) interspersed
with diamond (
) and cross (
) note heads. Play
in a manner that contrasts with the lecturer's attitude. Be mocking
or solicitous or calm or resigned or anything else appropriate.
Alternate sections are marked Say and Play. The Say sections are spoken or sung to an improvised tune in a stentorian and condescending manner, as a traffic court judge lecturing a recidivist speeder. Read as though the text makes perfect sense, even though its grammar and meaning may make sudden, unexpected turns.
The Play sections use an ordinary five-line staff
with oval note heads () interspersed
with diamond () and cross () note heads. Play
in a manner that contrasts with the lecturer's attitude. Be mocking
or solicitous or calm or resigned or anything else appropriate.
) indicates some non-standard noise, like
a multiphonic or a strum behind the bridge or a dropped drumstick or a cheese-grater arpeggio or something else. Use your imagination.
) indicates a note that is one semitone (in either
direction) different from the preceding note.
You can play in concert with other performers, who may play other versions of this piece, or other any other materials, composed or improvised. When playing with others, the Say sections should be performed as disruptively as possible, and the Play sections should be played sensitively, with utmost regard to enhancing the performance of the other players.
Say: Multiple.
Play:
Say: Yes, and when we encounter dreck, we put it another way, using an old musicians joke, how do you call it "unwise"?
Play:
Say: The source is also incorrect. How gullible you are.
Play:
Say: Then apparently you had already read the message from someone "loonie" enough to not recognize what a "loonie" is.
Play:
Say: No, he isn't. Is that how you ignored the evidence for your behavior to anyone who reads your postings.
Play:
Say: Why?
Play:
Say: Of course, I already proved once.
Play:
Say: On what basis do you make that claim?
Play:
Say: Note: no response.
Play:
Say: And you *still* haven't explained why you consider it to me, but I needed evidence to substantiate any of his arguments!
Play:
Say: On the contrary, it's quite relevant to that newsgroup, thus my response was in the same melody over and over and over.
Play:
Say: Note: no response.
Play:
Say: Where is your objective evidence?
Play:
Say: Note: no response.
Play:
Say: Actually, I've spelled them correctly, and some of the original distribution. However, note that Professor Plum's postings were about music, when in fact they were about music, when in fact they were about crossposting and such.
Play:
Say: Your memory needs some work.
Play:
Say: How is that relevant to the Bartok. You left out that key component. No other comparison was intended. Don't put words into my mouth.
Play:
Say: On what basis do you really want to be "classical music", but also that others aren't aware of any such cases?
Play:
Say: What for you to take this discussion is quite irrelevant. Ironically, above you called this the relevant evidence. No studying necessary; just a "try". I succeeding in shooting down your argument.
Play:
Say: Star Spangled? Stars and Stripes? Anchors Aweigh? Semper Fi?
Play:
Say: Note: no response.
Play:
Say: You've had plenty of time to post bait, Doe.
Play:
Say: Where have I inappropriately used "irrelevant"?
Play:
Say: Orbital eccentricity. I've also observed a lot of human eccentricity.
Play:
Say: No substantiation was provided. Claiming that it's a "piece of drivel". However, all you've been making personal attacks, which is it you like, the lack of serious music for concert band.
Play:
Say: So, what's wrong or bad about one worders?
Play:
Say: Evidence that you take another look at what you wrote just before I responded with "Bingo".
Play:
Say: Yet another pontification that it is the usual cause. What else could it be? The visual impact of a "mood play".
Play:
Say: The key word here is "if".
Play:
Say: Your memory needs some work.
Play: