What if it had been different 02
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Transcript of What if it had been different 02
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C H R I S T O P H E R J S M I T HV E R N AC U L A R M U S I C C E N T E R
T E X A S T E C H U N I V E R S I T Y
“WHAT IF IT HAD BEEN DIFFERENT?”: ROLE-PLAYING GAMES AS PRACTICE-BASED TEACHING AND
RESEARCH
Christopher J SmithProfessor & Chair of Musicology
Director, Vernacular Music CenterTTU Teaching Academy
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INTRODUCTION
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pattern recognition
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pattern recognition
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practice-based research
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processes(not objects)
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processes(not objects)
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processes(not objects)
not facts but tools
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patterns in knowledge creation
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patterns in knowledge creation
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demonstration, imitation, critique
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problem-based learning
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critical perspectives within cultural contexts
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“moments”
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modeling “contingent thinking”
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modeling “contingent thinking”
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“Musicologists’ Creed” a/k/a #MCreed2016
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“Musicologists’ Creed” a/k/a #MCreed2016
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“Musicologists’ Creed” a/k/a #MCreed2016
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“Isms”
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Parsifal (1880)
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Le Sacre du printemps (1913)
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ludography
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ludography
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always-online
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Query?
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new and “post”-literacies
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new and “post”-literacies
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older competencies
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clientele
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clientele
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clientele
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MUHL3303 “Music as Cultural History: The Modern Period”
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MUHL3303 “Music as Cultural History: The Modern Period”
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MUHL3303 “Music as Cultural History: The Modern Period”
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MUHL3303 “Music as Cultural History: The Modern Period”
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content contextThe “Tristan chord”
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content context
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SHMRG“5 Questions”
SoundHarmony
MelodyRhythmGrowth
“Who’s playing?”“Who’s listening?”“Who’s paying?”“How does it work?”“What does it do?”
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WI vs CI
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WI vs CI
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Practice-based research a/k/a/ Arts-practice research
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Engaging the clientele’s platforms
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Balancing “new skills” versus “meet them where they are”
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Critical reading, writing, thinking, speaking, and listening
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modeling behavior
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modeling investigative processes
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patterns & hypotheses
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incrementalizing investigative processes
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incrementalizing investigative processes
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incrementalizing investigative processes
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incrementalizing investigative processes
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incrementalizing investigative processes
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incrementalizing investigative processes
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incrementalizing investigative processes
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alternate history as teaching tool:contingent analysis and “Devised” creativity
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“Gaming history”
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contingency vs inevitability
“great composers”“great men”
“great art”“the great works”
“works that have stood the test of time”
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resisting canons
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flipping classroom processes
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pitfalls of team-based work
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trial & error
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Spring 2015: details
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Spring 2015: hurdles
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Spring 2015: closing loopholes
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Spring 2015: closing assessmentThe Ancient Overlords
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Spring 2015: reflections
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Spring 2016: iteration
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Spring 2016: reconfiguring
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Minds on Fire
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Reacting to the Past
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refocus: watershed events uniting content, context, & individuals
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“moments”
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The 3-part “Long Twentieth Century”
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“moments”
“The Long 20th Century: c1857-c1980”
1857: Prelude to Tristian & Iso
lde
1980: Reich Tehillim
Part I: 1857-1914 Part II: 1917-39 Part III: 1945-80
MUHL3303 “Music of the Long Twentieth Century: 3 sections, 3 exams”
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Inhabiting characters
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“three premieres”
“The Long 20th Century: c1857-c1980”
1857: Prelude to Tristian & Iso
lde
1980: Reich Tehillim
Part I: 1857-1914 Part II: 1917-39 Part III: 1945-80
MCreed “Module I w
atershed”: 1876 Bayreuth Fest
MCreed “Module II w
atershed”: 1920 Pulcin
ella
MCreed “Module III w
atershed”: 1951 Ives 2
nd Symphony
MUHL3303 “Music of the Long Twentieth Century: 3 sections, 3 exams”
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staging the watershed event
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Spring 2016: closing assessmentThe Return of the Ancient Overlords
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very preliminary observations and insights
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reiterate: use platforms they know:“flip” their presumptions
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seek dynamic energy
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Takeaway:“Seeing history as an act of imagination, rather than of memorization”