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<div class="moz-cite-prefix">Dear Kris and all:<br>
<br>
Thanks, Kris, for such a thoughtful and detailed response to my
somewhat "flip" comments -- in contrast to my snap judgement and
too-harsh appraisal of TED talks (they really are very interesting
and often inspiring), this all seems well-considered indeed. I
encourage you to work with the Journal of Music Theory Pedagogy
website and related materials (<a class="moz-txt-link-freetext" href="http://jmtp.ou.edu/">http://jmtp.ou.edu/</a>), where Steve
Laitz and supporting cast are doing great things, the MTO site and
related activities (<a class="moz-txt-link-freetext" href="http://www.mtosmt.org/index.php">http://www.mtosmt.org/index.php</a>), which have
taken off in new directions under Yonatan Malin, and even check
into the new College Music Symposium site, for much of interest
(see, for example,
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<![endif]--><!--StartFragment--><!--EndFragment-->I look forward to the
day when we have "google earpieces" that can instantly conjure up
whatever excerpt we require, in audio and midi-reduced-texture
form, to buttress our lectures!<br>
<br>
Dave Headlam<br>
<br>
On 7/2/13 11:51 AM, Kris Shaffer wrote:<br>
</div>
<blockquote cite="mid:1372780310229.af047bc6@Nodemailer" type="cite">
<meta http-equiv="Content-Type" content="text/html;
charset=ISO-8859-1">
<br>
<br>
<div id="orc-email-signature" style="display: block; ">
<p style="margin: 0.7em 0px; padding: 0px; border: 0px; outline:
0px; vertical-align: baseline; "><span
style="-webkit-text-size-adjust: auto; background-color:
rgba(255, 255, 255, 0);">Dear Members of the Old Guard,</span></p>
<p style="margin: 0.7em 0px; padding: 0px; border: 0px; outline:
0px; vertical-align: baseline; "><span
style="-webkit-text-size-adjust: auto; background-color:
rgba(255, 255, 255, 0);">I appreciate the critical thoughts
that Dave puts forward in regards to the <em style="margin:
0px; padding: 0px; border: 0px; outline: 0px;
vertical-align: baseline; ">Engaging Students</em> ebook
project (though, it seems, not exclusively in regards that
project). However, as far as our project is concerned, there
is little that is new besides the technology. This project
seeks to leverage new technological possibilities to promote
the free exchange of ideas. We also seek submissions that,
in particular, center on undoing some of the negative
aspects of the factory model of education, in favor of an
older, more lab-, tutorial-, or apprenticeship-like
approach. As for the review process, we are simply making
use of tools like email, file sharing, and short essays to
expedite the review process, providing something a little
more like pre-publication department colloquia to those who
do not have such a luxury. Versions of this model has been
used effectively by multiple scholarly publications of late,
two of which were mentioned in the original call for
submissions. We are attempting to think critically about
both the old and the new, in order to find the combinations
of tools, techniques, materials, and publication models that
best suit our various pedagogical and professional settings.
These, I believe, are quite old ideas (and, where not
current, I hope will be the "next new thing").</span></p>
<p style="margin: 0.7em 0px; padding: 0px; border: 0px; outline:
0px; vertical-align: baseline; "><span
style="-webkit-text-size-adjust: auto; background-color:
rgba(255, 255, 255, 0);">With that in mind, let this
whippersnapper offer a few more specific responses to Dave’s
email.</span></p>
<p style="margin: 0.7em 0px; padding: 0px; border: 0px; outline:
0px; vertical-align: baseline; "><span
style="-webkit-text-size-adjust: auto; background-color:
rgba(255, 255, 255, 0);">First, this project in no way
subverts well considered thought processes. In fact, we hope
that this project will attract a large number of submissions
from those in teach-heavy positions that have many years of
experience and many kernels of wisdom to share. I can speak
from my experience of the last two years that a heavy
teaching load in a position where only teaching and service
count toward promotion can make it difficult to put out
substantial research papers on pedagogical topics.
Maintaining a blog is also a significant undertaking.
However, writing 1500 words during July for a project with a
wide distribution potential should be both feasible and, we
hope, attractive. Many of those who have been working for
years “in the trenches” in teaching colleges have myriad
well considered, time-tested ideas to share with the rest of
us. We hope that they will be attracted to this model of
publishing.</span></p>
<p style="margin: 0.7em 0px; padding: 0px; border: 0px; outline:
0px; vertical-align: baseline; "><span
style="-webkit-text-size-adjust: auto; background-color:
rgba(255, 255, 255, 0);">Second, let me point out that for
an idea to be time-tested, it needs to be put to the test.
The traditional model of publication is one way to vet
ideas. However, we believe that such vetting processes can
also be done collaborative and in the open. In fact, we have
seen that work in our own careers, as those of us who work
in relative isolation as theorists and instructors of theory
have shared ideas via blogs, social media, unconferences,
and even SMT-talk. The feedback received both from critics
and from others who have been following similar lines of
inquiry have helped us to better our approaches. In this
project, we will only publish essays that the reviewers find
to have merit. In some cases, that merit will be long
experience and successful vetting. In other cases, that
merit will be theoretical or hypothetical, and we will offer
the idea to the community for further critique and
exploration. Those ideas that prove their merit will
certainly last longer in public memory than a tweet. Those
that put forward a viable hypothesis but do not ultimately
prove meritorious may fade from memory, but we will be the
better for having considered it, tested it, and found it
wanting.</span></p>
<p style="margin: 0.7em 0px; padding: 0px; border: 0px; outline:
0px; vertical-align: baseline; "><span
style="-webkit-text-size-adjust: auto; background-color:
rgba(255, 255, 255, 0);">Lastly, there may be some confusion
as to what the inverted class is (which, I should make
clear, is not by any means the sole topic of <em
style="margin: 0px; padding: 0px; border: 0px; outline:
0px; vertical-align: baseline; ">Engaging Students</em>).
It is, in many ways, the antithesis of the online course.
Using the inverted-class model for several semesters now has
given me a much greater connection with my students, and a
deeper engagement with the music from both me and my
students. We posted a few <a moz-do-not-send="true"
href="http://flipcampmt.wordpress.com/inverted-class-resources/"
style="margin: 0px; padding: 0px; border: 0px; outline:
0px; font-style: inherit; vertical-align: baseline;
text-decoration: none; ">introductory resources</a> on the
inverted class on the FlipCamp Music Theory website
(including collaborative notes from the unconference in the
form of public Google docs) that may be worth considering,
and I have written a number of <a moz-do-not-send="true"
href="http://kris.shaffermusic.com/tags/inverted-classroom/"
style="margin: 0px; padding: 0px; border: 0px; outline:
0px; font-style: inherit; vertical-align: baseline;
text-decoration: none; ">blog posts </a>about it as well.
However, like most things, seeing it in action is the best
way to learn what the inverted class is all about. I highly
encourage anyone who is curious about the inverted-class
model to observe it in action, if possible. I, for one,
would be glad to have visitors, and I know many others would
as well. If no one in your department is “flipping” their
class, there is a good chance that someone in your
university is using some form of the model. (The
time-tested, “peer instruction” model, which has years of
research behind it, is quite popular in math and science
courses.)</span></p>
<p style="margin: 0.7em 0px; padding: 0px; border: 0px; outline:
0px; vertical-align: baseline; "><span
style="-webkit-text-size-adjust: auto; background-color:
rgba(255, 255, 255, 0);">Thank you for your consideration
and your desire to maintain high standards in our discipline
and the way we seek to pass it on to the next generation of
musicians. I believe we all share that desire.</span></p>
<p style="margin: 0.7em 0px; padding: 0px; border: 0px; outline:
0px; vertical-align: baseline; "><span
style="-webkit-text-size-adjust: auto; background-color:
rgba(255, 255, 255, 0);">In earnest (but with tongue firmly
in cheek),</span></p>
<p style="margin: 0.7em 0px; padding: 0px; border: 0px; outline:
0px; vertical-align: baseline; "><span
style="background-color: rgba(255, 255, 255, 0);
-webkit-text-size-adjust: auto; ">Kris Shaffer, on behalf of
the whippersnappers</span></p>
<div class="mailbox_signature"><br>
</div>
<div class="mailbox_signature">---</div>
<div class="mailbox_signature">Kris Shaffer, Ph.D.<br>
Instructor of Music Theory<br>
University of Colorado–Boulder<br>
kris.shaffermusic.com<br>
Twitter: @krisshaffer</div>
</div>
<br>
<span id="orc-full-body-initial-text" style="display: inline; ">On
Tue, Jul 2, 2013 at 8:03 AM, Dave Headlam <<a
moz-do-not-send="true"><href target="_blank">dheadlam@esm.rochester.edu</href>="mailto:dheadlam@esm.rochester.edu"></a>>
wrote:<br>
</span>
<blockquote class="gmail_quote">
<div class="moz-cite-prefix">Dear next new thing-ers:<br>
<br>
This all sounds cool -- but, in an obligatory old-guard reply
-- what's the rush? Do we want to create a music theory-based
TED world of sexy but not-road-tested (and in the case of most
TED lectures, hopelessly, romantically, pie-in-the-sky)
solutions that last as long as a Tweet? Tonal Theory in ten
Tweets? Check out <a moz-do-not-send="true"
class="moz-txt-link-freetext"
href="http://www.digitalculture.org/hacking-the-academy/conclusions/#conclusions-howard">http://www.digitalculture.org/hacking-the-academy/conclusions/#conclusions-howard</a>
for cautions ("meet the new boss . . . "), and also check into
Dilbert's attempts at working from home for more cautions on
flipping classes -- and that's before online Netflix!! (<a
moz-do-not-send="true" class="moz-txt-link-freetext"
href="http://search.dilbert.com/comic/Working%20From%20Home">http://search.dilbert.com/comic/Working%20From%20Home</a>).
