update from sparkleup
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default.tpl
33
default.tpl
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@ -13,43 +13,10 @@
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</header>
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<article class="content">
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%content%
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<span class="control">Expand all</span>
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<p>Page generated on %date%</p>
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@ -12,7 +12,27 @@
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<h1>Zk | On Music</h1>
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</header>
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<article class="content">
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<h2 id="outline">Outline</h2>
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<div class="toc">
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<ul>
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<li><a href="#outline">Outline</a></li>
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<li><a href="#notes">Notes</a></li>
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<li><a href="#essay">Essay</a><ul>
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<li><a href="#introduction">Introduction</a></li>
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<li><a href="#sound-and-music">Sound and Music</a><ul>
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<li><a href="#sound">Sound</a></li>
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<li><a href="#music">Music</a></li>
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</ul>
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</li>
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<li><a href="#creation">Creation</a></li>
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<li><a href="#learning">Learning</a></li>
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<li><a href="#performing">Performing</a></li>
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<li><a href="#listening">Listening</a></li>
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</ul>
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</li>
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</ul>
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</div>
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<p>In which Maddy had strange thoughts on music. Still does, but not quite so forcefully.</p>
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<h2 id="outline">Outline</h2>
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<ul>
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<li>Intro<ul>
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<li>"Music is a transfer of information and emotions across a distance, occuring over time, and taking place between minds."</li>
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@ -166,125 +186,101 @@
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</li>
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</ul>
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<h2 id="notes">Notes</h2>
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<ul>
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<li>Rehearsal Techniques</li>
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<li>concert - work is done - this is payoff</li>
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<li>knowing how to work</li>
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<li>teachers primarily (what do we teach every day)</li>
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<li>help students become independent musicians (better)</li>
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<li>pitfalls - try to do everything for student - don't give students any space - CD least effective way of teaching (may get product)</li>
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<li>benevolent dictator!</li>
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<li>choose appropriate repertoire for each ensemble<ul>
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<li>Choir rebels: almost always about person, not about music - build trust, make students know that this is good</li>
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<li>New Teacher w/ new music, students rebel because treat as group, not soloists</li>
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<li>prev teachers picked rep to highlight soli, thus more about person, new style teaching for group</li>
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</ul>
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</li>
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<li>music = tool <ul>
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<li>get good tools (good music subjective)</li>
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<li>language - latin easiest, good for teaching vowels, phrasing, articulation</li>
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<li>mainstream - palastrina to '50s, proven, give whats good for students</li>
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<li>research - what does music teach? too hard? research to fit ensemble (transcription, transposition)</li>
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<li>back-up plan rep, but.. not about sudents, about self b/c students will never learn more than teacher knows</li>
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<li>Have high expectations</li>
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</ul>
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</li>
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<li>rehearsal<ul>
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<li>sight read ALL THE TIME</li>
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<li>"listen", not "watch me": focus on one, lose the other, stop conducting sometimes internalize</li>
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<li>interact - ask questions</li>
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<li>always conduct best students ~ 10% ~ create leaders, not boredom</li>
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<li>give them reason to watch you: never stop MAKING MUSIC</li>
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<li>be respectful: "ladies", "gentlemen", etc: treat them that way and they will act that way "Let us", "could we", not "let me" Be inclusive of rest of choir</li>
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<li>Involve as many parts as possible, no boredom, no singling out, stay focused</li>
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<li>always give reasons for work "lets go back and fix.."</li>
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<li>always give feedback, but be honest "that was the idea but if __ it would be better"</li>
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<li>use vague terms, often works because students think, "beautiful", "musical", "expressive" sometimes: "that was not good" make them think about why</li>
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<li>no hipocrisy! always do it yourself first</li>
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<li>admit mistakes and fault or at least don't blame students if not their fault</li>
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<li>dont talk too much - as much music as possible</li>
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<li>dont leave others behind (ie some work on notes some on phrasing), but always give everyone work</li>
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<li>always do everything - phrasing and articulation while learning notes</li>
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<li>ensemble - everyone should be complimentary - creative seating and paring of abilities</li>
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<li>plan for productive rehearsal - macro: battle plan -> micro: attack plan<ul>
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<li>in general: early: big picture, mid: small details, end: put it together (milestones!)</li>
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<li>plan times (milestones!)</li>
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<li>dont eschew explanation: change concept of macro based on a piece (ie epitaph for moonlight)</li>
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</ul>
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</li>
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</ul>
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</li>
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<li>overperfection<ul>
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<li>process vs product</li>
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<li>humanity + emotion vs being polished</li>
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<li>no overrehearsing<ul>
