In this post, I want to do some thinking and organizing about when a podcast is a good learning tool (not just a last-minute work-around for something that I forgot to do). It’s the last podcasting post of three (pt. 1 was reflection on past use, pt. 2 was evaluations of present use). I will draw on student feedback and my own hopes to form some guidelines for identifying good podcasting opportunities and ideas of things to try. I’ve organzied these thoughts as “good for podcasting,” “bad for podcasting,” “good podcasting habits,” and “ideas I want to tinker with.” Continue reading
many thanks to my colleague, David Heetderks, for introducing me to this excerpt last year.
Syncopation is always a tricky thing for me to teach. I want students to perform it well, I want them to read it well, and I want them to be able to notate it. Notation always take the longest because syncopation looks so much more complex than it feels. This semester, I am going to attempt a new exercise for introducing notation of syncopation: a guided rhythmic transcription of Radiohead’s “Bones.” Continue reading
About a month ago, I tried an experiment. I let students form their own small groups and asked them to describe (without score) as much as they could on an excerpt from the opening of Beethoven’s violin concerto. At that point, we had worked on the major mode, step-wise motions, I and V, and identifying meter. As I walked around the room, I heard a lot of peer teaching going on. I liked the format of the exercise, although I felt they needed a few broad questions to help them direct their listening (help them connect back to what the class is doing now). So, I’m going to try this again tomorrow with a beautiful Enka song: Ringo Oiwake (“Apple Blossoms”) sung by the famous Misora Hibari. I’ll be using the track off of disc three of Soundscapes (2nd edition), but here is a YouTube track that’s pretty close to my track. Here’s what I plan: Continue reading