I'm an ipad-toting technology geek, but there's something to
be said for a well-considered thought process. And don't
forget to check with your Provost on promotion requirements,
which may not include "change the world by Tuesday."<br>
<br>
Otherwise, godspeed!<br>
<br>
Dave Headlam<br>
<br>
<br>
On 7/1/13 3:54 PM, Kris Shaffer wrote:<br>
</div>
<blockquote cite="mid:1372708451038.41736263@Nodemailer"
type="cite">
<div>Dear Colleagues,</div>
<div>A new project has grown out of FlipCamp Music Theory, the
unconference on the inverted music theory class that took
place in Charleston last month. We are excited to solicit <span
style="-webkit-composition-fill-color: rgba(175, 192, 227,
0.230469); -webkit-composition-frame-color: rgba(77, 128,
180, 0.230469); ">short essays (approx. 1500 words) on the
subject of student-centered learning</span> for a
crowdsourced ebook, <i>Engaging Students: Essays in Music
Pedagogy</i>. Submissions are due <b>July 15, 2013</b>,
and we hope to publish the complete volume online by August,
in time for these essays to assist readers in their planning
for fall courses. <i>Engaging Students</i> will serve as an
open-access, web-based resource for those teaching
college-level classes in music.</div>
<div><br>
</div>
<div>
<div id="mb">We envision a new format for scholarly
communication based upon collaborative and swift peer
review. We take our inspiration from hack-a-thons, in
which creative solutions to a problem emerge from working
intensely together in a collaborative environment for a
limited time, as well as the crowdsourced ebook, <i>Hacking
the Academy</i>, and the open-access journal, <i>Hybrid
Pedagogy</i>. You will receive feedback on your
manuscript within a week of the submission deadline. The
revision process will consist of efficient online
interactions between you and the editorial group.</div>
<div id="mb"><br>
</div>
<div id="mb">We are looking to combine essays of both a
philosophical and practical nature on a wide range of
topics relevant to the teaching of music at the university
level. </div>
</div>
<div id="mb"><br>
</div>
<div id="mb">
<div id="mb">For more information on the project and
instructions on how to submit, please visit the complete
call for submissions on the FlipCamp Music Theory
website: <a moz-do-not-send="true"
href="http://flipcampmt.wordpress.com/2013/07/01/call-for-submissions-engaging-students-essays-in-music-pedagogy/">http://flipcampmt.wordpress.com/2013/07/01/call-for-submissions-engaging-students-essays-in-music-pedagogy/</a>.</div>
<div id="mb"><br>
</div>
<div id="mb">
<div id="mb">Thank you,</div>
<div id="mb"><br>
</div>
<div id="mb">the editorial committee:</div>
<div id="mb">Sean Atkinson, University of Texas–Arlington</div>
<div id="mb">Carla Colletti, Webster University</div>
<div id="mb">Philip Duker, University of Delaware</div>
<div id="mb">Gretchen Foley, University of
Nebraska–Lincoln</div>
<div id="mb">Anna Gawboy, Ohio State University</div>
<div id="mb">Stephen Gosden, University of North Florida</div>
<div id="mb">Bryn Hughes, University of Miami, coordinator</div>
<div id="mb">Enoch Jacobus, independent scholar, Berea,
Kentucky</div>
<div id="mb">Brian Moseley, Furman University</div>
<div id="mb">Meghan Naxer, University of Oregon</div>
<div id="mb">Deborah Rifkin, Ithaca College</div>
<div id="mb">Kris Shaffer, University of Colorado–Boulder,
coordinator</div>
</div>
</div>
<div class="mailbox_signature">Kris Shaffer, Ph.D.<br>
Instructor of Music Theory<br>
University of Colorado–Boulder<br>
kris.shaffermusic.com<br>
Twitter: @krisshaffer</div>
<br>
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<br>
<br>
<pre class="moz-signature" cols="72">--
Dave Headlam
Professor of Music Theory
Eastman School of Music
26 Gibbs St.
Rochester, NY 14604
<a moz-do-not-send="true" class="moz-txt-link-abbreviated" href="mailto:david.headlam@rochester.edu">david.headlam@rochester.edu</a>
<a moz-do-not-send="true" class="moz-txt-link-freetext" href="http://theory.esm.rochester.edu/dave_headlam">http://theory.esm.rochester.edu/dave_headlam</a></pre>
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</pre>
</blockquote>
<br>
<br>
<pre class="moz-signature" cols="72">--
Dave Headlam
Professor of Music Theory
Eastman School of Music
26 Gibbs St.
Rochester, NY 14604
<a class="moz-txt-link-abbreviated" href="mailto:david.headlam@rochester.edu">david.headlam@rochester.edu</a>
<a class="moz-txt-link-freetext" href="http://theory.esm.rochester.edu/dave_headlam">http://theory.esm.rochester.edu/dave_headlam</a></pre>
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