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Wikispaces>guest **Imported revision 11567341 - Original comment: ** |
Wikispaces>x31eq **Imported revision 11680941 - Original comment: Added link to an answer** |
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<h2>IMPORTED REVISION FROM WIKISPACES</h2> | <h2>IMPORTED REVISION FROM WIKISPACES</h2> | ||
This is an imported revision from Wikispaces. The revision metadata is included below for reference:<br> | This is an imported revision from Wikispaces. The revision metadata is included below for reference:<br> | ||
: This revision was by author [[User: | : This revision was by author [[User:x31eq|x31eq]] and made on <tt>2007-11-19 02:06:28 UTC</tt>.<br> | ||
: The original revision id was <tt> | : The original revision id was <tt>11680941</tt>.<br> | ||
: The revision comment was: <tt></tt><br> | : The revision comment was: <tt>Added link to an answer</tt><br> | ||
The revision contents are below, presented both in the original Wikispaces Wikitext format, and in HTML exactly as Wikispaces rendered it.<br> | The revision contents are below, presented both in the original Wikispaces Wikitext format, and in HTML exactly as Wikispaces rendered it.<br> | ||
<h4>Original Wikitext content:</h4> | <h4>Original Wikitext content:</h4> | ||
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When is learning a microtonal system of pitches //harder// than learning the 12-equal system? When is it //easier//? | When is learning a microtonal system of pitches //harder// than learning the 12-equal system? When is it //easier//? | ||
//Answered in [[PedagogyTradeoffs]]// | |||
When does experience in 12 //help// in learning non-12? When does it //hinder//? | When does experience in 12 //help// in learning non-12? When does it //hinder//? | ||
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* Kyle Gann's Just Intonation Explained, JI | * Kyle Gann's Just Intonation Explained, JI | ||
* Jim Alteri's JI calculator with sound | * Jim Alteri's JI calculator with sound | ||
* Partch, Genesis of a Music | * Partch, Genesis of a Music</pre></div> | ||
</pre></div> | |||
<h4>Original HTML content:</h4> | <h4>Original HTML content:</h4> | ||
<div style="width:100%; max-height:400pt; overflow:auto; background-color:#f8f9fa; border: 1px solid #eaecf0; padding:0em"><pre style="margin:0px;border:none;background:none;word-wrap:break-word;width:200%;white-space: pre-wrap ! important" class="old-revision-html"><html><head><title>Pedagogy</title></head><body>Some questions to consider as input to thinking about microtonal pedagogy. If you would like to answer them, please put it on a separate page and link to it here.<br /> | <div style="width:100%; max-height:400pt; overflow:auto; background-color:#f8f9fa; border: 1px solid #eaecf0; padding:0em"><pre style="margin:0px;border:none;background:none;word-wrap:break-word;width:200%;white-space: pre-wrap ! important" class="old-revision-html"><html><head><title>Pedagogy</title></head><body>Some questions to consider as input to thinking about microtonal pedagogy. If you would like to answer them, please put it on a separate page and link to it here.<br /> | ||
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When is learning a microtonal system of pitches <em>harder</em> than learning the 12-equal system? When is it <em>easier</em>?<br /> | When is learning a microtonal system of pitches <em>harder</em> than learning the 12-equal system? When is it <em>easier</em>?<br /> | ||
<br /> | |||
<em>Answered in <a class="wiki_link" href="/PedagogyTradeoffs">PedagogyTradeoffs</a></em><br /> | |||
<br /> | <br /> | ||
When does experience in 12 <em>help</em> in learning non-12? When does it <em>hinder</em>?<br /> | When does experience in 12 <em>help</em> in learning non-12? When does it <em>hinder</em>?<br /> | ||
Revision as of 02:06, 19 November 2007
IMPORTED REVISION FROM WIKISPACES
This is an imported revision from Wikispaces. The revision metadata is included below for reference:
- This revision was by author x31eq and made on 2007-11-19 02:06:28 UTC.
- The original revision id was 11680941.
- The revision comment was: Added link to an answer
The revision contents are below, presented both in the original Wikispaces Wikitext format, and in HTML exactly as Wikispaces rendered it.
Original Wikitext content:
Some questions to consider as input to thinking about microtonal pedagogy. If you would like to answer them, please put it on a separate page and link to it here. What considerations does the particular question of a //microtonal// pedagogy warrant? What does one consider when endeavoring to write pieces of microtonal music that also teach the microtones that they use? When is learning a microtonal system of pitches //harder// than learning the 12-equal system? When is it //easier//? //Answered in [[PedagogyTradeoffs]]// When does experience in 12 //help// in learning non-12? When does it //hinder//? When does experience in non-12 //help// in learning 12? When does //it// hinder? To what degree can the need for a microtonal pedagogy address a general problem of missing language in speaking microtonality? A related question: 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? Microtonal method books / teaching tools / resources * Neil Haverstick books * Joe Maneri 72-tone book * Brian McLaren Introduction to Microtonality CD, DVDs * W.A. Mathieu: The Harmonic Experience * David Doty: Just Intonation Primer * any [[http://sonic-arts.org/darreg/contents.htm|Ivor Darreg]] in particular? * Jacob Barton [[ThirtyOneToneSinginCamp]], such nonexistent new musical interfaces as the String Playground * Kyle Gann's Just Intonation Explained, JI * Jim Alteri's JI calculator with sound * Partch, Genesis of a Music
Original HTML content:
<html><head><title>Pedagogy</title></head><body>Some questions to consider as input to thinking about microtonal pedagogy. If you would like to answer them, please put it on a separate page and link to it here.<br /> <br /> What considerations does the particular question of a <em>microtonal</em> pedagogy warrant?<br /> <br /> What does one consider when endeavoring to write pieces of microtonal music that also teach the microtones that they use?<br /> <br /> When is learning a microtonal system of pitches <em>harder</em> than learning the 12-equal system? When is it <em>easier</em>?<br /> <br /> <em>Answered in <a class="wiki_link" href="/PedagogyTradeoffs">PedagogyTradeoffs</a></em><br /> <br /> When does experience in 12 <em>help</em> in learning non-12? When does it <em>hinder</em>?<br /> <br /> When does experience in non-12 <em>help</em> in learning 12? When does <em>it</em> hinder?<br /> <br /> To what degree can the need for a microtonal pedagogy address a general problem of missing language in speaking microtonality?<br /> <br /> A related question: 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?<br /> <br /> Microtonal method books / teaching tools / resources<br /> <ul><li>Neil Haverstick books</li><li>Joe Maneri 72-tone book</li><li>Brian McLaren Introduction to Microtonality CD, DVDs</li><li>W.A. Mathieu: The Harmonic Experience</li><li>David Doty: Just Intonation Primer</li><li>any <a class="wiki_link_ext" href="http://sonic-arts.org/darreg/contents.htm" rel="nofollow">Ivor Darreg</a> in particular?</li><li>Jacob Barton <a class="wiki_link" href="/ThirtyOneToneSinginCamp">ThirtyOneToneSinginCamp</a>, such nonexistent new musical interfaces as the String Playground</li><li>Kyle Gann's Just Intonation Explained, JI</li><li>Jim Alteri's JI calculator with sound</li><li>Partch, Genesis of a Music</li></ul></body></html>