I Recalled My Liberation

And Caught Myself Drifting
for speaker and piano
dedicated to Gabrijel Savic Ra

Matthew Lee Knowles
August 2011

q=85-100



      

My

                    

work con - sists

of

or - ga - ni - sing

  
   










   
  













soft and warm

mu

-

si - cal





sounds and





com



 
             
-

bi

-

nat - ions of let- ters







in - to

a

wi

-


-
















 



der

 
con- text.




 

2

11



 

 
               
I

see al - most eve - ry - thing as

po - e - try.


   







   
  








21



   
mal or



 

 




   


con

-






-

-

              

i - ni

-

tion




















         

 
cep

My def

   

tual which re - sults

  

   

as

the con - se

-

quence

of mu - sic

is

a

-

ny sound

how - e























a com- ple - ted in - struc







-

ver












 






of

-









  
     

     

  



mi - ni-


     

tion. This means, in

my mind,













I 

3





 
                     

31



can be

in - struc



-

ted

to

think of

a sound and

  
   










   












41







    

which no- one


 

   




 
   







 

can

hear.

 

   

It

a

is

-

gree

   

   

by con- tem - pla - ting this sound

   
-

a

-

ble



I

     
am cre - a























think of

na- ture

as mu - sic, but

-

  

ting

mu - sic,










              
to

   

this is





   
not the case,















































na

   
-

ture is




 

4

     

51





sound, there

-




 
   




  
   







61



  



li - ti - cal,





  




   


  

 
 

fore

I dis - a

        
-

gree with John Cage that mu














I

do want to bring a

-

          

sic is

eve -




-


 


  

bout change, which is





























I am not

     

 
in

-

ten - tion - al - ly po
























    
one

ry - where.










           
but

   

of my



  
ma - ny che


-





rished



    

 

con - tra - dic - tions.

Pat -
































 

5

71



   
tern and

   

    

line

are


 

vi - tal

to my


work.





  

















   

















81



            
ble,con - crete


 

 




   


and con - cep -tual. I

like rhy

   
-

thm


 
Mu - si



    
-

    

cal pat - tern

ex- ists

   

in

two ways,






















   

in my po - et - ry, through re - pe - tit

au - di

ion, al - li

-





























te - ra

-

tion, re






-

ble and
















       
-

 
   

  


-

in - au - di-



   



la - tion - ships

be - 

6

91








 



               

tweenwords and


  





 


101



















   

  
 


-




        
re- mo ving all

the o

-























-

trac-ting


  
 
             
cer- tain

words








  
ther

ex










ist - ing text, or



I see my - self as an ex- treme e - di- tor,







          
lar - ger pre-ex



syll - a - bles. In wri - ting

  


         

words, de- pen - ding






on your

at - ti - tude.





or

com - bi - na - tions of

























 

words from a

           

In

wri - ting these texts I

of - ten























find 

7

111



   
my

-

  
 



in










  

being, which

   

self


   


121



is

mun

-

dane

and

mo - no






















   

i - deal set - ting for








   
 









   
think - ing





   
a







-

bout

   







   




a

   






   
an

 



-



to

-



   



nous

state











  

of



where the





piece


  
will





















end

 



up.

 
I have













 

8

131



   



 

com - posed a


   





  
 

141



huge num

-

ber
















    
men - tal pie - ces

 



of



 
  






   
 












   
of







graph-ica - lly no

-



   

ta - ted

  

and

sim

-


     

il

-

come






















is un

-

pre









-

dic - ta

-

-







ly




                  
-

ar

   














where the out

   









mu- sic,








   

ble and will al

-

 



ex

 

-

pe - ri -





















    

ways

be dif - fer




 






    
-

ent,










an 

9

   

151



as - pect which









   

I

   

161



still



with







    
 











Bb




 





     

some







   













   




     

love been pre - sent.







    

  

I am cur - rent












un - cer -tain - ty I










     
-






mu - sic

























            
com - pose


 


ly wri - ting

      

ex - pe

-

ri - men - tal

      

of a

more






-



con

-

   


crete


























ly,



















      
I write con

na - ture but

-

cep - tual











   
-

ly and










 

10

 

171



to

com - plete the










   



   
 



181










   


 
   



   
 





work,

















for the




























        
more in- terp - ret - at - ions it

















 
















sim- ple rea






I



do use paint, as









-

son






the more













   








Bb

         

op - posed to






that

















   

   

  

and

             
can have. When









ob - vio - us







the





ab - stract - ly,

        





 








    

tri - o I paint



C

ab - stract a



     

  

a - ny oth - er

ma - te -




















 

11

191



   
ri

-



als

I



 
   







  
 



201









   



   
 



chil








-

pos













drens paints,






   

 












 



can








 C

pre - fer








 

   

 

-

si








bly













are



cheap,

-

-

mit









  

dif

-

fi

-



 

-

cult to

    

to










   

   



com







as they




-



can -





vas,

I



















     

  
    

man - age and dry mes - si
















































-

ly,

with 

12

 

211





lots

of break







  
   
 








  



  




-


 

  
but I









 

ing and peel - ing.









poste,



   







219


  

  



be - lieve

 




   

  


      



I

make work be -


































   



the on - ly true

      
ans




















cause I

-

have to: a



wer for















pop - u


-






lar



ri -








 


     

a

se - ri - ous

art




-

-



ist.