ music that they might want to use in their own situation. I couldn’t help realizing that they were getting pleasure out of just being together, singing, and not having to worry about polishing the music to perfection.

So I wondered if that idea could be brought into Britain, where it’s not necessarily all about promoting music as such, but just giving people a chance to sing together. It’s aimed at anybody who wants to come. I accept these engagements if I am free, and if the hosts agree to my simple condition that all are welcome. I have ample opportunity to work with professionals. It’s nice to embrace the whole domain of people who sing for fun. A lot of the people who come do belong to civic or church choirs. It might be a small choir, though, without a sufficient balance of parts. So to be part of a choir of 450, which was the maximum we could fit into Bath Abbey, was rather inspiring because it’s different. I do get people who say they are too shy to audition for a choir. I like it if people bring along youngsters to be introduced, painlessly I hope, to all sorts of choral music. Of course there are those who sight read but are a bit rusty, and it improves their skills just like a muscle that needs exercise. So there are a number of functions.

I try to throw in tips for vocal technique. Particularly the men who come to these events may not have sung recently, or even at all since being a child. They come back to it not knowing how to use their voice properly. A few simple things will often put them back on the track, to be able to control their breath, and make a reasonable sound. So there is some teaching purpose, but really the idea is to spend time singing through a bunch of music. I choose about a 50/50 mix of classical or contemporary composers, perhaps not known to them, and my own works. If I didn’t include some of my own work, people would think it’s a bit strange. So, more than anything else, what I find striking about these events is how people feel they must tell me what pleasure it’s given them at the end of the day. It’s almost a physical thing, really, to just say, “I feel so good.” Of course you might get something similar with a good yoga class or Pilates, but singing can have the same beneficial effect on us—body and soul.

LB: And now, as we know more scientifically about brain theory, we can show that it’s true.

JR: Of course, exactly. Sometimes people have to discover, or rediscover that for themselves. These Singing Days form an enjoyable part of my life, and I hope that they spread a love of singing, or reinforce it among those that have dropped out of choral singing, or put new heart into those who struggle with their little church choir week by week, and need something to power them up a bit.

I have to say that my days of traveling abroad to various universities and churches have come to an end, voluntarily. I decided I had to prioritize my time. I like to be in other places, but I resent the time I spend traveling to and from them. I know it’s quick and easy in comparison to the days before jet travel, but it’s still quite tiring. I value increasingly the time I spend at home recording and composing.

LB: I’d like to hear a bit about what you are thinking about for the future. I saw the recent piece Visions you wrote as a violin concerto with boys choir for the Yehudi Menuhin competition. It seemed like a new area for you.

JR: Yes, I never thought I’d end up writing so much choral music, because I simply compose music. I think we delude ourselves if we imagine we are in control of our lives. I don’t think I ever did, or do, have a grand master plan for my life in music. If I ever had it, it hasn’t turned out the way I thought it would. So many of the paths we take are the result of chance meetings or events we hadn’t predicted. If I hadn’t met David Willcocks, and if he hadn’t been interested in my work, I might never have shown my music to a publisher, and perhaps I might have thought I should teach at a university. If people out there in the world of choral music hadn’t gotten hold of some of my early music and requested more of it, there wouldn’t be as much as there is. More than three-quarters of my total output is choral. I don’t fight that too hard, because, when all is said and done, I love choirs. I grew up singing in them. I feel some sense of coming home to my roots when I write choral music. I love poetry; I love words. Music allied to words is rather special to me.

Sometimes, though, it is nice to go beyond words. That is one of the reasons I thought it would be an interesting challenge to write a work that centers on virtuosic violin writing. It is a twenty-minute work for the winner of the Yehudi Menuhin competition in 2016 and was requested to have a part written for the boys choir of the Temple Church (London), where the concert would be held.

Visions is either the only violin concerto with a part for sopranos or it is the only work for soprano voices that has a violin part quite this elaborate. It’s a hybrid piece, but one which sprang out of the circumstances. I receive many invitations to write things, but the reason I said yes to this one was that it was different and drew inspiration from the history of the Temple Church itself, which, as Dan Brown’s readers will know, has links with the Crusades.

The Knights Templars came back with their plunder from the Holy Land, and given that they thought they had been rather naughty, they should spend it on something worthy. So they founded hospitals, churches, and schools. The round part of the Temple Church was built with money they probably supplied, and it’s modeled on the Church of the Holy Sepulchre in Jerusalem. So it was the London base for one of the Crusades. It’s a little hard to speak of this now in a time when the Crusades have become quite politically incorrect. Nonetheless, there is something inspiring about seeing the tombs of the knights, especially when it’s dark in the round part of the church. The rest of the church was bombed flat in World War II, but the round part was sturdy and withstood; the nave did not.

LB: I’ve visited the Round Church in Cambridge, built in a similar way and time, and find the acoustics are splendid.

JR: The Round Church is very similar. In Cambridge it is sadly no longer used as a church. It is sort of a visitor’s center. Of course Cambridge is ludicrously over-churched, and always was. I don’t think that all of those church buildings that crowd around here were ever full, even when everybody went to church. It was like a style accessory; we’ve got to have one. There’s been quite a lot of imagination applied to find a role for them all in the twenty-first century.

LB: The first time I walked into Michaelhouse, a coffee house in a church with choir stalls, an altar, and stained glass windows, I was quite startled. For an American, it felt strange to me.

JR: Michaelhouse Centre is owned by Great St. Mary’s, our university church, which has a thriving congregation. They’ve always had Michaelhouse there, and they scratched their heads a bit to decide what to do with it. I don’t think it’s been used for worship for many years now. It’s not really needed for that purpose, as the university church is just a one-minute walk away. It’s a little bit of a shock, I’m sure.

LB: Do you have the amateur musician in mind when you compose?

JR: If you write for an opera company or orchestra, you’re writing for professionals. If you write for choirs, you are generally writing for amateurs or students. That’s who make up the majority of the world’s choirs. There are a small number of professional European and British choirs, sometimes associated with broadcasting, and certainly university and cathedral choirs that attain a professional level.

The term “professional singer” means something different in the UK than in the United States. Those singers called professional here earn their living solely by singing in professional choirs or vocal ensembles like Tenebrae, Ora, The Sixteen, to name a few. The same pool of singers will populate those groups. There are something like 200 professional small group singers in London. They accept invitations to be in a tour or recording for a group. There is a lot of fruitful interchange.