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<li>overpolished</li>
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<li>getting stuck/bored</li>
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<li>music loses warmth</li>
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<li>lost expressivity</li>
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<li>cold, straight tone</li>
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<li>from conductors wishes<ul>
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<li>sound vs music</li>
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<li>sound has to fit music and text, not the choir</li>
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<li>people dont listen to sound, but music</li>
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<li>conducting follows music, after all</li>
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</ul>
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</li>
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</ul>
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</li>
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</ul>
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</li>
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<li>conductor<ul>
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<li>breathing</li>
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<li>text + nuances - speak it</li>
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<li>know difficulties and why<ul>
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<li>voice difficulties (passagio)</li>
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<li>keys (flats better, more flats more betteR)</li>
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</ul>
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</li>
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</ul>
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</li>
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<li>lack of trust shown in focusing on direction instead of rebound</li>
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<li>rehearsal techs:<ul>
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<li>fine tuning vowels (english is difficult) when ascending, think down; when descending, think up</li>
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<li>phrasing and breathing - breathiness</li>
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<li>purpose of rehearsal: diagnose problem (isolate), provide remedy<ul>
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<li>demonstrate (more)/explain (less)</li>
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<li>then feedback</li>
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</ul>
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</li>
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<li>teach students EVERYTHING at the same time (because practice makes permanent)</li>
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</ul>
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</li>
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<li>doing too much/wrong things - easier to ask forgiveness than permission</li>
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<li>what goes up must come down and vice versa - natural cycles in conducting and music</li>
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<li>no choral conducting, no instrumental conducting, just conducting</li>
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<li>paint a picture with conducting<ul>
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<li>Britten<ul>
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<li>dry ice</li>
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<li>phantom: setting up mood before, phantom appears at "thou art the king.."</li>
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</ul>
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</li>
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<li>adjectives to go with every section, every note</li>
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</ul>
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</li>
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<li>problem directors<ul>
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<li>self control</li>
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<li>admitting mistakes</li>
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<li>self confidence and respect -> respect others</li>
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<li>no apologies: dictatorship</li>
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<li>ensemble never knows more than conductor: always know more</li>
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<li>own the piece</li>
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<li>self deprecation to make a point</li>
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<li>line between student and conductor</li>
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<li>give reasons/justification</li>
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<li>dont get used to choir</li>
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<li>empathy with singers - lots of work for them</li>
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</ul>
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</li>
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<li>q: why aren't you singing what I want? a: why aren't you showing what you want?</li>
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<li>preachers on the pulpit in our influence (???)</li>
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</ul>
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<details>
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<summary>Notes</summary>
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<pre>
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* Rehearsal Techniques
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* concert - work is done - this is payoff
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* knowing how to work
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* teachers primarily (what do we teach every day)
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* help students become independent musicians (better)
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* pitfalls - try to do everything for student - don't give students any space - CD least effective way of teaching (may get product)
|
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* benevolent dictator!
|
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* choose appropriate repertoire for each ensemble
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* Choir rebels: almost always about person, not about music - build trust, make students know that this is good
|
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* New Teacher w/ new music, students rebel because treat as group, not soloists
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* prev teachers picked rep to highlight soli, thus more about person, new style teaching for group
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* music = tool
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* get good tools (good music subjective)
|
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* language - latin easiest, good for teaching vowels, phrasing, articulation
|
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* mainstream - palastrina to '50s, proven, give whats good for students
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* research - what does music teach? too hard? research to fit ensemble (transcription, transposition)
|
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* back-up plan rep, but.. not about sudents, about self b/c students will never learn more than teacher knows
|
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* Have high expectations
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* rehearsal
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* sight read ALL THE TIME
|
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* "listen", not "watch me": focus on one, lose the other, stop conducting sometimes internalize
|
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* interact - ask questions
|
||||
* always conduct best students ~ 10% ~ create leaders, not boredom
|
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* give them reason to watch you: never stop MAKING MUSIC
|
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* be respectful: "ladies", "gentlemen", etc: treat them that way and they will act that way "Let us", "could we", not "let me" Be inclusive of rest of choir
|
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* Involve as many parts as possible, no boredom, no singling out, stay focused
|
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* always give reasons for work "lets go back and fix.."
