There are two places on a saxophone where the switching logic involves a key that can stand for another key plus the involvement of a neighboring key. One can think of this situation as a disjunctive syllogism. A didgeridoo switching harness that would connect to a synthesizer could mechanically represent the decoding of this switching logic at these two places with a transparent (plastic) cover over the apparatus that would be interesting to view, as in the workings of a watch. This didj harness would challenge the musician's performance and open a creative trajectory for future compositions.
5 Ways to Understand Deleuze Through the Work of David Byrne and the Talking Heads
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www.critical-theory.com/5-ways-approach-deleuze-work-david-byrne/
'I would like to address a very particular aspect of university teaching. In the traditional arrangement, a professor lectures to students who are acquiring or already possess a certain competence in some discipline. These students are working in other disciplines as well; and let's not forget interdisciplinary studies, even if they are secondary. Generally speaking, then , students are "judged" by their degree in some discipline, abstractly defined.
At Vincennes, the situation is different. A professor, e.g. one who works in philosophy, lectures to a public that includes to varying degrees mathematicians, musicians (trained in classical or pop music), psychologists, historians, etc. The students, however, instead of putting these other disciplines aside to facilitate their access to the discipline they are supposedly being taught, in fact expect philosophy, for example, to be useful to them in some way, to intersect with their other activities....In this way, what directly orients the teaching of philosophy is the question of how useful it is to mathematicians, or to musicians, etc, even and especially if this philosophy does not discuss mathematics or music. This kind of teaching has nothing to do with general culture; it is practical and experimental, always outside itself, precisely because the students are led to participate in terms of their own needs and competences. In two important respects, therefore, Vincennes differs from other universities: 1) the distinction of years of study , since Vincennes can support the coexistence of students of very different qualifications and ages at the same level of instruction; and 2.) the problem of selection, since selection at Vincennes can be subordinated to a method of "triage," where the direction that the instruction takes is constantly guided by the directions the students take.
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Even if we were to limit ourselves to the project of reforming higher education -- initiating competitive universities based on the American model -- we would have to build three or four Vincennes, not dismantle the one we have.....The real problem facing us today is a kind of intellectual lobotomy, the lobotomy of teachers and students, against which Vincennes offers its own particular capacities of resistance.'
(Deleuze, How Philosophy is Useful to Mathematicians and Musicians, Vincennes ou le desir d'apprendre [Vincennes or the Desire to Learn], Paris: Editions alain Moreau, 1979) (The existence of the university was threatened at the time by the government of Giscard d'Estaing, led by Alice Saunier-Seite with the active support of the mayor of Paris, Jacques Chirac.)
