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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//? 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
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<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 /> 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></ul></body></html>