Composition

That Cursed Camera

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Exit

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Reply 21 by Exit

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riccardoM wrote:

you are in a lesson (of what?) and YOUR teacher photographs an assignment that they gave you in THEIR lesson?

In the composers section, I took it for granted that we were talking about writing a piece of music

riccardoM wrote:

Question... But this assignment/work, will HE be the one to evaluate it?

I presume you have never attended a composition lesson. Let's say you want to write a piece for small orchestra; you start creating it, you go to a lesson to get suggestions/evaluations regarding compositional technique (not the ideas) ... in the end, a finished and theoretically technically correct piece comes out.

Ah, it's not an exam ...

All this to say that the idea is mine, however... that is the problem.

I hope this is clearer

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Reply 22 by riccardoM

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The doubt remains very clear regarding the authorship of a musical idea that has undergone evaluations/suggestions from third parties.

In real universities, every "invention" developed in universities, whether as research or as a thesis, remains the property of the university.

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Reply 23 by Piccinesco

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I would do it this way if I had doubts, for a personal reason of mine (everyone experiences the approach to music in their own way, and that doesn't mean they feel like Mozart, but if they care even a little, they must behave in a way that doesn't give away certain things if they believe, also based on others' evaluations, that it is worth pursuing; now I won't explain here what goes through my head when I write something that I think might be at least a little valid, I mean a little, I'm not talking about masterpieces, let's not misunderstand, here I am talking about the psychological aspect), if I think that a piece I am starting to write could turn out well, I would continue it on my own, provided I don't trust [others] of course, perhaps by asking for suggestions in a parallel way, i.e., on passages similar to those I am putting into practice, but without clearly alluding to the piece I am working on; this, let me be clear, is if I do not intend to show anyone any work I am doing and I think it could result in a well-done job, then apply the suggestions received (assuming they are not 100% decisive regarding the doubts I have about certain things, because otherwise the work is no longer mine but shared or 25% mine; it's one thing to ask for opinions or advice on a harmonic passage, another the personal solution anyway, on a part of a piece, even if it is characteristic, that's how I think, and I'm speaking in paranoid jargon, okay? Then, if someone has no problem with it, they can let anyone see whatever they do), years ago on another forum a user wrote, and after reading what he was asking, the answer automatically came to me: "you are even saying this publicly, congratulations" (again, if you care; then it's not certain that it will be a masterpiece, logically, but it always depends on the importance a person gives to what they do; one must also start from the premise that someone, to prepare an exercise, might arrive at sketching the idea of a future work, so then what, do they ask for rights from the conservatory or the teacher because the idea originated there? I say this obviously ironically, but it is to specify that if someone asks these things, it is not directly proportional to a high evaluation of their ego, but rather a real "fear" of being illegitimately deprived of an idea they believe is valid; whether it will truly be valid or not will be told by others and subsequent evaluations, but let's not dismiss this type of approach a priori; at least I don't quite believe in the image of someone who writes in a carefree way, as if they don't care about anything, but deep down is a little genius; every composer cares about what they write, whether amateur or professional, and paradoxically a minimum amount of self-criticism is almost always present in those who write, more or less, but it's there, and I hope so anyway; in some way, they know how to evaluate if what they have to propose is truly a piece of junk to be ashamed of or something to work on and improve), he asked, obviously after having published his compositions: "what do you think, I haven't registered or at least safeguarded what I wrote, should I do it?", practically in the "lion's den"; I mean that by saying it publicly, he exposed himself even more, evidently, or he almost had no such fears otherwise he wouldn't have asked, or perhaps he did it pretending he didn't care, so as not to draw attention.

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Reply 24 by riccardoM

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The second part of my intervention needs to be explored further as it refers to patents and not to the authorship of copyrights

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Reply 25 by Exit

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I understand everything, but it's the first time I've seen him do it... from the polls I'm conducting, so far, it has only happened to me

CromaDiBrera wrote:

but a leap from the principal, no...?

Maybe it's an idea; at the conservatory it is called director, but I think little changes in substance.

....maybe before going to the director it is better to get information through some union representative?

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Reply 26 by Exit

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Piccinesco wrote:

if I think a piece that I am starting to write could work, I would continue it on my own

I understand, but I think it isn't clear that for lessons you have to bring something, and anyway it might seem good to me (let's say a good idea) because I only know 10% of the things that would be needed... an expert could highlight many limitations for me.

If that weren't the case, what would going to school even mean? No one is born knowing everything... much less does one become credible without comparison with artists of greater stature; artists of great stature are the repertoire, but to understand much of that, if someone has decided to go to school, they turn precisely to the teacher.

The point is that everything takes place starting from a musical idea of the student, which is still an idea and if it is good, it can bear fruit for those who know what to do with it... in the case of fruit, as expected, I should at least get a percentage, right?

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Reply 27 by Valchiria

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Exit wrote:

I understand, but I don't think it's clear that you have to bring something to the lesson, and anyway, it might seem good to me (let's say a good idea) because I only know 10% of the things that would be needed... an expert could highlight many limitations for me.

If that weren't the case, what would going to school even mean? No one is born knowing everything... much less does one become credible without comparison with artists of greater stature; great artists are the repertoire, but to understand much of that, if someone has decided to go to school, they turn precisely to the teacher.

Look at it the other way: if you make a lot of money from a song that he helped fix halfway through... maybe it would be nice to give him a few euros... right?

It could be that he saw potential in that song, and having put in more than just... changing that little note there, maybe he thought about "protecting" his contributions.

The point is that usually one proceeds by chords (now the rule among composers and arrangers), let's just say that "diplomatically" it is a failure and that it might be useful to talk about it.

Try asking him why or what he would do with it... if he sees potential, maybe a publication is useful... and you don't know.

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