{"id":8940,"date":"2020-06-25T23:36:10","date_gmt":"2020-06-26T04:36:10","guid":{"rendered":"https:\/\/wp.stolaf.edu\/cila\/?page_id=8940"},"modified":"2023-06-07T08:13:04","modified_gmt":"2023-06-07T13:13:04","slug":"upper-level-theory","status":"publish","type":"page","link":"https:\/\/wp.stolaf.edu\/cila\/upper-level-theory\/","title":{"rendered":"Upper Level Theory"},"content":{"rendered":"<div data-modular-content-collection><h3>This example demonstrates different models of course delivery for both synchronous and asynchronous instruction.<\/h3>\n\n\n<!-- begin-migrated-from-panel-builder -->\t\t\t<div\n\t\t\tclass=\"is-style-default site-section site-panel__accordion panel panel-accordion site-section__bg--default\"\n\t\t\tdata-depth=\"\"\n\t\t\tdata-js-panel=\"accordion\"\n\t\t>\n\t\n\t\t\t<div class=\"is-style-default site-section__inner l-wrapper \">\n\t\n\t\n\t\t\n\t\n\t\n\t<div class=\"is-style-default site-grid site-grid__wrapper\">\n\n\t\t<div class=\"is-style-default site-grid__col\">\n\t\t\t\n<figure class=\"is-style-default c-caption\">\n\n\t\n\n\t\t\t<figcaption class=\"is-style-default t-content\" data-name=\"content\" data-index=\"0\" data-autop=\"true\" data-livetext>\n\t\t\t<h3><strong>Course type<\/strong><\/h3>\n<p>Music Theory\/Aural Skills<\/p>\n<h3><strong>Examples<\/strong><\/h3>\n<p><span style=\"font-weight: 400;\">Music 214: Post-tonal Musicianship<\/span><\/p>\n<h3><strong>Class size<\/strong><\/h3>\n<p>\u224820, multiple sections<\/p>\n<h3><strong>Room capacity<\/strong><\/h3>\n<p><span style=\"font-weight: 400;\">CHM 232 = 27 seats (while socially distancing = 10?)<\/span><\/p>\n<h3><strong>Asynchronous<\/strong><\/h3>\n<p>Model 1: Written theory &amp; analysis, delivered via recorded lectures<br \/>\nModel 2: Aural skills, delivered via recorded demonstration of skills &amp; concepts<\/p>\n<h3><strong>Synchronous<\/strong><\/h3>\n<p>Model 1: In-class aural skills, singing together to acquire skills &amp; concepts in real time<br \/>\nModel 2: In-class written theory &amp; analysis via activities &amp; brief lectures\/demonstrations<\/p>\n<h3><strong>Assessments<\/strong><\/h3>\n<p>6, total exams. One every two weeks for most of the semester.<\/p>\n<h3><strong>Assignments<\/strong><\/h3>\n<p>Written theory homework due periodically, aural skills homework also due periodically. All work done by hand, but scanned and submitted electronically.<\/p>\n<h3><strong>Individual Appointments<\/strong><\/h3>\n<p><span style=\"font-weight: 400;\">2 or 3 times per semester, students demonstrate aural skills by recording a performance and submitting the recording electronically.<\/span><\/p>\n<h3><strong>Compositions<\/strong><\/h3>\n<p><span style=\"font-weight: 400;\">3, total. Students electronically submit original compositions at the end of each unit.<\/span><\/p>\n\n\t\t<\/figcaption>\n\t\n<\/figure>\n\n\t\t<\/div>\n\t\t<div class=\"is-style-default site-grid__col\">\n\t\t\t<div class=\"is-style-default accordion site-panel__accordion-items\" data-depth=\"0\" data-name=\"accordions\" data-livetext role=\"tablist\" aria-multiselectable=\"true\" data-js=\"accordion\">\n            <article  class=\"is-style-default accordion__row site-panel__accordion-item \" role=\"tab\" aria-selected=\"false\" id=\"accordion-69d7dcfe31144-header-0\" aria-controls=\"accordion-69d7dcfe31144-content-0\">\n        \t\t<button\n\t\t\t\t\taria-expanded=\"false\"\n\t\t\t\t\tclass=\"is-style-default accordion__header site-panel__accordion-title clearfix\"\n\t\t\t\t\tdata-depth=\"0\"\n\t\t\t\t\tdata-index=\"0\"\n\t\t\t\t\tdata-name=\"title\"\n\t\t\t\t\tdata-livetext\n        \t\t>\n\t\t\t\t\t                    <span class=\"is-style-default accordion__header-inner\">\n\t\t\t\t\t\tTechnology\t\t\t\t\t<\/span>\n                <\/button>\n                <div\n\t\t\t\t\taria-labelledby=\"accordion-69d7dcfe31144-header-0\"\n\t\t\t\t\t