Can the Computer Write My Lecture, Too?

I think I deserve a teaching award for today. Most Determined TA, or perhaps Most Inadvertently Entertaining TA.

Today, I have no voice. Between my recent bout of influenza (yes, right on the heels of my spring break illness) and my choir rehearsal last night, my throat has apparently had it with my abusive ways. Of course, Fridays are my lab days, where I teach three computer music lab sections back to back. I bet you see the fun starting already, don’t you? Here are the possible solutions I considered.

Scenario #1: Cancel Class
No way. Today was all about me teaching the kids how to work the portable recorders they’ll be using for their next project, and I really don’t want to waste class time doing that. Besides, I FEEL fine!

Scenario #2: Try to Talk Anyway
By about 9:30, I realized there was no way this was going to work. I had been up for an hour and a half, done lots of productive coughing, downed some tea with honey, and given my voice plenty of chances to show itself. No luck. Best I could produce was a gargling whisper once in a while. Besides, I’ve abused my vocal chords a lot in the past 6 months, and I’m starting to worry that I’ll do permanent damage. Scratch that idea.

Scenario #3: Charades!
I briefly considered trying to convey my short lecture on the M-Audio MicroTrack Recorder through gestures and pointing. Then I laughed at myself on my students’ behalf and moved on.

Scenario #4: Typing Frenzy
This actually had some promise! I type everything out, they read it as we go along, and I show them the buttons as they read. Of course, everyone reads at different speeds, and it’s hard for them to look at the text and look at the recorder at the same time. Okay, fail.

Scenario #5: Text-to-Speech!
A nice improvement on scenario #4: type everything out, but have the computer read it to them while I demonstrate! The computerized voices are pretty funny, and I knew there would be a lot of giggling, but this seemed like the best option for getting the information out there in a way that made sense. We have a winner!

The kids were surprisingly sympathetic for the most part, and I think it went well! They definitely laughed at the computerized voice at first, but they were good about taking notes and helping me out when someone had a question. Class ended up only being about 15 minutes long because of it, but at least they got the information they needed. Mission accomplished! Time to go home and not talk all evening.

Is it dumb that I’m worrying about whether my voice will be back in time for World Dungeons & Dragons Day tomorrow?

Interlude: Why I Teach

I just had the best conversation ever with a former student. This girl is an international student form China who was in my Music 101 class last semester. We had several opportunities for students to share their musical talents over the course of the semester and she jumped on every chance, eager to share Chinese traditional music with the class. She played the hulusi, a type of free reed instrument with a beautifully smooth tone. She was a very enthusiastic student, and did very well in the class.

I ran into her today on my way out of one of the many campus coffee shops. She stopped me and we exchanged a few pleasantries, but she seemed like she was bursting to tell me something. She finally told me that she and some of her friends had gotten together and formed a Chinese music ensemble, and had already performed three times! She said she really missed music class, and was going to try taking instrument lessons next semester. She said she loved music so much and really wanted a way to keep up with it outside of class. I gave her profuse congratulations on taking the initiative to form the ensemble and getting performances together so quickly, told her who she could talk to about music lessons, and told her that I'd love to come to a performance sometime. I'm thinking about composing a piece for their ensemble so they could play on one of the big university concerts. That would be awesome.

I walked away from that conversation grinning like a fool and feeling great about life. Moments like that are why I love teaching.

Playing Catch-Up: Fall 2008

So, as the end of the fall 2008 semester tried its best to grind my face into the ground, I tried my best to keep blogging. I obviously failed, as the low post count for December will show, but that isn't to say I didn't churn out some material. In fact, I have several text documents full of post fragments, topics to cover, and notes on events that I fully intend/ed to post eventually. I may get around to elaborating on some of these at some point in the future, but since most of them will likely never see their own post, I give you: December 2008 in review, Ph.Dead style. 

-- What the hell is up with students friending me on Facebook? 

-- I am going to dissect the next person who tells me what I should do with MY compositions.

-- How to talk about John Cage, one of my heroes, to an indifferent class: "He was a composer and music philosopher who specialized in skull fucking tradition." Can I say that?

-- "Grades should be submitted within forty-eight hours after the final exam." WHAT?! What about my own exams? *cry*

-- What happens when you pick a bad topic for a 20 page paper and it's due in two days...

