Alexander Schubert's WIKI-PIANO.NET is an internet-based score, commissioned by the author and performed by him on an international tour from 2018 to 2020. The website score contains modules of notation, text, images, video and sound that can be edited by any member of the public, similar to a Wikipedia page. This article explores the huge volume and variety of content added to the score over the first 20 months after the premiere, and the extreme compositional approaches and unusual patterns of internet behaviour displayed. Examining these contributions offers insights into the online culture of new music, including its approaches to humour, its creative competitiveness, its mastery of memes, and its sophisticated subversions of the relationship between composer, performer and audience.

Exaggeration as a deliberate aesthetic device has seen increased popularity with composers working in the western art music tradition in the last few decades. Their music promotes a feeling of excessiveness as an intentional compositional effect, worthy of being taken seriously. This would seem to encourage the development of analytical techniques for understanding how it works, but almost by definition exaggeration tends to be resistant to analysis, its transgressive, anti-rational character appearing incompatible with the systematic approaches associated with this discipline. This article analyses the forms of exaggeration employed in Richard Ayres's orchestral piece No. 37b (2006) and the techniques used to achieve them, developing a framework for how we might attempt to analyse exaggeration in a manner that is rigorous but sensitive to the nature of musical exaggeration. The article finishes by making the case for how exaggeration can be interpreted as sincere as well as ironic and why deliberate exaggeration has become an appropriate and attractive device for composers in the last few decades

Archival evidence indicates that Anthony Gnazzo was a major figure within the Bay Area avant-garde music scene of the 1960s and 1970s who retired from composition by 1983 and has since been largely forgotten. Historical documents reveal, however, that a study of Gnazzo enables us to better understand the complex network of influences and artists working on experimental music in the Bay Area during the 1960s, 70s, and 80s. This article outlines Gnazzo's career and work, from his earliest academic compositions to his late electronic pieces, and concludes with a consideration of the ethical and moral issues inherent in musicological research on living subjects, particularly in the case of a composer who consciously avoids discussion of his personal aesthetic or compositional output. Should one study music that appears to have been ‘abandoned’ by the artist?

This article explores aspects of the work of the composer Naomi Pinnock, focusing on six works written between 2012 and 2019: String Quartet No. 2 (2012), The Writings of Jakob Br. (2013), Lines and spaces (2015), Music for Europe (2016), The field is woven (2018) and I am, I am (2019). Each work is analysed and the analyses contextualised within a discussion of the works by other artists that form a creative hinterland to Pinnock's music: respectively art from the Sammlung Prinzhorn, paintings by Paul Klee and Agnes Martin, and the poetry of Rachael Boast.

This article is a response, informed by my own recent experience of tertiary education in the UK, as well as my work as a composer, performer, researcher and activist, to the collection of articles published in TEMPO 292 addressing issues of diversity in music-making and tertiary music education in Australia. Though interventions have been successful in achieving better gender representation across musical contexts in Australian higher education institutions, I bring into question the long-term legitimacy of such empirical or revisionist approaches. Drawing on a range of feminist, poststructural, queer, and decolonial thought, I explore how conventional approaches to tertiary music education – both in terms of pedagogical methods, as well as assumed or prioritised content – enforce hegemonic and exclusionary value systems, hierarchies, ontologies and epistemologies. I also problematise some of the ways in which neoliberal and capitalist frameworks have become embedded within tertiary music education and advocate a process of destabilising and decentring assumed parameters, outlining how a critical, political and radical approach to music education might look.

This article transcribes an interview with the great Polish composer Krzysztof Penderecki and is one of the last interviews that Penderecki gave before his death on 29 March 2020. It traces the composer's career, from his early musical education to the Ninth Symphony on which he was working at the time of his death, and focuses on the composition of his Threnody for the Victims of Hiroshima, the St Luke Passion and the Polish Requiem.

Oral history is experiencing something of a heyday in the public imagination. The past ten years have seen a proliferation of podcasts – Sarah Koenig's Serial, Brian Reed's S-Town, Jon Ronson's The Butterfly Effect – which revolve around the testimony of ordinary people. Many of their fictional counterparts, most overtly Archive 81, hinge around the very practice of documenting, archiving and interpreting oral histories. BBC radio's oral history The Century Speaks (1999) was broadcast to an audience of millions. In the same year, radio historian Susan Douglas presciently called for a return to orality: ‘a mode of communication reliant on storytelling, listening, and group memory’. Common to these cultural products is a desire to capture a zeitgeist in a peculiarly direct and interpersonal way: through the intimacy of hearing a witness's own voice, oral history media eludes writing and embraces the subjectivity of the spoken and unscripted. To listen to somebody's testimony is to foster a distinctive relationship with them and their past, to receive it in their words and in some sense relive it on their terms.