class=\"is-style-default accordion__content site-panel__accordion-content context-content t-content \"\t\t\t\t\tid=\"accordion-69d7dcfe31144-content-0\"\n\t\t\t\t\trole=\"tabpanel\"\n\t\t\t\t\tdata-depth=\"0\"\n\t\t\t\t\tdata-index=\"0\"\n\t\t\t\t\tdata-autop=\"true\"\n\t\t\t\t\tdata-name=\"accordion_content\"\n\t\t\t\t\tdata-livetext\n                >\n\t\t\t\t\t                    <div class=\"is-style-default accordion__content-inner context-content\">\n\t\t\t\t\t\t<ul>\n<li>Moodle<\/li>\n<li>Zoom\/Google Meet<\/li>\n<li>Panopto<\/li>\n<li>Google Drive folders<\/li>\n<li>Personal devices for scanning and uploading hand-written work<\/li>\n<li>Music notation software (e.g., MuseScore, Sibelius, Finale, etc.)<\/li>\n<li>Optional: Presentation software (e.g., Google Slides, PowerPoint, Keynote, etc.)<\/li>\n<\/ul>\n                    <\/div>\n                <\/div>\n            <\/article>\n\n\t\t\t\n            <article  class=\"is-style-default accordion__row site-panel__accordion-item \" role=\"tab\" aria-selected=\"false\" id=\"accordion-69d7dcfe31144-header-1\" aria-controls=\"accordion-69d7dcfe31144-content-1\">\n        \t\t<button\n\t\t\t\t\taria-expanded=\"false\"\n\t\t\t\t\tclass=\"is-style-default accordion__header site-panel__accordion-title clearfix\"\n\t\t\t\t\tdata-depth=\"0\"\n\t\t\t\t\tdata-index=\"1\"\n\t\t\t\t\tdata-name=\"title\"\n\t\t\t\t\tdata-livetext\n        \t\t>\n\t\t\t\t\t                    <span class=\"is-style-default accordion__header-inner\">\n\t\t\t\t\t\tCourse Details\t\t\t\t\t<\/span>\n                <\/button>\n                <div\n\t\t\t\t\taria-labelledby=\"accordion-69d7dcfe31144-header-1\"\n\t\t\t\t\t class=\"is-style-default accordion__content site-panel__accordion-content context-content t-content \"\t\t\t\t\tid=\"accordion-69d7dcfe31144-content-1\"\n\t\t\t\t\trole=\"tabpanel\"\n\t\t\t\t\tdata-depth=\"0\"\n\t\t\t\t\tdata-index=\"1\"\n\t\t\t\t\tdata-autop=\"true\"\n\t\t\t\t\tdata-name=\"accordion_content\"\n\t\t\t\t\tdata-livetext\n                >\n\t\t\t\t\t                    <div class=\"is-style-default accordion__content-inner context-content\">\n\t\t\t\t\t\t<p><span style=\"font-weight: 400;\">Because this course is actually a fusion of what used to be two separate courses, the first two models simply deliver one half of the course in person and one half of the course online.<\/span><\/p>\n<p><span style=\"font-weight: 400;\"><strong>Model 1<\/strong>: In this model the course gives priority to aural skills, making certain that precious in-class time is spent developing the skill of singing accurately with regard to pitch, rhythm, and solmization, and that of accurately notating rhythms, melodies, and harmonic progressions performed in class. Conversely, this model puts pressure on faculty to create high quality videos on written theory skills and analysis concepts. Students would be responsible for watching those videos and applying the written skills &amp; concepts in homework assignments and compositions.<\/span><\/p>\n<p><span style=\"font-weight: 400;\"><strong>Model 2<\/strong>: This is simply the reverse of Model 1, with in-class time being devoted to written skills and guided music analysis, and aural skills delivered via recorded demonstrations.<\/span><\/p>\n<p><span style=\"font-weight: 400;\">This separation of the course into two halves, each delivered differently, is a somewhat idealistic approach that would be helpful for instructors, allowing instructors to develop and implement concrete pedagogical goals and standards. For example, if aural skills are delivered online, instructors would press for a competency standard, in which students are simply expected to meet benchmark performance standards that are expressed in clearly written rubrics. Students would work toward being able to demonstrate measurable skills or goals, such as the ability to sing all six permutations of set-class 014 at a given pitch level (an actual skill that is developed in Music 214). Similarly, written skills could also be assessed using detailed rubrics and with measurable skills in mind. One such skill might be to find the normal order, prime form, and interval vector for a given five-note set (again, an actual skill developed in Music 214).