<div dir="ltr">Dear Lynne et al,<div><br></div><div>I've incorporated prose-writing in a few different ways over the years, depending on the size of the class. In one 3rd-year 20th-century analysis class, I had students submit a listening journal so that I could ensure they'd really focused on the music on the listening list and not just put it on while they were talking to a friend on the phone or something. I printed up something like a table in landscape format with a generously-spaced row for each piece, and they had to write a few sentences of reflection on each. They had to comment on at least one specific moment in each piece that struck them as interesting or beautiful or whatever, and provide the time on the track. It was a really worthwhile exercise, but if I did it again I would find an alternative way of grading them because it took way too much time.</div>
<div><br></div><div>In other classes, I've asked students to write a final analytical essay on a piece that they are performing or that they really love, an essay that concludes with their reflections on how what they've learned through analysis could inform their performance decisions. </div>
<div><br></div><div>In one very small chromatic harmony class, inspired by my reading of David Lewin's articles on Schubert and Clara Schumann's contrasting settings of Heine's poem "Ich stand in dunkeln Traumen," I had the students do a compare-and-contrast essay analyzing both songs and then discussing how the differences between the settings affected their perception of the meaning of the text. I did not give them any information about the composers' identities or the Lewin articles until the in-class discussion after I'd handed back the graded essays.</div>
<div><br></div><div>Sometimes in lieu of a final essay, my courses have ended with an in-class poster session where students in pairs prepare analytical posters on some piece of music they've chosen that fits with the focus of the course (subject to my approval). It's not full-on essay-writing, but they have to write prose paragraphs for their poster. </div>
<div><br></div><div>What often happens, of course, is that when they look at an entire piece, they encounter compositional techniques that are beyond the scope of the course (e.g. augmented 6th chords in a first-term diatonic harmony course). This just means that they are forced to figure out some logical explanation as to how this apparent anomaly has come about, which can be more instructive for them than just finding an explanation in a textbook. And especially if they're working in pairs or small groups, they can find it an enjoyable challenge to figure out the puzzle.</div>
<div><br></div><div style>And finally, on a couple of occasions I've asked students to compose a song based on the course material, and then write an analytical essay on it that explains what they've tried to do with respect to relations between music and lyrics. </div>
<div><br></div><div style>I really believe having students write and reflect on listening and analysis is extremely valuable, even if it is unquestionably difficult from the grading side. That said, after teaching in a writing-intensive liberal arts environment for a few years where I spent countless agonizing hours grading abominable undergraduate prose, I've become very nostalgic for the elegant simplicity of scanning for parallel 5ths. . .</div>
<div style><br></div><div style>Best,</div><div style>Laurel Parsons</div><div style><br></div><div style><br></div><div style><br></div><div style><br></div><div style><br></div><div style><br></div><div style><br></div>
<div><br></div><div><br></div><div><br></div><div><br><div><div><br></div></div></div></div><div class="gmail_extra"><br><br><div class="gmail_quote">On Sun, May 26, 2013 at 7:33 AM, Rogers, Lynne <span dir="ltr"><<a href="mailto:ROGERSL13@wpunj.edu" target="_blank">ROGERSL13@wpunj.edu</a>></span> wrote:<br>
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</font><font> Dear Colleagues,<br>
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I'd like to get a broader sense of the use of prose-writing in music theory courses, especially undergraduate courses. If you ask students to write in your courses,<br>
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-- in which courses do you require students to write prose? <br>
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-- about how often during the semester do you require students to write prose?
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-- what forms does the prose take (short essays of 1-4 pages, longer essays, term papers, responses to published writings, blogs, concert reports, journals, in-class writing, other)?<br>
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-- are the writing projects primarily analytical or historical?<br>
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Feel free to respond off list if you prefer.<br>
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Thank you.<span class="HOEnZb"><font color="#888888"><br>
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Lynne Rogers<br>
<a href="mailto:RogersL13@wpunj.edu" target="_blank">RogersL13@wpunj.edu</a><br>
William Paterson University</font></span></font><br>
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