Many of those singers are from the Oxbridge (Oxford and Cambridge) chapel choirs, and they want to earn their living as singers but they don’t necessarily want to be soloists. They are really on a level that is unrealistic for other choirs to match. The best of our collegiate choirs are on a similar level. They can perform music of similar challenge and complexity, not available to your average parish choir or local choral society. As a choral composer you have to know for whom you are writing. I’ve just been writing the liner notes for Trinity College Choir’s CD of Owain Park’s music, which is terrific—it creates a sound world opening up before your ears, but don’t expect it to be replicated by your local church choir anytime soon.

I don’t write primarily for the apex of the choral spectrum. Rather, I’ve been writing mostly for choirs somewhere in the middle. One has to be mindful of the liturgical context. The surprise to me is that some pieces I’ve written like All Things Bright and Beautiful and For the Beauty of the Earth, the little ditties, which were crafted with the needs and tradition of the American choirs who commissioned them, have begun to filter back over here. I remember thinking, I will never hear For the Beauty of the Earth sung by an English cathedral choir. Just yesterday I looked at the YouTube video of it being sung by Winchester Cathedral choristers, and indeed the Queen Mother wanted it sung at her 100th birthday celebration service, which it was. I could have never predicted that. What’s happened is that the Church of England has moved its own goalposts a bit, and there has been a loosening up and embracing of a more relaxed, informal kind of church music.

I’ve been generally aiming at a choir in a specific location. It’s always a surprise when a piece gets performed somewhere quite different. I wrote my Requiem within the Anglican Catholic tradition, and it gets done a lot in Japan, where there really isn’t a strong Christian tradition. One never knows where music will reach, and that’s one of the amazing things about it. I always try to write for the performers who will be involved in the first performance. I feel a strong obligation to whoever is doing the piece first. I don’t usually think long past that.

LB: Isn’t it interesting that when you write for a particular context, it often finds a new home in a quite unrelated place?

JR: I almost never write for a general purpose, and I don’t accept commissions anymore, as I want to use my time for my own projects at my own pace. Things like Visions could have never happened if I had been overwhelmed with commissions. This was what I thought was a brilliant idea that was presented to me, and I was glad I had the time to do it.

I still seem to be as busy as ever. The nice thing about being a composer is that no one forces you to retire. You carry on until there is no longer any demand for your services, and of course, composers sometimes carry on even when there is no demand. I hope that day won’t come. It’s nice to be wanted.

LB: What do you still want to do and write?

JR: Oh, everything I haven’t ever done. I don’t want to repeat myself. That’s why I’m a bit shy of doing more choral pieces, particularly if they are attached to a particular celebration, a centenary or a conductor’s anniversary. I’ve done all that. I look for the things I’ve never done before, and I must be realistic. John Williams isn’t going to phone me and say, “I really don’t want to write the next Star Wars score, will you do it for me?” That’s not going to happen.

LB: Would you like that kind of invitation?

JR: Oh, yes, I’d love it. Nor is the Metropolitan Opera going to say, “How about a big new opera for 2020?” It’s happened to my young composer friend, Nico Muhly. His new opera, Marnie, has been premiered in London. It has also been performed by the Met who actually commissioned it. That happens to someone of his generation, but not to somebody of my generation whose track record is in another field altogether.

Then again, if Cameron Mackintosh, the great theatrical man who backed many a musical, were to say “How about a big Broadway musical?” I wouldn’t say no if I had the right idea and the right collaborator to do the book and lyrics. Those are things I’ve never done before, so if they came my way, I would love them.

But, I should be very grateful for the opportunities that have come my way, the people I’ve met, the kind musicians I’ve worked with, the fine texts I’ve been privileged to set to music. It’s been a rich and varied career so far. I’ll be honest with you: I don’t usually plan much beyond a week, because you never know what may happen that may change all your plans. It’s always a challenge to keep up with the commitments that I have undertaken, which sometimes take longer than I’d planned, or those additional ones that come along that I can’t anticipate.

I was amused last year when Helmut Kohl, the former German chancellor, died. He was very much the architect of the European Union, and my Requiem was to be used in part at his funeral service in the cathedral in Münster. There was an orchestra already booked when they discovered that his vast bulk and the coffin were so huge, and the pallbearers so many, they weren’t going to be able to squeeze past the orchestra, which was off to one side of the chancel steps. They needed to cut the orchestra right down—twelve players had to go.

They asked if I could rescore the Requiem movement for the reduced forces that would be at their disposal. I think I got the email on Friday, and they needed the parts on Tuesday. So I dropped what I was doing. It was a flagship event, televised all around Europe, and I couldn’t let them down. I hadn’t anticipated that, nor had they.

LB: Did you conduct it?

JR: No, I watched it on television. They did get the coffin past, but only just.

LB: You were holding your breath?

JR: We all were. They were big strong pallbearers.

LB: Do you have guidance or encouragement to American church musicians?

JR: Well, you know, hang in there. I think it’s always the first thing to notice that church music has the complication of not just writing for a concert hall where you’re pretty much in charge. You’re part of a team, which is not primarily about music, but is about worship. One must be sensitive about that. I have been told that one of the most common problems by far is professional-personal relationships between clergy and musicians. It always needs patience and tact and understanding on both sides. When it is achieved, then something rather beautiful can happen.

The problems can be in both directions. Sometimes it’s the musician who wants to introduce change, and it’s the clergy or the congregation who resist. Sometimes it’s the reverse, and it’s the clergy or congregation who want music that’s more pop oriented, and it’s the musician who digs in his/her heels and says, “I don’t want to do that.” How do you meet in the middle? I don’t know.

It can make things difficult. One must be a first-class musician and a first-class diplomat, and to be aware of the winds of change that blow, being able to distinguish between temporary fads that everyone will soon forget, and the changes now that are here for good. It’s impossible really to be a successful prophet 100% of the time, but a sense of discrimination, in an altogether good sense, is probably useful. For example, if there is pressure to scratch singing the psalms in the way you are used to, and the new idea is to do them with three chords to a guitar, one must say, “Hold on one minute. This seems to be catching on and isn’t going to last.”

On the other hand, when there has been a general move to make church music more this or more that, then you must consider whether to go with it or risk being written off as someone who is irrelevant. You should always have as your guiding light the music that is in your heart of hearts. Always be true to that.

Notes

1. On May 23, 2018, the Provost and Fellows of King’s College, Cambridge, announced the appointment of Daniel Hyde as director of music at King’s, to take office on October 1, 2019. Hyde currently serves as organist and director of music at St. Thomas Episcopal Church, Fifth Avenue, New York, New York.

Spotlight on Improvisation, Part 4: an Interview with Dorothy Papadakos

Robert McCormick

Robert McCormick has been organist and choirmaster of Saint Mark’s Church, Locust Street, Philadelphia, since 2016. Previously he held similar positions at Saint Paul’s Church, K Street, in Washington, D.C., and at Saint Mary the Virgin, New York City. He is represented in North America exclusively by Phillip Truckenbrod Concert Artists, LLC.

