Phishy inspiration? Real time formal analysis

<The attached video was shared with me weeks ago, yet I’m still stuck on it. This musician knows Phish’s style so well that he has mad virtuoso skillz when it comes to real-time analysis of form, pitch collections, and styles.  I especially love his clear delight in nuances, evident in font size, underscoring, and use of caps. I would love for my students to develop that kind of delight in the pitch, collection, rhythms, meters, timbres, and gestures of music that they invest in. Continue reading

Intensity vs. Effectiveness (BOTH should win!)

So, the most effective and toughest class I took as an undergrad was Japanese. It beats out Advanced Calculus (you know, that class with Multi-V as a pre-req where you study different sizes of infinity) by a long shot for this honor. It was challenging and effective not because I’m bad at picking up languages, but because it met daily and I could never slack.  The class only had 11-12 people in it, and we had to prepare daily conversations. I remember keenly how painful it was to stay caught up when the semester got tough. Continue reading

Here we go again!

I’m getting super excited about re-entering the classroom after a semester away.  This fall, I get to teach an old class in new ways: Music Theory 1.  I last taught this class a lifetime ago: 2003(!!!!).  I surely won’t teach it the same way in 2013.  I’m extra excited about this class because it is the “intensive” class.  Essentially, we identify the 18 students with the least amount of music theory preparation and put them in this four-day-a-week class.  Historic tracking shows that they do marvelously in the next three semesters (when they are “mainstreamed” into a standard three-day-a-week schedule).  The class spends considerably more time on fundamentals than the other seven sections of music theory 1, yet reaches the same ending point content-wise as those other sections. I think the students thrive in future semesters for two reasons: (1) they work hard, and (2) they had a great teacher for theory 1.  Of course, this makes me completely nervous, too…  I have big shoes to fill! Continue reading

Semester Wrap-Up with Myself

Sounds kind of silly, but I have a little ritual for closing up my semester. I clean out my course binder of extra photocopies, remove stuff from previous semesters that I didn’t use this semester and can’t imagine using in future semester, write a course reflection, insert reflection into the front of the binder, and put away the binder.

Even though I’m exhausted, I think it’s important to do the course reflection NOW while the semester’s experience is still fresh. Here’s how I go about it: Continue reading

Podcasting, pt. 2: Experiments from this semester

After feeling really good about my use of podcasts last semester, I wanted to continue exploring it this semester. My upper division class, Form and Analysis, didn’t seem like the right space for podcasting because we are working at a level of analysis wonderfully fraught with nuance and detail. Podcasts (as I have been using them) are best for passing on factual information, information I assume these upper-division students already have.

So, the experiments landed on my Aural Skills 1 class. This course does not initially feel like a natural fit for podcasting since there is almost no lecture anyways. Furthermore, I do not want to force things into a podcast just for the sake of using the tool. So, I was surprised that I ended up with two opportunities for a podcast use during the first 6.5 weeks of the course. Continue reading

Bagpipes, Leaps in V (new activity)

Goal: Process and transcribe leaps within the dominant triad.
Smaller goal: Some students are bored; the content is too easy for the skills they already have. This music has lots of extra nuance that they can work towards processing, but I have to set it up in such a way that students with weaker skills don’t try to do too much. The set-up I do will end up introducing the idea of skeletal melody (one with no embellishments).

Musical example: Queen of the Rushes (Irish jig, played on the uilleann pipes by Máire Ní Ghráda) Continue reading

Everything I needed to know I learned in …

…my daughter’s kindergarten class.  Well, not really.  But, I did learn a lot from volunteering a few hours a week last year.  Most of it is not applicable in this post, but here is one strategy that my daughter’s kindergarten teacher used that I admired and will be trying out tomorrow: personalized goals. Continue reading