<\/span><\/p>\n<p><span style=\"font-weight: 400;\"><strong>Model 3<\/strong>: Class periods proceed exactly as they did during the days of 100% live and in-person teaching, with a portion of every class period being devoted to aural skills and the rest of the class devoted to written skills. In this model half of the class attends on one day and the other half attends the next day, alternating like this throughout the semester. This model also requires instructors to record the entire class period using Panopto, further requiring that instructors use computers in class (and <\/span><i><span style=\"font-weight: 400;\">not<\/span><\/i><span style=\"font-weight: 400;\"> the document camera) to present visual aids (scores, graphs, etc.). In considering this option, an external microphone would be necessary, since the mic in a laptop really isn\u2019t up to the task of faithfully capturing all of the voices in the room equally (i.e., both instructor comments and student questions).<\/span><\/p>\n                    <\/div>\n                <\/div>\n            <\/article>\n\n\t\t\t\n            <article  class=\"is-style-default accordion__row site-panel__accordion-item \" role=\"tab\" aria-selected=\"false\" id=\"accordion-69d7dcfe31144-header-2\" aria-controls=\"accordion-69d7dcfe31144-content-2\">\n        \t\t<button\n\t\t\t\t\taria-expanded=\"false\"\n\t\t\t\t\tclass=\"is-style-default accordion__header site-panel__accordion-title clearfix\"\n\t\t\t\t\tdata-depth=\"0\"\n\t\t\t\t\tdata-index=\"2\"\n\t\t\t\t\tdata-name=\"title\"\n\t\t\t\t\tdata-livetext\n        \t\t>\n\t\t\t\t\t                    <span class=\"is-style-default accordion__header-inner\">\n\t\t\t\t\t\tVariants\t\t\t\t\t<\/span>\n                <\/button>\n                <div\n\t\t\t\t\taria-labelledby=\"accordion-69d7dcfe31144-header-2\"\n\t\t\t\t\t class=\"is-style-default accordion__content site-panel__accordion-content context-content t-content \"\t\t\t\t\tid=\"accordion-69d7dcfe31144-content-2\"\n\t\t\t\t\trole=\"tabpanel\"\n\t\t\t\t\tdata-depth=\"0\"\n\t\t\t\t\tdata-index=\"2\"\n\t\t\t\t\tdata-autop=\"true\"\n\t\t\t\t\tdata-name=\"accordion_content\"\n\t\t\t\t\tdata-livetext\n                >\n\t\t\t\t\t                    <div class=\"is-style-default accordion__content-inner context-content\">\n\t\t\t\t\t\t<p>The entire class could be switched over to 100% remote instruction, if necessary. Models 1 and 2 are particularly well suited to a mid-semester switch, given that half of the class is already being delivered online.<\/p>\n                    <\/div>\n                <\/div>\n            <\/article>\n\n\t\t\t\n            <article  class=\"is-style-default accordion__row site-panel__accordion-item \" role=\"tab\" aria-selected=\"false\" id=\"accordion-69d7dcfe31144-header-3\" aria-controls=\"accordion-69d7dcfe31144-content-3\">\n        \t\t<button\n\t\t\t\t\taria-expanded=\"false\"\n\t\t\t\t\tclass=\"is-style-default accordion__header site-panel__accordion-title clearfix\"\n\t\t\t\t\tdata-depth=\"0\"\n\t\t\t\t\tdata-index=\"3\"\n\t\t\t\t\tdata-name=\"title\"\n\t\t\t\t\tdata-livetext\n        \t\t>\n\t\t\t\t\t                    <span class=\"is-style-default accordion__header-inner\">\n\t\t\t\t\t\tAdvantages\t\t\t\t\t<\/span>\n                <\/button>\n                <div\n\t\t\t\t\taria-labelledby=\"accordion-69d7dcfe31144-header-3\"\n\t\t\t\t\t class=\"is-style-default accordion__content site-panel__accordion-content context-content t-content \"\t\t\t\t\tid=\"accordion-69d7dcfe31144-content-3\"\n\t\t\t\t\trole=\"tabpanel\"\n\t\t\t\t\tdata-depth=\"0\"\n\t\t\t\t\tdata-index=\"3\"\n\t\t\t\t\tdata-autop=\"true\"\n\t\t\t\t\tdata-name=\"accordion_content\"\n\t\t\t\t\tdata-livetext\n                >\n\t\t\t\t\t                    <div class=\"is-style-default accordion__content-inner context-content\">\n\t\t\t\t\t\t<ul>\n<li>As noted above, Models 1 and 2 are particularly flexible.