Dorothy Papadakos at the Wanamaker Organ
Dorothy Papadakos at the console of the Wanamaker Organ, Macy’s Department Store, Philadelphia, Pennsylvania (photo credit: Tracy McCullen)

Editor’s note: Part 1 of this series (Matthew Glandorf) may be found in the May 2022 issue, pages 20–21; Part 2 (Mary Beth Bennett) in the September 2022 issue, pages 12–13; and Part 3 (Jason Roberts) in the July 2023 issue, pages 16–17.


Introduction

We continue our series focusing on American organist-improvisers with a name familiar to many—Dorothy Papadakos. I first met Dorothy more than two decades ago, when I was director of music at the Church of Saint Mary the Virgin, Times Square, New York City, and she was cathedral organist of the Cathedral of Saint John the Divine. The first time I ever heard Dorothy play live was at the seating of the Right Reverend Mark Sisk as Fifteenth Bishop of New York in 2001. Dorothy began the first hymn on the celebrated State Trumpet, and off we went. “We’re about to have church,” I thought, and we certainly did. It was a marvelous and memorable liturgy, hardly least due to Dorothy’s glorious playing.

Dorothy surely must be one of the most multifaceted and versatile persons in our profession: she is not only an organist, but also a jazz musician, musical theater composer, and author. She also may well be one of the warmest and most joyful among us. In addition to interviewing Dorothy via email, I have just had the privilege of seeing her for the first time in over a decade over lunch in Philadelphia, alongside her delightful husband, Tracy McCullen, and marvelous fellow organist Peter Richard Conte. After an extraordinary shared meal, two hours later, I walked back to my church refreshed and full of Dorothy’s infectious happiness.

Writing this article, seeing Dorothy in person, and pondering her inspiring responses reminded me yet again of music’s power to stir, heal, and renew. Dorothy is a wonderful example of a life devoted to making the world a better place through the art of music. How many people has she inspired through her musical gifts? (Countless numbers, of course.) Case in point: I have been prompted again to seek to rediscover and recapture a sense of childlike joy and awe in music making. Like many of us, especially being an absolute perfectionist, I spend much of my time focused on the minutiae of music making. Without question, for any of us to practice our art at the highest levels, we must do this. Yet it is so easy to lose sight of the ultimate purpose of music making as a result, for our perspectives to become skewed.

In a church context, the goal of music is to glorify God and to inspire the people who hear it. How many times have I finished a service unable to think of anything other than whether or not I played a difficult passage cleanly enough, or why did I take such-and-such a turn in an improvisation when another would have been better, or whether the choir tuned as well as they could in a particular motet, only to have a congregant share heartfelt appreciation for the beauty of the music offered? (The answer, of course, is virtually all the time!)

Improvisation is perhaps the most personal way to make music. With that in mind, let us now hear directly from Dorothy Papadakos herself.

Discussion

When, how, and why did you start playing by ear and inventing your own music? Did it coincide with your early music training?

If it had not been for a fourth-grade crush, music and I may have never met! I was nine years old in Reno/Tahoe, Nevada, “going steady” with a boy taking piano lessons. Our mothers decided it would be cute if we played duets together, so they started me with his piano teacher, Loren McNabb, a hefty Scottish jazzman with a white goatee who moonlighted playing Reno’s nightclub circuit. To my surprise, I took to the piano instantly. I love math and science, and this was ultimate math and science to me. I enjoyed experiencing how my brain and fingers learned more and more technical pieces. And I loved the feel in my little hands of playing scales, amazed at what my fingers could do, especially when I stopped thinking about them and let them do their thing skiing up and down the keyboard like natural athletes!

After each half-hour lesson I begged Mr. McNabb to play me “his music:” Ellington, Gershwin, Porter, Broadway. Two years in, at age eleven, I went on strike! I refused to practice “that boring classical music” and insisted he teach me “his music:” jazz! I wanted to read lead sheets and chord changes. They were the gateway to a mysterious world, to musical freedom. Mr. McNabb complained to my mom about her problem child; she told him to teach me whatever I wanted if it kept me practicing! (Go, Mom!) I took to jazz like a bird to the air. In just a few years I could read any lead sheet and was playing jazz gigs for local events by age fifteen.

Enter the men who changed my early life and music forever: Liberace and blind British jazz pianist George Shearing. I got to meet Liberace several times backstage at John Ascuaga’s Nugget when he performed in Reno, because my mom knew him from her Hollywood days. I assiduously copied Liberace’s recordings note-for-note to learn his style and to get inside his stunning technique. (How did he do it with all those rings on?) Then the George Shearing Quartet came to town and blew this kid “outta da water!” His album Light, Airy, and Swinging changed my ears and tonal imagination. I knew then and there all I wanted to do was to improvise and compose “cool jazz.”

Tell us more about how you employed improvisation in childhood.

Those first jazz gigs at around age fifteen were for fashion shows in Reno and some Reno High School theater work. Then a turning point came: Trinity Episcopal Church in Reno (now Trinity Cathedral) asked me to join their folk ensemble since I’d been taking guitar lessons and sang in their youth choir. The next thing I knew, I was lead vocalist and guitarist of the ten-piece band playing the 9:00 a.m. service! This was the era of Godspell, Jesus Christ Superstar, and 1970s folk and pop. It was musical heaven for me, until my dear Mr. McNabb died suddenly. I was 16, devastated, lost, a ship without a rudder. My mother tried everything to find me a new teacher. Of course, no one could measure up. She even took me to the University of Nevada-Reno’s head piano professor for whom I improvised on Duke Ellington’s Sophisticated Lady. Mom and I were so proud of my audition; I nailed every note and nuance! But this piano professor just shook his head, clicking his tongue saying, “It’s too bad she doesn’t play classical.” Mom, furious, grabbed me by my arm saying, “Come on, Dorothy Jean! We’re getting out of here!”

That next Sunday in church my ears heard the organ as if for the first time (a three-manual 1967 Allen). That’s when I approached Mr. James Poulton, Trinity’s wonderful 11:00 a.m. organist and choirmaster, who agreed to give me organ lessons. As with the piano, I’d never given the organ a moment’s thought, but I was so lost without Mr. McNabb, I thought, “Why not organ? It’s a stack of synthesizers!” (Yes, that’s how my sixteen-year-old brain saw the organ.) I now know that if it weren’t for death and grief, the organ and I may have never met—and fallen in love. My scientific mind went crazy for the stops, pistons, 32′ pitches, pedals, the whole tonal palette. I felt like a one-woman orchestra!

