Why We Don’t See Music Majors in the

Writing CenterWriting 300 Conference

Spring 2012Zoe Kumagai

Overview

Issues

Possible Solutions

Short report on Writing in Music

What’s the matter?

Interdisciplinary knowledge

“To learn what is good writing within a discipline seems to require knowledge of that discipline; to learn what is good writing across the disciplines may have to begin within each of those disciplines.” –from Knowin’ nothin’ about history: The challenge of tutoring in a multi-disciplinary writing lab by Howard Tinberg and Greg Cupples

“The Short Guide Series” edited by Sylvan Barnet and Marcia Stubbs

About: Art, Biology, Chemistry, Film, History, Literature, Music, Science, Social Sciences

Different Learning Styles

Non-directive approach a turn off?Shamoon and Burns’s- Master-Class: Directive

Studio lesson: Non directive

Solution: a combination of Non-directive and directive

“Gerk’s Guide to Getting Good Grades”

Keep in mind the big ideas

Pre-existing Attitudes

IssuesThe “should-be-shedding” mentalityThe “need-to-write-to-graduate” mentality“Music has no subject beyond the combinations of notes we hear, for music speaks not only by means of sounds, it speaks nothing but sound.” — Eduard Hanslick

SolutionsMake appearances at individual schools freshman orientationin-class workshopsVolunteer-run WC within the SMTD

Low Expectations

Contradictory writing standard held by the School of Music

Universal writing requirement

Low credits for Musicology

SolutionsMake music majors write more

Practice incorporate analysis into writing

Listening journals

Establish a relationship between individual schools and the Writing Center

A Short Report on Writing about Music

Writing is important in studying music

Typical collegiate writing assignmentsReaction to a concert or cd

Compare and Contrast

Examples of issuesUniversity of Iowa handout

In Conclusion

Addressing these issues could bring about increased attendance in writing centers and give purpose to music majors as writers.