Britten’s primary role was as a composer, but he possessed a unique ability to assemble musicians for performances which was second only to his skill at arranging notes for his compositions. His choices were impeccable in both activities. When he combined these — a specific piece composed for a specific performer — he produced music of startling originality. This chapter contextualises the instrumental music he wrote for each of the Aldeburgh Festivals that he personally directed. The focus is on select performers, many of whom function as subtexts in the music Britten created, and the premiere performances that helped to shape the festival season, including details of the original encounter that lead to the creation of the work and the collaborative process that produced such exceptional music.

Pears was innately skilled at the creation of new song works, making him the ideal collaborator for composers and clearly an inspirational artist for whom to write. Yet there was something more. With Pears there was the concomitant presence of all of the particles inherent to the creative process. He was a prolific reader and therefore the ideal text interpreter, with an extensive range of colours and dynamics that were technically available in his voice paired with his seemingly boundless artistic instincts. This tenor’s voice was not universally admired. Yet Pears’s recordings of Britten set the gold standard against which all successive generations of Britten interpreters would need to measure up – defining if not implying an authoritative version for phrasing, dynamics, vocal colours, textual inflection, and tempi, at the very least. This chapter explores the first performances of Pears’s association with dozens of living composers, works for unaccompanied tenor, and combinations of tenor and piano, guitar, harp, and chamber orchestra. The chapter concludes with a table of all of the tenor’s premieres.

Keith Falkner’s invigorating significance for the RCM in the 1960s was no less than Hugh Allen’s had been in the interwar period. Falkner came to the College after a formative time at Cornell University in the United States, whose distinguished music faculty had introduced him to American musicology and early and contemporary musical repertoires. Falkner’s very individual ‘can do’ mindset encouraged him to challenge the RCM Council to raise the money the College needed, while his wide range of personal and musical sympathies made him very approachable to the RCM students. Falkner appreciated the potential of the RCM’s historic collections, while also being aware of the significant benefit of such technological developments as an electronic music studio. Under Falkner, the RCM’s library service was rationalized, and students were encouraged to perform outside the College. Falkner linked the RCM into the Association of European Conservatoires. He increased the range of subjects students could study, to include the guitar and Baroque instruments and the number of brass and woodwind students increased. Falkner took a robust attitude to improving professors’ pay.

Keith Falkner’s invigorating significance for the RCM in the 1960s was no less than Hugh Allen’s had been in the interwar period. Falkner came to the College after a formative time at Cornell University in the United States, whose distinguished music faculty had introduced him to American musicology and early and contemporary musical repertoires. Falkner’s very individual ‘can do’ mindset encouraged him to challenge the RCM Council to raise the money the College needed, while his wide range of personal and musical sympathies made him very approachable to the RCM students. Falkner appreciated the potential of the RCM’s historic collections, while also being aware of the significant benefit of such technological developments as an electronic music studio. Under Falkner, the RCM’s library service was rationalized, and students were encouraged to perform outside the College. Falkner linked the RCM into the Association of European Conservatoires. He increased the range of subjects students could study, to include the guitar and Baroque instruments and the number of brass and woodwind students increased. Falkner took a robust attitude to improving professors’ pay.