I noticed, too, I could “noodle” around on the organ, but no one else I knew noodled (in public), so I assumed this was simply not done. My first organ piece with Mr. Poulton was the famous (attributed to) Bach Toccata in D Minor, every sixteenth note’s fingerings and meticulous counting penciled in. To this day, I still use that really worn-out original score at my Phantom of the Opera (1929) silent film performances (my show opener to set the mood) to remember where I come from. And, of course, I now play the Toccata like the improvisation it’s meant to be!

As a child, did you understand the music theory behind what you were doing, or did that understanding catch up later?

Yes, oh yes, I was very fortunate that both Mr. McNabb and my next mentor, Don Rae, the great jazz pianist/arranger for the legendary Las Vegas comedy team Gaylord and Holiday, insisted I master jazz harmony, voicings, and scales, and listen to classical composers to learn how they put harmonies together. They instilled in me the fierce mental discipline that I rely on today. Once I discovered major and minor ninths, thirteenths, and Burt Bacharach, I was hooked. But when I discovered how just one harmonic shift, or one simple, sexy jazz chord could change the key and slip my improv into a brand-new musical world, it ignited the composer in me.

At age eleven, I learned the circle of fifths and how to read complex charts. It was fun, hard work yet easy to memorize, and it laid the groundwork for reading figured bass when I started playing Baroque continuo. I spent thousands of hours at my stepfather’s Steinway grand piano and couldn’t wait to get home from school to play through a new fake book or disco tunes Don Rae brought me. Don’s big improvisation game changer was teaching me the Blues. In losing Mr. McNabb, I understood gut-wrenching loss and grief, but I didn’t know how to get there musically, how to turn anguish into beauty. Don had me prepare a new improvisation weekly by memory in all twenty-four keys, major and minor, over twenty weeks, on anything I wanted. I remember that first time I played one of my improvs for him, it was about four minutes long. Nervous as I was, I let myself go in it. When I finished, he was silent. I turned and saw him, his jaw open. I remember it so well. That’s when he knew I had a gift; me, I wasn’t so sure. I thought I was a copycat, just imitating Duke Ellington and George Shearing. I still didn’t feel original or unique because I worked so hard to emulate others.

I must add here a pivotal moment almost every successful person I’ve met has experienced. It happened at the end of my freshman year at the University of Nevada, Reno. Remember the piano professor my mother stormed out on? They assigned him to teach me organ! Oh no! He was no organist, and I knew this would be bad. At our last lesson he dismissed me in no uncertain terms: “Missy, I suggest you give this up. You don’t have what it takes to make it in music.” In that instant I thought of Liberace, George Shearing, Mr. McNabb, Don Rae, Duke Ellington, my improvs. (I also thought of words that are unprintable here!) He was wrong, and I knew it. But what was I to do, having been told, “Don’t come back”? Well, the gods were listening!

Was there a watershed moment that inspired you to become a professional organist and church musician?

Yes! Enter Saint Bartholomew’s Church on Park Avenue, New York City, and Robert K. Kennedy, organist and master of the choirs at the Cathedral of the Incarnation in Garden City, Long Island. One springtime Sunday morning in Reno before church I serendipitously caught the TV broadcast of the 9:00 a.m. contemporary service at Saint Bartholomew’s with guitars, drums, organ, handbells, a big choir, and congregation singing amazing jazz church music!

I froze, mesmerized in total disbelief. Oh, the joy in their music! I knew I was meant to be there. I packed up and drove across the country to live with my dad in Saint James, Long Island, and started commuting on Sunday mornings to St. Bart’s as a choir member and guitarist in the 9:00 a.m. band. At the same time, I began organ lessons as a sophomore at SUNY Stony Brook traveling to Garden City to work with the brilliant, warm, and wonderful Kennedy, who gave me the “You get serious or else!” talk. He whipped me into shape like a real organ teacher. The Bach-Vivaldi Concerto in A Minor always makes me think of Robert. I credit him with helping me decide to become a professional organist and believing I could do it if I gave everything to my craft. So I did­—everything. I dove into repertoire and completely forgot about jazz and improv. I told myself they were no longer of any use. At this point I still had no idea anyone improvised on the organ, even though Robert was teaching at the same time his astonishing protégé Peter Richard Conte, my dear friend and improvisation colleague!

Beyond Robert Kennedy, who were your principal teachers and influences in organ and organ improvisation? How did you learn from them?

At Saint Bartholomew’s I met the great conductor and organist Dr. Dennis Keene, who was at the time St. Bart’s assistant organist, while finishing his doctoral degree at Juilliard. Dennis would become pivotal in my organ education.

St. Bart’s by now had hired me as their Christian education secretary, and one night working late I heard Dennis practicing two pieces on St. Bart’s glorious Aeolian-Skinner organ: Messiaen’s Le Banquet Céleste and Duruflé’s Scherzo. I stopped my work. I quietly snuck out to a partially opened chancel door and listened and watched him play in that sparkling, golden Byzantine mosaic space.

Le Banquet Céleste brought tears to my eyes. What on earth was this exquisitely inexpressible music? And this playful scherzo! Who on earth wrote this jewel of pure spontaneous magic? Both were jazz but not jazz; earthly yet other-worldly. Duruflé and Messiaen became my repertoire gurus. Soon Dennis was teaching me French Romantic and contemporary repertoire on the organ in St. Bart’s side chapel. (Organist Jack Ossewaarde prohibited anyone but Dennis and him from touching the great organ, especially newbies like me!) When Dennis became organist and choirmaster downtown at the Church of the Ascension, our work continued, and he trained me up for Juilliard and Eastman auditions. Those years studying with Dennis and the thousands of painstaking hours of blood, sweat, and tears formed my technique into what it is today. I have Dennis to thank for not letting me get away with anything less than excellence. And he gave me a front row seat as organ-page-turner at some of the finest choral and orchestral concerts in the world presented by his Ascension Music. I have lifelong gratitude for all he gave me, especially the privilege of hosting Madame Duruflé in my cathedral apartment (because Je parle français) for a week at Saint John the Divine— wow—il n’y a rien à dire! (There are no words!) She and I remained dear friends for many years after and shared unforgettable visits in France. Now there was une grande improvisatrice! And with such petite hands!

May I digress and share with you the thrill of a lifetime? On a visit to Marie-Madeleine’s lovely stone house in Cavaillon in Provence where she was on holiday with her dear sister Elianne, we were having tea in her living room when I commented on the lovely old brown upright piano against the far wall, a candle mounted on each end, fine lace lying across the top. She told me, “That’s where Maurice composed his Messe Cum Jubilo.” I started to cry as I so love that gorgeous work. I can still feel that hot Provence August afternoon with her and smell the fragrance of her giant rosemary bushes infusing that cool stone living room.

