More music stuff.

So music is still ZOMG!WTF!DIFFICULT!RIDICULOUS!FUCK!.

However. I am now zen about the whole thing.

Mild blow up in class today- we, the students, disagree with his, the teacher's, methods for writing up a final exam. Essentially, the exam consists of:

1. A full test covering all the material from this unit (3 listening samples, 15-20 short answer questions, 5 in depth definitions.)
2. A full test covering the cumulative material covered this semester. (3 new examples with scores, 15 short answer questions, and 8 composer ID's of 1-2 paragraphs each, drawn from a pool of 22 names.)
3. A preassigned essay, consisting of 2-3 pages, that must be worked out before the test, memorized, and written during the test with no notes or outline.

The test is to be completed in two hours on Wednesday.

People tried to talk him into reducing some of the information he wants us to study; it's one of those tests where it's "five of any of these thirty terms (or whatever) might be on the test so know them all." Apparently, he's trying to teach us to strategize ("The most important composers will be on the test. Your job is to figure out which ones are the most important, and study them.") He's also trying to teach us to view music in its narrative historical context, and not just memorize facts. However, when the fact was pointed out that the essay will have to be memorized, he says that memorization is how you learn. *headdesk*

Long story short, he's not budging on his test. Which is fine, really. A giant pain in the ass with the extra paper essay, but fine. I have accepted this test and moved on.

I was mad at this guy for a while. He can be very condescending, thinks very highly of himself, takes petty things way too seriously. Slowly, I came to a realization about a few things:

~ This class isn't the be all and end all of my life. Why get worked up? We'll all be dead in eighty years anyway, and no one will remember any of this.
~ When people are obsessed about something, they get too close to it, and forget about the rest of the world. (Which is weird. He's like one of those people who take flamewars seriously. Music and internets= srs bsnzz.
~ Maybe he's got something to prove.

Last revelation was today. There was a concert on Monday night- Binghamton Vocal Consort and Schola Cantorum, singing English madrigals. Big deal for them, their first public performance, blah blah blah. Students were given the option to go and write a concert review for extra credit. A few of us went, but not too many I don't think.

Everyone handed up their homework at the beginning of class, as he was thanking those of us that went for going to the concert. He kind of glanced through the pile of homework, and said, "Well, I can see by the amount of assigned homework in the pile that not a lot of people went." The tone that he said it in was, I dunno, something like "well-I-didn't-
want-you-to-come-to-my-birthday-party-anyway." It made me sad.

So maybe he's got something to prove. Maybe his mom told him he'd never be a musician or he wants to change the world through his "strategize-don't-memorize" technique.

Well, here's to you, Professor. I wish you the best of luck in whatever it is you're trying to accomplish.

...

Now it's back to my regular studying schedule.

(I hate your stupid tests, you bastard. But no hard feelings. Really!)

(Also, your concert? Was great. I wholeheartedly enjoyed it.)



.

More music stuff.

So music is still ZOMG!WTF!DIFFICULT!RIDICULOUS!FUCK!.

However. I am now zen about the whole thing.

Mild blow up in class today- we, the students, disagree with his, the teacher's, methods for writing up a final exam. Essentially, the exam consists of:

1. A full test covering all the material from this unit (3 listening samples, 15-20 short answer questions, 5 in depth definitions.)
2. A full test covering the cumulative material covered this semester. (3 new examples with scores, 15 short answer questions, and 8 composer ID's of 1-2 paragraphs each, drawn from a pool of 22 names.)
3. A preassigned essay, consisting of 2-3 pages, that must be worked out before the test, memorized, and written during the test with no notes or outline.

The test is to be completed in two hours on Wednesday.

People tried to talk him into reducing some of the information he wants us to study; it's one of those tests where it's "five of any of these thirty terms (or whatever) might be on the test so know them all." Apparently, he's trying to teach us to strategize ("The most important composers will be on the test. Your job is to figure out which ones are the most important, and study them.") He's also trying to teach us to view music in its narrative historical context, and not just memorize facts. However, when the fact was pointed out that the essay will have to be memorized, he says that memorization is how you learn. *headdesk*

Long story short, he's not budging on his test. Which is fine, really. A giant pain in the ass with the extra paper essay, but fine. I have accepted this test and moved on.

I was mad at this guy for a while. He can be very condescending, thinks very highly of himself, takes petty things way too seriously. Slowly, I came to a realization about a few things:

~ This class isn't the be all and end all of my life. Why get worked up? We'll all be dead in eighty years anyway, and no one will remember any of this.
~ When people are obsessed about something, they get too close to it, and forget about the rest of the world. (Which is weird. He's like one of those people who take flamewars seriously. Music and internets= srs bsnzz.
~ Maybe he's got something to prove.

Last revelation was today. There was a concert on Monday night- Binghamton Vocal Consort and Schola Cantorum, singing English madrigals. Big deal for them, their first public performance, blah blah blah. Students were given the option to go and write a concert review for extra credit. A few of us went, but not too many I don't think.

Everyone handed up their homework at the beginning of class, as he was thanking those of us that went for going to the concert. He kind of glanced through the pile of homework, and said, "Well, I can see by the amount of assigned homework in the pile that not a lot of people went." The tone that he said it in was, I dunno, something like "well-I-didn't-
want-you-to-come-to-my-birthday-party-anyway." It made me sad.

So maybe he's got something to prove. Maybe his mom told him he'd never be a musician or he wants to change the world through his "strategize-don't-memorize" technique.

Well, here's to you, Professor. I wish you the best of luck in whatever it is you're trying to accomplish.

...

Now it's back to my regular studying schedule.

(I hate your stupid tests, you bastard. But no hard feelings. Really!)

(Also, your concert? Was great. I wholeheartedly enjoyed it.)



.

New musical development

Got this email a little while ago:

Hello,

Upon further consideration, I've decided to do part of your exam preparation for you by narrowing down the list of composers in Part II-B of the exam to the following most important ones: (insert 14, down from 22, musicians here)

Professor S.

I FUCKING LOVE THIS GUY RIGHT NOW

Also I love the kids in class with the guts to speak up about it.

.

New musical development

Got this email a little while ago:

Hello,

Upon further consideration, I've decided to do part of your exam preparation for you by narrowing down the list of composers in Part II-B of the exam to the following most important ones: (insert 14, down from 22, musicians here)

Professor S.

I FUCKING LOVE THIS GUY RIGHT NOW

Also I love the kids in class with the guts to speak up about it.

.