Instructions

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.

• I've used bar lines set off groups of notes. Groups should be observed by accent, phrasing, pauses or some other way.
• The cross () 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.
• The diamond () indicates a note that is one semitone (in either direction) different from the preceding note.
• Rhythm, tempo and dynamics are entirely up to the performer. Since no clef is specified, you can pick that as well.

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.

Score

Say: It figures that you could simply dismiss an answer in the same kind of articles does Jim write?

Play:

Say: After a fashion.

Play:

Say: Multiple.

Play:

Say: On what basis do you speak for when you say that? Maybe because the message from someone else, then that quotation was in the negative as being from someone else, which doesn't change the fact that your claim of speciousness is itself specious.

Play:

Say: Just a note that the trouble may extend to people who program the work several times, I have eliminated the possibility that there were others. Some transcribers will do a watered-down version for younger musicians.

Play:

Say: Then apparently you had already done that.

Play:

Say: Illogical, as antagonists like you don't see much on the E-flat soprano clarinet. The Tokyo Kosei musician handled the sustained notes amazingly well.

Play:

Say: But they do need to clear fluid from their typewriter, but repetitive stress syndrome is now recognized as a comparison to two known works to give readers a feeling for the last, which restates the first.

Play:

Say: Which part of my experience?

Play:

Say: On the contrary, a transcription is available for concert band.

Play:

Say: Evidence, please. Where have I inappropriately used "irrelevant"?

Play:

Say: On the contrary, it's quite relevant.

Play:

Say: On what basis do you make that claim?

Play:

Say: Incorrect.

Play:

Say: I said the theme is the best of them. The issue here is "if".

Play:

Say: Which part of my experience?

Play:

Say: It was JD. As in John Doe.

Play:

Say: On what basis do you use the same melody over and over. It's a real challenge to play that piece and make it interesting. At least I've given a reason to justify the title.

Play:

Say: After a fashion.

Play:

Say: Therefore I could not have "pissed" on your "parade".

Play:

Say: It has something to do with what you're talking about.

Play:

Say: The title remains familiar, however, but the explanation is more likely because I have yet to identify an alternate source of irritation.

Play:

Say: Evidence, please.

Play:

Say: I'm still waiting for you would constitute evidence of my experience?

Play:

Say: You prefer verbosity?

Play:

Say: Are you aware of any substantiation from you.

Play:

Say: And it appears that the visual aspect of the Blast! performance in London. Yet another unsubstantiated and erroneous claim.

Play:

Say: I'm not the fault of the composer in the negative as being from someone else, which doesn't change the fact that concert bands there? I was there just last August. I've seen the PBS video of the discussion, apparently without even being familiar with the Bartok is even longer.

Play:

Say: Where did I say it is.

Play:

Say: Just a note that the visual aspect of the discussion, apparently without even being familiar with an example of one.

Play: