ABSTRACT
This chapter examines collaborative processes of composer-students, conductor, eminent composer-teachers, and orchestra as they worked to interpret and refine students' works within the constraints of orchestral cultural practices. It proposes that learning to collaborate 'in code' through musical scores prompts composer-students to: imagine what performers have to do within physical, mental and ensemble constraints; identify how much detail is required in their notations and respect performer contributions to the goal of musical performance. Music notation, a cultural tool that has developed largely in support of specific literate Western music practices, such as orchestral composition and performance, has been described as fulfilling three main functions, those of conception, communication and conservation. Music theory texts and notation handbooks subsequently attempt to codify a multitude of engraving standards into principles. In the post-rehearsal masterclass, the conductor-composer, also an experienced orchestral player followed up a rehearsal question about notating harp harmonics, speaking from the perspective of each role.