-- I never thought I'd actually be wistful about saying goodbye to my Music 101 classes. 

-- A gift from a student? For me? And it was shipped here from China?!

-- End-of-semester crunch time...what fun.

Time for my first meeting of the semester. *deep breath* 

First Day Back Blues? Or Purples?

New semester, new posting season for Ph.Dead. 

No, I did not actually die at the end of last semester. It was a particularly unrestful winter break, however, due to excessive traveling and excessive our-apartment-is-falling-apart-but-they-won't-let-us-move raging. Now, the fateful day has arrived: the first day of classes. Time to brace myself and charge headfirst into chaos. 

So, what does the new semester hold for me? Well, hopefully it will mean increased motivation above all. I'm taking some classes that I'm terribly excited about, and the class I'm teaching this semester is not only NOT at 9 AM, it is also NOT a non-major class, NOT a 100-level class, and NOT 120 students large. Instead, it starts at a very reasonable 11:00 AM, contains all music and computer science majors, is a 300-level class, and is capped at 30 students with 10 students per lab session. The lab is what I'll be teaching, and the course material is right up my alley. Intro to Music and Computers, AKA Intro to What I'll Supposedly Be Doing for the Rest of My Life. I'm actually looking forward to this, and it'll mean I get to brush up on lots of material I should know like the back of my hand anyway. 

The professor I'm TA-ing for this semester is a visiting lecturer from Berklee, and I have to admit that I was nervous at first. All the professors around here are so snobby and anti-idealist, I was starting to fear that all computer music professors at the graduate level would be the same way. Not so. Within the first few minutes, we were pretty comfortably chatting, he was asking me for book recommendations for the class, and we jointly expressed our frustration over the crappiness of this school and the disorganized nature of the program. I thought it was just me that got kicked into the middle of everything and told to just "figure it out"; well, turns out they extend that same courtesy to faculty members. This guy has restored my hope that maybe you CAN stick with this field and not let academia turn you into a jaded, pretentious asshole. Ah, the light at the end of the tunnel. Fortunately, I also have this same guy for my composition lessons this semester, so I'm looking forward to working with him in that respect as well. 

One thing that I think will help keep my sanity as well is that my schedule is much more cohesive than it was last semester. Most of my classes occur in the 11:00-2:00 range, with a few exceptions, which makes sharing the car with the husband-unit much easier. Less evening classes also means I might be able to keep up a light raiding schedule for World of Warcraft this semester. Yes, I know, not exactly top priority, but it's one of those small bits of social interaction that I value very much. I'm also auditioning for the choir at our local Unitarian Universalist church ((What? Me in a church?! I know, crazy. But it's all non-religious and relaxed and fun!)), so that will hopefully be another fun and social activity. I'm trying not to get my hopes up too high, but overall, life seems on track for a much healthier and happier semester.

I'm going to kill whoever has been making that annoying beeping noise for the past TEN MINUTES in the next cubicle. 

Healthier, happier semester.

There's about to be blood. 

Beep....beep....

Dying, but not dead.

It is the end of the semester, and I am losing my mind. 

That is all.

Grading: The Finale

((This is a continuation of Monday's post, "No Cowboy Boots at the Symphony".))

Grading concert reports, part trois. Some of these are so damned funny, it is my obligation as a human being to share them. 

-- "I was looking extremely dapper with a sexy collared shirt and some nice trousers, while my roommate was looking a little grungy."

-- "We were sitting so close that my roommate was able to identify a hickey on the neck of one of the violinists, later we realized it was just a mark from the chin strap of his instrument."

-- "Strauss's Horn Concerto No. 1 in E flat major, Op. 11 was more impressive. The beat was catchier, and at times, surprisingly hip."

-- "I was even honored when a drop from his spit-valve so eloquently splattered off the stage and landed on my left shoe." ((same guy as above, referring to the horn soloist))

-- "Although, I never fell asleep in the concert, I did solve my problem of restless nights by downloading a Strauss song to play everynight." ((This guy said Death and Transfiguration put him to sleep...I really wonder which song he downloaded, considering Strauss is known for his loud, flashy brass fanfares! >D Bwahaha...))

-- "The conductor raised her conducting twig and the symphony began."