While studying with Dennis, I won the New York City AGO organ competition, and to my joy and astonishment got into Juilliard for fall 1983 to pursue my dream of studying Messiaen’s works with Messiaen’s protégé, the sublime artist Dr. Jon Gillock. What a world Jon brought me into; what an extraordinary friendship we built. Messiaen’s harmonies, registrations, birdsongs, and Hindu rhythms blew my mind. Through all this, improvisation took a back seat until three things happened at once: first, Dennis gave me Marcel Dupré’s two improvisation books; second, I began studying improvisation at Juilliard with my dear friend and colleague, the legendary improviser “Uncle” Gerre Hancock at Saint Thomas Church Fifth Avenue (that’s an article all its own!); and third, I heard Paul Halley’s iconic improvisation album Nightwatch on the great organ at the Cathedral of Saint John the Divine, where he was organist and choirmaster.

If there was a seminal person, moment, place, and organ in my improvisation career, this was it: Paul Halley at the Cathedral of Saint John the Divine and the mind-blowing Aeolian-Skinner Opus 150-A, “Miss Scarlett,” housed in the cathedral’s astounding eight-second acoustic (now nine seconds since the 2001 post-fire restoration!). Paul Halley’s organ improvs exploded my mind, ears, and musical imagination. In his playing I heard jazz improvisation like nothing I’d ever heard; he used the organ in ways I never imagined possible, especially the strings. I memorized Paul’s album, tried to replicate his sophisticated progressions, his sonic palette, his tricks with acoustics. I worked my butt off learning this extraordinary new thing: jazz-infused improvisation on a pipe organ, wonder of wonders! My four improvisers (two hands, two feet) found their home. This is when I made the commitment to find my voice and forge my own style.

My “second childhood,” as I call my twenty-three years at Saint John the Divine, began prior to my Juilliard studies, as a Barnard College junior in 1980. One autumn Friday I was unexpectedly called in as a last-minute sub to play for the cathedral’s weekend sleepover-in-the-crypt youth program, Nightwatch. It went so well that I was invited back on many Friday nights when Paul Halley was on tour with the Paul Winter Consort. Nightwatch and I would continue together for the next nine years, and it became my weekly “improv lab” to try out new ideas! Can I even begin to describe what it was like to be in that vast, dark cathedral on those marvelous cold winter Friday and Saturday nights, improvising in the dark and speaking to thousands of kids visiting from across the country about the great organ, showing off its cool sounds and taking them on a grand sonic ride they still to this day write to me about?

While at Juilliard in 1983, I found my courage to write Paul Halley asking if he’d consider taking me on as an improv student, knowing he didn’t teach because of his heavy touring and cathedral schedule. But, oh my goodness, he asked me to come in and play for him! He’d heard about my subbing at Nightwatch, and I’ll always remember that audition: afternoon light in the great organ loft, me seated on the bench, terrified in awe to be in Paul’s presence as he opened the hymnal to a Gregorian chant, one I would soon come to cherish, Conditor alme siderum.

I don’t remember what I improvised; I do remember thinking I made a total hash of it! I finished, waited in silence, then turned. Paul was relaxed, leaning back, arms stretched wide along the organ loft railing. With that great smile of his, he nodded saying, “Yes, I’ll work with you.” I thought I would die. My spontaneous squeal of joy echoed through the cathedral! What a privilege to become Paul’s improvisation protégé. And what a challenge: I never worked so hard in my life, never felt such a drive to excel, to prove myself and to achieve my dream of becoming a great improviser. And in all those years of study, Paul never charged me for a lesson.

In January 1984 Paul asked me to substitute for him in my first ever Paul Winter Consort gig at the Princeton University Chapel on their colossal organ. Thus began my nearly forty-year friendship and life-changing work with my dear friend and musical guru Paul Winter. Here was an entire band of world-class improvisers who welcomed me with open arms. And who knew one could improvise with humpback whales, timber wolves, or canyon wrens? Again my sonic world exploded! In 1986 Paul Halley named me cathedral organ scholar and trained me up on how to devise choral accompaniments and hymns in the English Cathedral style. In 1987 he and the dean appointed me cathedral assistant organist and then in 1990, when Paul left the cathedral, I was appointed cathedral organist. I remember once asking Paul why he hired me, and I’ve never forgotten his answer: “Because you’re great with kids (the Cathedral Choristers), you’re an accomplished woman organist (an endangered species in 1980s New York), and you read Samba charts (unheard of for an organist!).” Wow. There it was: all my years of improvisation and jazz landed me the coolest job on planet Earth.

A funny side note to this: at Juilliard my dear teacher Dr. Jon Gillock fully supported my improvisation work with Paul Halley. Jon deeply revered the great French organ improvisers and wanted me to give my improv and repertoire studies equal effort like the French do. But Juilliard found out and threatened to expel me for studying with a teacher outside the school, even though I had Dr. Gillock’s blessing. So, I assured the powers-that-be that I would stop—and of course, I didn’t! Never in a million years could I have imagined when I graduated from Juilliard with my master’s degree in organ at age twenty-five that in four short years I would be appointed the first woman cathedral organist at Saint John the Divine, because of my improv chops!

How does improvising in concert settings differ to you from liturgical settings?

There is quite a difference for me, like two alternate sonic worlds with very separate harmonic languages, techniques, themes, timings, feeling, purpose, audience, energetic intent, all of it. In accompanying silent films, my job (as I learned in reading my hero Charlie Chaplin’s autobiography) is to provide the emotional subtext of every scene: to improvise music that provides the emotional counterpoint to the action to enhance, not compete with, its drama, comedy, and conflict, and also to prepare the audience for what’s coming in the next scene. The music is the narrator. It must be subtle yet blunt, amorphous yet cued, often with specific timed “hits” (like a crash or surprise), and it is very much about surrendering to the three-way micro-millisecond relationship between oneself, the audience, and the actors. It’s a powerful and very real energetic triangle, and when you give yourself over to it, that’s when the magic happens, when the audience gets lost in the film and forgets you’re there.

In liturgical settings it’s all about surrender, again, but this time it’s surrender to what is ineffable, wonder-filled, and sacred inside each person in a holy gathering. Here we are, friends and strangers gathered in worship in a once-in-a-lifetime gathering that’ll never be repeated in all of time, with all our burdens, sorrows, challenges, and joys. I’ve found that yearning is at the core of everyone’s worship—our deep yearning for divine intervention, divine comfort, for the sublime, for answers, transformation, the soul aching to be heard and held. Organ music can express and even meet this yearning like nothing else. Whether it helps people cry and release, or is a cradle of peace, or uplifts them in an ecstatic experience of the divine, it is a sacred honor and opportunity we organists are entrusted with.

