Pedagogy questions: Difference between revisions

'''See also: [[Frequently asked questions]].'''

Some questions to consider as input to thinking about microtonal pedagogy. Contributions from people with experience are welcome.

==== [[Graham Breed|x31eq]]'s answer ====

Learning a microtonal system is harder than [[12-equal]] where it's more [[Complexity|complex]] and the harmonic context is not intuitively apparent. Which is most of the time (and sometimes so by definiton).

However, systems that are microtonal relative to 12-equal may be easier to learn in several ways:

* The have fewer notes. For example, [[slendro]], [[pelog]], various other [[diatonic]]s.

* They are closer to natural harmonies: [[just intonation]], [[microtemperament]], and [[Timbral tuning|equivalents]] in alternative timbres.

* They resonate more with the subject's [[Approaches to musical tuning|culture]] than the western chromatic; depends on context, and becoming less likely.

=== When does experience in 12 help in learning non-12? When does it hinder? ===

Mostly it depends on the nature of the experience, and how non-12 is being learned. Making this a useful topic for microtonal pedagogy of course.

If the musician has experience of tonal music with correct spelling, a transition to extended [[Meantone|Meantone]] is natural. Early pieces should enforce the [[5-limit]] diatonic framework and move gradually to more [[7-limit|remote]] notes and harmonies. A theoretical knowledge of harmony also helps because many of those rules were laid down in a meantone context.

If the musician thinks in terms of [[enharmonic]] equivalences, a procedure of dividing the equal tempered semitone is most productive. This leads first to quartertones ([[24edo|24edo]]), but also to [[72edo|72edo]], where they can learn [[11-limit]] harmonies.

Musicians with a [[Pythagorean]] mindset (most likely string players) may take to [[schismatic]] temperament (see [[Regular_Temperaments|Regular Temperaments]]) or divisions of the semitone (above). They will have much more trouble with extended meantone (also above).

 

 

=== What method books and teaching tools do you recommend for the microtonal student? ===

The ones listed on the following page: [[Method books teaching tools]].

 

== Unanswered questions ==

{{todo|answer questions|inline=1}}

 

=== What considerations does the particular question of a microtonal pedagogy warrant? ===

 

=== What does one consider when endeavouring to write pieces of microtonal music that also teach the microtones that they use? ===

 

=== To what degree can the need for a microtonal pedagogy address a general problem of missing language in speaking microtonality? ===

 

=== In whose interest is it to sequester off learning/education/pedagogy into a separate page, as if learning only happens in schools/when you want it to? ===