-- "It was interesting to see how with a tiny stick the conductor orchestrated each and every instrument within the orchestra like she was a quarterback." ((This amuses me because it's an example of how my football player students like to relate EVERYTHING back to their sport. Not a bad thing, just a bit funny! This same guy also produces hip hop music himself, which I think is really cool!))

But more important than all the humorous quotes in the world, one girl said this about Mahler's "Adagietto":

-- "I found myself covered in goosebumps and my eyes slightly wetted with tears from the peaceful effect of the notes and the perfect tune and harmony of the instruments playing together."

That's what it's all for.

No Cowboy Boots at the Symphony

((Brief note: the entry from 11/13 about teaching evaluations is finally done. Check it out!))

As usual, I'm spending another night grading a seemingly endless stack of Music 101 papers. The assignment this time was to attend the symphony orchestra concert and write a 2-3 page concert report. I've found reading these papers to be very uplifting so far; some of the kids really had a wonderful time at the concert and seem to have finally gotten what this is all about. There are a few, of course, who just resist every single thing in this class, but for the most part the response has been overwhelmingly positive. As usual, I have to share some particularly funny, terrible, and touching moments from my students' assignments:

-- The week of the concert, we had the conductor of the orchestra come in to talk about the pieces they'd be playing and give the kids a bit more information about how an orchestra works and what a conductor does. She explained the sort of feedback loop of energy that exists between the orchestra, conductor, and audience during a live performance that makes it feel different from a recording. She knew she was sounding new age-ish and mystical, she said, but that they would understand at the performance. One student admitted in his paper that he had been very skeptical about the whole energy idea, but after experiencing the live performance he couldn't possibly deny the connection and that he was completely carried away by their performance of Strauss's Death and Transfiguration. I'm always wary when I read papers like this because I feel like the kids are telling me what I want to hear, but this really rang with a sincerity that I found moving. 

-- During the intermission, one student began talking to the elderly woman next to him. She asked why he was taking notes and said that she didn't know anything about the upcoming pieces. He told her he was there for music class and proceeded to tell her what he had learned about the next pieces! She was very impressed. He said, "It seemed for me astonishing at the time, but I made a new friend, fifty years older than me, in a music concert!"

-- "There was a specific part in the concert I liked where the people in the concert sped up the paste of the violins to make the tempo of the music speed up drastically." ((yes...he actually put "paste"))

-- My favorite excerpt from these papers actually came from a student in the other TA's class. This kid, knowing that he should dress better than usual to go to the concert, put on his nicest button-up shirt and his best pair of cowboy boots. Almost his entire paper was about how self-conscious he was when he showed up to the concert and saw all the nice old people in suits and dresses. It was apparently very poorly written, but so sincere it made the other TA want to cry! The final line of the paper: "Now I know that I should not wear cowboy boots to the symphony." ((It's so funny, but so sweet at the same time! *sniffle*))

More entries featuring the wisdom of my students will be posted as I finish grading these papers over the next few days!

How's my Driving?

So, I asked for midterm teaching evaluations from my students today. Since this is my first time teaching a class, I gave them a pretty long evaluation to fill out: What do you like/disklike most about this class, what do you want more/less of, do you feel comfortable participating in discussions, do you do the readings, and what do you like/dislike about my teaching style. All three of my classes have very distinct personalities and work ethics, and it definitely came out in the evaluations. My 9:30 class, by far the best of the three, gave me glowing reviews. My 12:30 class, which is full of slackers and whiners, still gave me pretty good reviews overall, but with much more complaining. Here's a summary of all three classes' responses:

• - They enjoy my very laid back classroom environment & teaching style
  
• - They think I'm easily approachable
  
• - They wish I would grade their assignments faster (lawl, not happening!)
  
• - Most of them actually do the reading, except when they're really swamped
  
• - They enjoy it most when we use discussion time to look really in-depth into a particular piece of music
  
• - Some want more music theory, some want less music theory 
  
• - Some want me to talk more, some want me to talk less
  
• - They like how I play random music as they get to class in the morning
  
• - They all hate the long awkward pauses when I ask a question and no one has an answer. (way to win, guys)
  
• - A few of them want more extra credit (lawl!)
  