The very first thing I do in any performance is “take the temperature” of the room. Even thirty feet up and three hundred feet away hidden in a cathedral organ loft, you can feel a congregation’s mood. It’s hard to describe, but it’s palpable. It’s a vibration that imbues the space. I use this as the starting point of my prelude improv, the launch of any Sunday morning’s spiritual journey in which we organists are the first soul to express our yearning. Gradually the congregation joins us in hymn singing, joins the clergy in prayer, and together we go on the journey.

My musical goal in any liturgy is to shift the mood from what it was at the start to something entirely new and different by the end. My liturgical harmonic language is completely different and more contemporary than my silent film language. Silent films tend to dictate what harmonies and progressions work so you don’t “take the audience out of the film.” In a liturgy, I find there’s room for broader expression and risk-taking, especially in a big acoustic on a big instrument with lots of toys onboard. My liturgical improvs are infused with jazz and French Romantic harmonic worlds and massive rhythm. I’m talking massive; rhythm is everything! It’s the heartbeat of any improvisation, loud or soft, fast or slow.

Paul Halley taught me this. It’s what thrills and soars and tingles and creates awe. You could vamp on plain old C major with a killer rhythmic pattern, a few textural shifts, a 32′ Bombarde, and it’ll make your congregation stomp and cheer! I aim for one thing in my liturgical improvs: to continually lift up, even in somber Lenten modal mysterious improvs. I constantly let myself let go—this keeps the journey lifting and wondering (versus wandering!) for whomever I’m playing. If I’m surprised, they’ll be surprised; if I’m moved, they’ll be moved. I tell my students that improv is sheer blind trust; it’s surrender to divine channeling. It’s losing one’s conscious thought, so time stands still and you can’t remember what you played. And that’s when they really go on the ride with you. That’s when you come out of it thinking, “Wow, what just happened?” That’s when your congregation knows you gave yourself to them. I never, ever forget this maxim: “You can’t fool an audience.” They just somehow know if you’re holding back or are bored, scared, unprepared, not into it, or not giving your all—they know when there’s no lift off!

Do you consider yourself to have your own distinct musical language? Is there anything distinctly “American” about your improvising?

My musical passion is world music. I love combining ethnic sounds, especially Greek, Brazilian, Celtic, Middle Eastern, and Asian. I love stretching where the organ can go, seeing what part of the world it can travel to through a culture’s musical voice. That’s what I loved at Saint John the Divine in those golden years under the visionary leadership of our global-minded dean, the Very Reverend James Parks Morton. One minute I’d be playing Tibetan music for the Dalai Lama, then Eritrean hymns at a Coptic funeral, then Sakura for a Japanese tea ceremony, then “Hava Nagila” at a Jewish-Christian wedding, then New York, New York on the State Trumpet celebrating a Yankees-Mets Subway Series! If you see our magnificent country as the great melting pot of immigrants, then yes, my improvs and compositions are highly “American” in that I embrace all our ethnic styles. In terms of my own style, I don’t know how to describe it. I just know it as me and that it’s ever evolving. I’m often told by people, “Oh, Dorothy, I just knew when I walked in it was you playing—I’d know that sound anywhere!” I always wonder to myself, which sound(s) gave me away?

Tell us more about your jazz background and how it informs your improvising at the organ.

In addition to what I described above, I’d add two things: the legendary jazz pianist Lyle Mays of the Pat Metheny Group, with whom I had the tremendous privilege of studying jazz composition, told me, “Dorothy, if I ever hear you cadenced with plain old V–I, I’ll call the jazz police!” And Lyle also said, “The greatest musicians on the planet are jazz players. They can improvise in any style because they get inside the style, they don’t just copy it.” I’ve bided by Lyle’s words throughout my career.

Do you ever imitate specific composers or historical styles?

Oh yes, of course! We all stand on the shoulders of those who’ve come before us, and we borrow from our contemporaries, too. No musicians, especially improvisers, are creative islands unto themselves. Day and night we unconsciously take in shards of music, hooks, and tunes we’re not aware of. They lodge and cook in our musical psyche, then days later pop out in a gig or writing session, and we’re like, “Whoa, where’d that come from?” I borrow rhythmic hooks from Bartók, Prokofiev, Rachmaninoff, Stravinsky, Ravel; toccata patterns from Cochereau, Vierne, and Dupré; and every day I listen on BBC Radio 1 to the hottest pop, chill, dance, and cutting-edge tracks. I relax to Indian ragas and cook to electronic soundscape artists like Aurah. It all informs my improvs, my music theater scores, my organ and choral works. In fact, I’m listening to Aurah while writing this: it’s “I Decree Peace” on their Etherea Borealis album. Check it out!

How does improvisation differ from composing to you? Do you prefer one or the other?

To me improvisation is spontaneous composition, and composition is repeated improvisation until you find something you want to save and write down. They are equal in fertility and joy to me. I’d say the great gift that improvisation brings to a composer is to know if you don’t like something you wrote, you can improvise a hundred other ideas to replace it with! Composer-improvisers trust the unlimited flowing fountain of ideas inside of them. It’s unfailing, and the perfect idea is always just an improv away. Improvisation is ultimately just about trusting the unknown yet to be revealed in you. Each of us is a creative giant we have this lifetime to get to know, so from me to you I say, “Go for it, and rock da house!”

Reflection

I hope readers are as fascinated and stirred by Dorothy’s words as I am. She reminds us, if I may use a tired cliché, not to neglect the trees (as Dorothy clearly has done her homework, thoroughly learning music theory and technique, inside and out), but truly to see and appreciate the whole forest. I’m not sure about each of you, but that’s a reminder I needed at this moment. May each of us heed Dorothy’s advice to “go for it.” ν

 

Dorothy Papadakos’s website: dorothypapadakos.com

Experience Dorothy’s artistry at our website: thediapason.com/videos/dorothy-papadakos-plays-phantom-opera

In the Wind: Teachers

John Bishop
National Geographic Quest
National Geographic Quest (photo credit: John Bishop)

Teachers

Elizabeth Swist was my first piano teacher. I was six years old. She lived with her mother, and their house smelled like boiled cabbages. It was about a mile walk—I know that for sure because I have driven the route watching my odometer a couple times. My lessons included the Hanon piano method and little novelty pieces that I played as loud and fast as I could; spinning wheels were a common theme in the music. My mother likes to tell how I came home from my first lesson, ran to our piano, played middle C and shouted, “I knew it. Middle C on Miss Swist’s (say it three times fast) piano is higher than ours.” Mother says she complained to the tuner, “I just paid $25,” but the tuner said I was right. It was an old second-hand upright, and he had not been able to bring it up to pitch. She tells that story every chance she gets; some of it might be true.

Miss Swist got married and moved into a house a little closer to ours that did not smell like cabbages. Mrs. Holderied, née Swist, helped me out of the beginner’s novelties into real music like Bach minuets and Clementi sonatas.

We moved from Westwood, Massachusetts, to nearby Winchester when I was ten, and I took up lessons with Edith Bolster, an elderly woman who lived in an apartment with two pianos. I do not remember meeting her partner, but I got an occasional glimpse of her lurking about. Ms. Bolster introduced me to Mozart, Beethoven, Mendelssohn, and the expressive qualities of the piano, and she encouraged me to play in recitals arranged by the various local piano teachers.

I was twelve when I had my first organ lessons with Alastair Cassels-Brown at Saint John’s Chapel of the Episcopal Theological School (later Episcopal Divinity School, now defunct) outside Harvard Square in Cambridge, Massachusetts. My father was the professor of homiletics there. The organ was built by Walter Holtkamp, Sr., in 1956, with three manuals including one of the earliest Rückpositiv divisions in the United States. I often rode my bike the eight miles over busy commuting roads through Somerville and Cambridge to get to my lessons. Dr. Cassels-Brown had been associate organist at the Cathedral of Saint John the Divine in New York City during Alec Wyton’s tenure there. He seemed worldly to me and shared insights into the structure of music beyond stringing series of notes together.

I was a middle-schooler when Dr. Cassels-Brown showed me the Fibonacci series, how that sequence of numbers fit into the natural world and governed some of the flowing beauty of music. He also taught me to compare the characteristics of music of a given era between different nationalities—for example, eighteenth-century France and Germany—and how the different styles of composition reflected different types of organ building. He was a gentle, soft-spoken man, and I guess he was a thoughtful, conservative player. Sometimes, he asked me to sit with him during special services, turning pages and witnessing what went into structuring a worship service from an organ console.

After a couple years, Dr. Cassels-Brown recommended I shift to studying with John Skelton, organist of the First Congregational Church in Winchester, just a couple blocks from where we lived. The church had a brand-new, three-manual Fisk organ, and I was fortunate to have generous practice privileges there. Mr. Skelton had studied with Yuko Hayashi at the New England Conservatory and with Anton Heiller in Vienna, and was well connected with the exciting organ scene in Boston in the early 1970s. There were several young “boutique” organ companies in the area rejuvenating the concept of the mechanical-action pipe organ, and John made sure I got to hear recitals and attend workshop open houses, drawing me into that crowd as a young teenager. I remember an after-concert dinner at the Wursthaus (a long-gone favorite haunt of organists in Harvard Square) after an organ recital, at which someone pointed out that there were nine organists present who played for churches that had Fisk organs.

John Skelton understood and nourished my fascination with pipe organ tone, discussing the functions and construction of the various stops and allowing me to register the pieces I was learning. I loved listening to the organ’s voices as I chose them.

The harpsichord builder Carl Fudge was organist of my home church, the Parish of the Epiphany in Winchester, where my father was rector. He led the junior choir, which was where I was first exposed to church music, and as my voice changed, I moved to the senior choir. Carl was supportive of my early studies and took me to organ recitals. I am especially grateful that I heard E. Power Biggs play on the Flentrop organ at the “Museum Formerly Known as Busch-Reisinger.” What a thrill it was to hear him play Charles Ives’s Variations on “America” as an encore following a recital of Baroque music.

Organbuilder George Bozeman was another mentor during my teenage years. His wife Pat sang in the choir at Epiphany, and together they took me around the circuit to concerts, workshops (George worked for the Noack Organ Company at the time), and social events. I worked in George’s new shop, Bozeman-Gibson & Company, during the summers of 1975 and 1976, after my freshman and sophomore years at Oberlin, my first real experiences as a newbie organbuilder.

Burton Cowgill was the music director at Winchester High School where I was put to work accompanying everything and everybody. I bet a lot of readers grew up as workhorse accompanists. As chorus director, Mr. Cowgill led us through a huge amount of sacred music, something that would likely get him in trouble today. The greatest hits of Vivaldi, Pergolesi, and Gabrieli, among others, helped further my interest in that rich repertory. I accompanied rehearsals of the Madrigal Singers and hundreds of hours with productions of musicals (Oklahoma and Little Mary Sunshine). Mr. Cowgill encouraged me out from behind the piano, out of my comfort zone, to sing solos in a cappella pieces (“Fare thee well, my dear, I must be gone, and leave thee for a while. . . .”).

Twenty years later, I was privileged to lead the music for Mr. Cowgill’s memorial service at the church where he had been director of music. The church’s choir was augmented by a couple dozen of his former students, including several members of the Boston Symphony Orchestra, and we offered some of the classics he had taught us (“I got a robe up in-a the Kingdom, ain’a that Good News”).

Leaving the nest

I started at Oberlin Conservatory of Music in the fall of 1974 with Haskell Thomson as my organ teacher. I had been a big fish in the little pond that was Winchester, Massachusetts, and quickly learned that I was not going to be such a big guy in Lake Oberlin. Mr. Thomson was a very tall man, impressive in the confines of the teaching studio. He did a lumbering dance, swinging his arms with the arc of the musical phrase, chanting, “and then to here, and then to there, and turn around and go to here.” He wanted the music to sweep purposefully to points of arrival, and he loved the motion of music. I especially remember learning Bach’s Fugue in E-flat, BWV 522ii (“Saint Anne”), for my senior recital, making those soaring passages of sixteenth notes in measure 100 fly with the encouragement of Mr. Thomson’s swooping about the studio.

Oberlin’s semester system leaves the month of January open for independent study, still known as “winter term projects.” Mr. Thomson organized a beauty for a group of us, a month of intensive eurythmics with the Dalcroze disciple, Inda Howland. She was elderly, and she had retired from regular teaching at Oberlin but came back for this special month. She wore long, colorful scarves and beads and carried a little drum so there was always a beat. We bounced and tossed balls and pranced about at her direction, and that month’s workshop gave me more insight into the motion and direction of music than any other period in my education. Twenty years later, I engaged a eurythmics instructor to work with the choir I was leading at our season-opening retreat on Cape Cod.

Halfway through my sophomore year, I started working with John Leek, the school’s organ and harpsichord technician. In addition to his work at the school, John had a growing business maintaining organs in the area, and I went off with him three days a week for the rest of my Oberlin career. This did not please Mr. Thomson, because it cut deeply into my practice and study time on campus, but John was teaching me to tune and how the actions worked in a wide variety of organs. I knew I wanted to spend a large part of my life working as an organbuilder, and this was my start.

I have written often about working with John and about John as a teacher. He was an old-world craftsman who had apprenticed in the Netherlands in a cabinet shop as a child and with an organbuilder as a teenager and married the daughter of the shop foreman. He had come to the United States in the 1960s to work for Walter Holtkamp and saw the job posting for Oberlin’s organ technician when working on campus for Holtkamp. We had tons of fun and countless adventures together, and by the time I left his shop, I had a foundation as a woodworker, a mechanical troubleshooter, and a tuner. I had participated in building three or four new harpsichords, two new mechanical-action pipe organs, and I knew how to releather regulators, pitman windchests, and countless other specialized pneumatic actions.

You’re in the big time now.

In the spring of my freshman year, I was hired as director of music at Calvary Presbyterian Church in Cleveland, Ohio, a large, multi-racial congregation at East Seventy-Ninth Street and Euclid Avenue with a four-manual Austin organ and a volunteer choir with a couple paid singers. I had several simple church jobs while I was in middle school and high school, but this was a big church in a big city, and the job came with some responsibilities beyond plodding through choir rehearsals and Sunday morning services. Roger Shoup was the pastor at Calvary, a big bear of a man who had been associate pastor there through the integration of the formerly all-white congregation. Roger was a devoted and prolific pipe smoker, and his vast collection of carefully seasoned pipes was on display in his office. When a well-meaning cleaning staff carried them all to the kitchen for washing in soap and water, Roger managed to keep his cool. (Keep away from my iron skillets.)

Roger was a great champion of my early ambition, making sure that there was money available to hire musicians (typically my pals from Oberlin) for special performances and for expanding the number of regular paid singers, again drawing from my classmates. He had the treasurer teach me how to create and manage a budget, counseled me on how to get along with the variety of personalities in that big rollicking diverse place, and let me know when my naiveté got in the way of my creativity. I count Roger among my most important teachers. He helped me grow up.

I have named eleven of my teachers, and I have skipped over dozens who had important roles in my education. Those eleven were all one-on-one teachers or mentors. Each had different methods of teaching and different ways of being. Some were quiet and encouraging, some were demanding, purposefully driving me to be better. They each gave me part of who I am as a musician, craftsman, consultant, and entrepreneur, and I am grateful to them all.

The art of the question

Charles Fisk (1925–1983) was one of the pioneering organbuilders active in the Boston area when I was a teenager, and there was so much excitement about the resurgence of tracker organs. In the early days of C. B. Fisk, Inc., in Gloucester, Massachusetts, the company worked in a long, low building that had been a rope walk for the fishing industry. The people who worked with Charlie in the 1970s and 1980s knew him as a Socratic teacher, the eponymous style of teaching by asking questions. He gave design problems to small groups of his employees and guided them to solutions with questions. Robert Cornell, who worked in the rope walk in those days, told me that Charlie would look at a solution and say, “That’s good. Is there another way to do it?” Over the years, I have talked with several people who worked closely with Charlie who remember fondly his unique and gentle approach to teaching. Encouraging his people to participate in design and problem solving was his way of ensuring that his company would outlast him. Bob Cornell supposed that was because Charlie knew his would not be a long life. He died of cancer in 1983.

On the bridge

I am thinking so much about teachers and teaching because recently a friend and I were privileged to witness a bit of Socratic teaching. This being our first summer without a sailboat, Wendy and I had promised each other we would look for a special experience on the water, and in early September, along with our old sailing friends Bill and Marlene, we went on a cruise in Alaska’s Inside Passage. We were on a small ship, about 250-feet long with only fifty cabins, operated in affiliation with National Geographic. There were fewer than 100 passengers and about seventy crew members including nine naturalists who guided hikes and Zodiac (small inflatable motorboats) excursions and gave evening talks about the geography, flora, and fauna of the area.

The captain had an “open bridge” policy, allowing passengers to visit the bridge without appointment unless there was complicated maneuvering going on. Bill and I spent a lot of time there, chatting with the captain and the chief mate, a young woman who had graduated from California Maritime Academy, a brilliant ship handler and authority figure, and on the last afternoon, approaching cocktail hour, Bill and I were on the bridge as the captain was teaching a young third mate how to drop anchor. “What are we doing?,” asked the captain. “Dropping anchor,” answered the mate. “What do we need?” “A place to drop the anchor.” The captain led the mate through establishing an anchor field on the chart plotter (the electronic chart on the sweeping dashboard), identifying an area a half-mile in diameter with a relatively flat, muddy bottom (it’s hard to anchor in rocks), far enough ahead that the ship could be slowed enough in time. We were traveling at 7-12 knots,1 and the anchor field was five miles away.

The captain asked, “What should you do?” “Slow down.” “Right. Be sure you maintain just enough speed to steer when you’re ready to drop.” The mate eased back on the two three-inch throttle levers, and the engine RPM dropped from 1,100 to 890. Captain: “You have an anchor field, and you’re slowing down. What do you need now?” Mate: “Anchor watch” (the crew members whose job it is to operate the windlass that manages the heavy anchor chain). Captain: “Where are they?” Mate: “Off duty.” Captain raises an eyebrow. Mate says, “I’ll call the anchor watch.” Keys microphone, “Anchor watch to your bow station.”

The mate adjusted the throttle every few minutes, and the ship continued to slow to a little over one knot. As the ship’s image crept into the red circle on the chart that marked the anchor field, it slipped a little to starboard (to the right). Captain: “What do you see?” Mate: “We’re drifting to starboard.” Captain: “How do you respond?” Mate: “We’re in the middle of the anchor field, dropping anchor.” Captain does thumbs up with both hands.

Bill and I were surprised that the captain allowed us to stay on the bridge. I am sure he knew that we would be interested to watch the process, but I do not know if the mate had been prepared to receive his lesson with an audience. He sure was concentrating hard—it took more than a half hour for him to slow the ship enough to drop the anchor. The captain quipped that it was like watching paint dry.

Watching this, I tried to picture Charlie Fisk leaning on a drafting table, asking questions of his eager students. I thought of organ lessons when a question inspired a realization. And I imagined that third mate as a captain, twenty years hence, teaching his third mate how to drop an anchor in Sitka Bay, Alaska. As we traveled home the next day, Bill and I agreed that we had witnessed something special, a high point of our exotic trip. For some of us, how we get there is as interesting and thought provoking as being there.

Notes

1. A knot is a measure of speed, one nautical mile per hour. (It is not correct to say “knots per hour.”) A nautical mile is one minute of latitude, which equals 1,852 meters or about 6,000 feet.

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