[Menvi-discuss] Suggestions for expediting assignments.

Fri Feb 17 03:42:01 EST 2012

Hi.
Wow, 6 in 2 hours!
We would have done only one in one hour's lesson, and then we would only do 
the necessary stuff.

Maybe you could just listen to the recordings beforetime.

My professor had a CD player in class, and the first thing we did, was to 
first listen to the piece completely.

And then he would ask the form annalesis. And then break it apart bit by 
bit.

The small examples he would then play at the piano.

So i would say, get really familiar with the corals or whatever you do the 
day, and then sleep in class!
Just joking.
But he really sounds, a bit, erm, on his own planet.

Dewald.

----- Original Message ----- 
From: "Brandon Keith Biggs" <brandonboy13 at comcast.net>
To: "This is for discussing music and braille literacy" 
<menvi-discuss at menvi.org>
Sent: Friday, February 17, 2012 8:37 AM
Subject: Re: [Menvi-discuss] Suggestions for expediting assignments.

> Hello,
> I'm learning OK, just not all the time. I have a tutor and Bettie is 
> transcribing my assignments. The problems are the 2 hours in class...
> I suggested to him that instead of analyzing other composers we write 
> something and ask questions that way. The problem is that the other kids 
> seem to be at a loss to figure out what to do. This is not a conservatory, 
> it is a community college, so my teacher is not the top of the line. He 
> does play the music somewhat, but not in a very descriptive fission. He's 
> one of those teachers who rambles on and doesn't stop till the class is at 
> the end. I have no idea how he keeps enough energy to ramble for 2 hours 
> strait, but he does. I've been getting an A by just going to class and 
> guessing what all the theory is from the basic instructions are in the 
> assignments, but I feel like I could be learning so much more
> The music book they are using isn't Brailed and I've had some difficulty 
> trying to get the right book on the computer... They do have modules 
> online that give websites that have all the instructions for the concepts 
> they are teaching though. The online stuff is for the online class, so 
> perhaps I can consider taking just the online class if this teacher 
> doesn't start becoming more creative. We do have two teachers in this 
> class, the lab teacher is really good, her 1 hour lab seems like 5 minutes 
> so if I did the online section I wouldn't want to miss that...
> I'm just wondering what other teachers do? I'm pretty sure they don't sit 
> at the piano and board going note by note through 6 Bach corrals in one 
> day. I'd say that analyzing a piece is cool, but 6 pieces is a little much 
> in 2 hours. Just thinking about it makes me cringe. I am getting the 
> feeling that he is starting to get the message that things are really 
> boring, but this is his first year teaching theory, so I think he is just 
> not brimming with ideas to make his class interesting. Composing in class 
> is cool, but what else could he do? He plays guitar pieces and some piano 
> pieces, but he does jump through every kind of music without any kind of 
> restraint... He doesn't get why parallel 5ths were considered bad and he 
> goes from talking Bach to talking beetles in the same sentence. In 
> something like this it is the teacher's job to teach ideals and it is up 
> to the students to break them. This might just be my opinion, but I don't 
> want to be given a very loose etheric set of rules when I'm trying to 
> prepare for conservatory. He said: "My teacher made us rays our hand and 
> promise that 'the seventh must resolve down.' I still don't see why people 
> thought that way because to me the 7th sounds just fine moving up, but 
> that is what I was taught."
> I get the idea that music is all in the ears of the beholder, but that 
> doesn't tell me what the classical ear wants.
> Am I mistaken to expect a second quarter first year theory class to 
> establish firm rules and only go over exceptions later in the second two 
> years? I know Bartok, Bach and Beethoven didn't follow very many rules, 
> but when the teacher goes off and starts to talk about the Blues or Jazz, 
> he's talking about a whole new set of ideas. Jazz is somewhat close, but 
> Blues and rock are two vastly different ideas. A rock song usually has 4 
> chords, but then my teacher will talk about something like Dark Side of 
> the Moon or some other artist that was popular in the 70s...
> I've only been in theory for one and a half quarters and I haven't been 
> exposed to any other theory teachers.
> What else could I suggest to accelerate the class for me while still 
> keeping the sighted students happy and while not swamping the teacher with 
> loads of extra assignments to keep track of.
> Thank you,
>
> Brandon Keith Biggs
> -----Original Message----- 
> From: Chris Smart
> Sent: Thursday, February 16, 2012 10:47 AM
> To: This is for discussing music and braille literacy
> Subject: Re: [Menvi-discuss] Suggestions for expediting assignments.
>
> yes, you need to have a serious talk with your teacher! He needs to
> either give you a copy of his notes you can access before or after
> class, or adapt his teaching style so he is verbalizing more of
> what is going on. Also, playing all examples on the piano or
> similar instrument.
>
> If he doesn't seem receptive to this at all, go to your college's
> disability services people. If they give you the brush off, go to
> the Dean of the music department. Go as high as you need to up the
> chain of command, until someone takes you seriously and is willing
> to fight for you.
>
> Chris
> --------------------------------------------------
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