• - Several of them wish I would basically teach them the test (quote: "I don't like discussing things not about tests/quizzes")
  
• - They want me to spend more time reinforcing the week's lecture material (this is a good idea, but the professor gives us brand new material that she specifically wants up to cover in discussion. Very frustrating)
  
• - In general they want more listening examples, some even want to do more singing in class
  
• - They want more ties to modern day music (again, I'd love to, but I'm bound by the stupid syllabus ><;;)
• - They wish we could cover some world music, too (again, wish I could)
  

There is one thing I know for sure I really need to work on, and fast. I think I may actually be subconsciously treating my 12:30 class differently from the others because they're my worst group. That needs to stop. The kids in that class tended to think I was more uptight and unapproachable, whereas the other classes said that they loved the exact OPPOSITE about me! I'm obviously doing something quite wrong in that section, so I'm really going to try to fix that

And now, of course, we need some of the winning quotes:

Do the reading? - "Yes, of course, who not? It's homework, it's required." ((Hooray!!))

Like the least? - "asking dumb questions about the music. I don't care how it makes me "feel", it's a subjective not an objective question. If I wanted another subjective class I'd take creative writing not music." ((Oi, music is subjective by nature, like all art!))

Like the least? - "I wish we would spend less time on Gregorian Chant." (Amen! Got this comment several times.)

Teaching style - "Megan's great. One of the best TAs at this school." (Haha, I just had to include this one for the ego stroke. I know it isn't true, but it feels nice anyway!)

Here's hoping I can make some changes for the better!

Beethoven Composed for Caribou Barbie.

Short post today for two reasons: 

1) I have an assload of prep to do for class tomorrow

2) The Wrath of the Lich King expansion pack for World of Warcraft releases at midnight tonight. 

Hopefully I'm making up for length with content. I'd like to share with you some excerpts from papers my students have written. The assignment was as follows:

"Listen to Beethoven's 5th Symphony and write a narrative to go along with the music. Be sure to connect the events in your story back to events in the piece."

Memorable quotes:

"BITCH!!!"

"The cheese is too big and clumsy to roll gently over the rug. [...] He can almost taste the cheese of victory."

"This builds and builds into an inclusion of the entire orchestra as McCain re-energizes his conservative base with the selection of Caribou Barbie (Sarah Palin) as his Vice Presidential candidate."

"This piece open up dramatically and really grabs your attention. After listening to this piece all the way through, it kind of reminded me of a football game." *proceeds to tell a football story without connecting it to music at all*

"No aspect of Beethoven's Fifth Symphony protrudes itself more robustly than the unavoidable rhythmic motive."

...And now, for my personal favorite. This student portrayed themself as the chairman of Apple. His story involved travelling back to the era of Beethoven...to sell iPods. The Apple employees he created for his story are named Bill Gates Jr. and James Obama. Some excerpts:

"Sir, even if it may affect our present, I think that overall your idea is brilliant." 

"In front of me stands a funny apocalypse."

"Now, it is the French army that comes from the hole."

"Hey, Vienna, laugh with me. It is the end of the world!"

I love my students. :) 

A Riot of Apathy?

Another day, another dollar. Another class of beautiful, soul-shaking music written by horribly racist, terrible people, another completely apathetic, silent reaction from the class. What is WRONG with these kids? It's not like I'm playing them Gregorian Chant or early baroque music...this is music of the romantic period, some of the most emotional music in the world! I ask for an opinion, like it or no? Three kids out of forty are willing to offer an opinion. I ask if the fact that Wagner was an anti-semetic prick should play into our opinion of his music. “Uh...I guess? I dunno.” I play them Stravinsky's Rite of Spring, a primitivist, violent, dissonant, pounding piece of music that caused a riot when it premiered. I ask them how it's different from Mozart. “Um...there's more rhythm.”

...

*deep, calming breath*

Are all kids so apathetic these days, or is it just this bunch? I know they aren't music majors, but that doesn't excuse the bullshit I get (or rather, don't get) from this bunch every week. At the very least, I would rather they talk out their asses and be completely wrong than put up with the resounding silence every week. I've tried everything I can to move these kids. I've tried presenting them with the most emotional music I can find, I've tried giving them the most bland stuff I can dig up, I've tried giving them admirable composers who lived extraordinary lives, and I've tried offending them with racism and sexism. Totally flatline. 

I'm honestly at a loss. What can you do with completely emotionless students when talking about music?