The readings for today were significantly “better” – in the sense that I appreciate this conversation on the integration/modality of sound/music in composition classrooms and the comparison of the processes of product creation. I wonder, though, why there wasn’t more conversation on music varieties/genres (in Rickert & Salvo’s piece), more about collaboration, and a little more discussion on this idea of feedback in music and how that relates to feedback in composition. Nonetheless, here are my thoughts:
- I’ve never not considered music in the classroom, music in composition, music in language. Perhaps that has much to do with my upbringing: speaking two languages at home and “hearing” how they sound different – different rhythms and tones, and playing instruments singing. Writing/playing music are cousins, if not twins, in my eyes.
- I’m very intrigued by this idea of feedback in music and how that relates to the composition classroom: turning something that was once perceived as “noise” into a value that can add to the overall process. I wonder if our efforts in providing feedback to our students could be aided by looking into this model a bit more.
- Nothing about music is individualized: there is always some form of collaboration, or cooperation if nothing else, that is at play. I wonder how this perspective could inform our writing pedagogy. How can we scaffold more collaborative work into the classroom?