| October 17, 2010

We started with the two pieces we hadn’t yet had a chance to hear from the previous assignment.

Ji Hae – Piano
Fun and definitely portraying excitement. Good use of the rhythm from the original piece. Very full texture. The contrast between sections was very seamless. Almost palindromic in form.

James – Viola
Creative use of registers and timbres to represent different portions of his original piece. Very vulnerable sound at some points. Demonstrated the different possibilities of getting sound out of the instrument.

We then split up into small groups of three and had some time to discuss themes from the book before coming back together as a whole class to go over people’s thoughts.
— Giving students the freedom to create and explore: How can you implement this into your long and short term goals for your students (not necessarily standardized testing, assessments, etc.)? Have a balance between planned and student-driven.
—- Designated idea time to go through children’s suggestions (recommended by Holt & Dr. St. John).
—- For example, how do you make the transition from more creative ways to explore concepts (e.g., reading music) to a necessary piece of knowledge (e.g., reading music).
—— Tie in the learning of a skill, a piece of information, technique etc. in a creative way to make it more memorable for the students. Students will learn to associate their both positive and negative feelings with whatever they do so hopefully we send positive vibes to them through music.
— External rewards tend to diminish creative thinking.
— Become a happy hooker – teach them to understand that they can create music and to enjoy doing so.
— Is it human nature to be concerned about other people’s judgments of our work?

Any remaining thoughts from the Holt books, plus pitch class compositions.

Suggested Discussion Topics (again, answer this however you wish or discuss something else):
The pitch class composition experience.
Any remaining thoughts on the Holt books.