|
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* always give feedback, but be honest "that was the idea but if __ it would be better"
|
||||
* use vague terms, often works because students think, "beautiful", "musical", "expressive" sometimes: "that was not good" make them think about why
|
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* no hipocrisy! always do it yourself first
|
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* admit mistakes and fault or at least don't blame students if not their fault
|
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* dont talk too much - as much music as possible
|
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* dont leave others behind (ie some work on notes some on phrasing), but always give everyone work
|
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* always do everything - phrasing and articulation while learning notes
|
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* ensemble - everyone should be complimentary - creative seating and paring of abilities
|
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* plan for productive rehearsal - macro: battle plan -> micro: attack plan
|
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* in general: early: big picture, mid: small details, end: put it together (milestones!)
|
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* plan times (milestones!)
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* dont eschew explanation: change concept of macro based on a piece (ie epitaph for moonlight)
|
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* overperfection
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* process vs product
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* humanity + emotion vs being polished
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* no overrehearsing
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* overpolished
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* getting stuck/bored
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* music loses warmth
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* lost expressivity
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* cold, straight tone
|
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* from conductors wishes
|
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* sound vs music
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* sound has to fit music and text, not the choir
|
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* people dont listen to sound, but music
|
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* conducting follows music, after all
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* conductor
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* breathing
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* text + nuances - speak it
|
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* know difficulties and why
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* voice difficulties (passagio)
|
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* keys (flats better, more flats more betteR)
|
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* lack of trust shown in focusing on direction instead of rebound
|
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* rehearsal techs:
|
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* fine tuning vowels (english is difficult) when ascending, think down; when descending, think up
|
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* phrasing and breathing - breathiness
|
||||
* purpose of rehearsal: diagnose problem (isolate), provide remedy
|
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* demonstrate (more)/explain (less)
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* then feedback
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* teach students EVERYTHING at the same time (because practice makes permanent)
|
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* doing too much/wrong things - easier to ask forgiveness than permission
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* what goes up must come down and vice versa - natural cycles in conducting and music
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* no choral conducting, no instrumental conducting, just conducting
|
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* paint a picture with conducting
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* Britten
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* dry ice
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* phantom: setting up mood before, phantom appears at "thou art the king.."
|
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* adjectives to go with every section, every note
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* problem directors
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* self control
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* admitting mistakes
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* self confidence and respect -> respect others
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* no apologies: dictatorship
|
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* ensemble never knows more than conductor: always know more
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* own the piece
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* self deprecation to make a point
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* line between student and conductor
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* give reasons/justification
|
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* dont get used to choir
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* empathy with singers - lots of work for them
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* q: why aren't you singing what I want? a: why aren't you showing what you want?
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* preachers on the pulpit in our influence (???)
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</pre>
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</details>
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<h2 id="essay">Essay</h2>
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<h3 id="introduction">Introduction</h3>
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<p>Music is organized sound. Music is audible art. Music is a transfer of information and emotions across a distance, occurring over time, and taking place between minds. (...)</p>
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|
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@ -308,43 +304,10 @@
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<h3 id="learning">Learning</h3>
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<h3 id="performing">Performing</h3>
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<h3 id="listening">Listening</h3>
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<span class="control">Expand all</span>
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||||
</article>
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||||
<footer>
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<p>Page generated on 2020-04-23</p>
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</footer>
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||||
</main>
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<script type="text/javascript">
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document.querySelectorAll('li').forEach(el => {
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if (el.querySelectorAll('li').length !== 0) {
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el.classList.add('has-nested', 'closed');
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el.innerHTML = `<span class="toggle"></span> ${el.innerHTML}`;
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}
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});
|
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document.querySelectorAll('.toc .has-nested').forEach(el => {
|
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el.classList.remove('has-nested', 'closed');
|
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});
|
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document.querySelectorAll('li.has-nested').forEach(el => {
|
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el.querySelector('.toggle').addEventListener('click', () => {
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el.classList.toggle('closed');
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});
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});
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let expanded = false;
|
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document.querySelector('.control').addEventListener('click', (e) => {
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expanded = !expanded;
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if (expanded) {
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e.target.innerText = 'Collapse all';
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} else {
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e.target.innerText = 'Expand all';
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}
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document.querySelectorAll('.has-nested').forEach((el) => {
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if (expanded) {
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el.classList.remove('closed');
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} else {
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el.classList.add('closed')
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}
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});
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});
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</script>
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</body>
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</html>
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