<\/li>\n<\/ul>\n                    <\/div>\n                <\/div>\n            <\/article>\n\n\t\t\t\n            <article  class=\"is-style-default accordion__row site-panel__accordion-item \" role=\"tab\" aria-selected=\"false\" id=\"accordion-69d7dcfe31144-header-4\" aria-controls=\"accordion-69d7dcfe31144-content-4\">\n        \t\t<button\n\t\t\t\t\taria-expanded=\"false\"\n\t\t\t\t\tclass=\"is-style-default accordion__header site-panel__accordion-title clearfix\"\n\t\t\t\t\tdata-depth=\"0\"\n\t\t\t\t\tdata-index=\"4\"\n\t\t\t\t\tdata-name=\"title\"\n\t\t\t\t\tdata-livetext\n        \t\t>\n\t\t\t\t\t                    <span class=\"is-style-default accordion__header-inner\">\n\t\t\t\t\t\tDisadvantages\/Challenges\t\t\t\t\t<\/span>\n                <\/button>\n                <div\n\t\t\t\t\taria-labelledby=\"accordion-69d7dcfe31144-header-4\"\n\t\t\t\t\t class=\"is-style-default accordion__content site-panel__accordion-content context-content t-content \"\t\t\t\t\tid=\"accordion-69d7dcfe31144-content-4\"\n\t\t\t\t\trole=\"tabpanel\"\n\t\t\t\t\tdata-depth=\"0\"\n\t\t\t\t\tdata-index=\"4\"\n\t\t\t\t\tdata-autop=\"true\"\n\t\t\t\t\tdata-name=\"accordion_content\"\n\t\t\t\t\tdata-livetext\n                >\n\t\t\t\t\t                    <div class=\"is-style-default accordion__content-inner context-content\">\n\t\t\t\t\t\t<ul>\n<li>All three of the models proposed above lose the flexible, in-the-moment teaching that can be crucial when working with musicians.<\/li>\n<li>Course standards would have to be adjusted.<\/li>\n<li>Loss of a chalkboard with staff lines and the need to find a digital alternative and the requisite hardware<\/li>\n<\/ul>\n                    <\/div>\n                <\/div>\n            <\/article>\n\n\t\t\t\n            <article  class=\"is-style-default accordion__row site-panel__accordion-item \" role=\"tab\" aria-selected=\"false\" id=\"accordion-69d7dcfe31144-header-5\" aria-controls=\"accordion-69d7dcfe31144-content-5\">\n        \t\t<button\n\t\t\t\t\taria-expanded=\"false\"\n\t\t\t\t\tclass=\"is-style-default accordion__header site-panel__accordion-title clearfix\"\n\t\t\t\t\tdata-depth=\"0\"\n\t\t\t\t\tdata-index=\"5\"\n\t\t\t\t\tdata-name=\"title\"\n\t\t\t\t\tdata-livetext\n        \t\t>\n\t\t\t\t\t                    <span class=\"is-style-default accordion__header-inner\">\n\t\t\t\t\t\tOther\t\t\t\t\t<\/span>\n                <\/button>\n                <div\n\t\t\t\t\taria-labelledby=\"accordion-69d7dcfe31144-header-5\"\n\t\t\t\t\t class=\"is-style-default accordion__content site-panel__accordion-content context-content t-content \"\t\t\t\t\tid=\"accordion-69d7dcfe31144-content-5\"\n\t\t\t\t\trole=\"tabpanel\"\n\t\t\t\t\tdata-depth=\"0\"\n\t\t\t\t\tdata-index=\"5\"\n\t\t\t\t\tdata-autop=\"true\"\n\t\t\t\t\tdata-name=\"accordion_content\"\n\t\t\t\t\tdata-livetext\n                >\n\t\t\t\t\t                    <div class=\"is-style-default accordion__content-inner context-content\">\n\t\t\t\t\t\t<ul>\n<li>It has been standard practice for theory\/aural skills courses to employ students (through the work\/study program) to serve as Classroom Assistants. They help with the proctoring of exams, with the grading of assignments, and often lead (optional) after-hours review sessions. It is not clear how this aspect of the normal experience could be replicated.<\/li>\n<\/ul>\n                    <\/div>\n                <\/div>\n            <\/article>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\n\t<\/div>\n\n\n\t\t\t\t\n\t\t\t<\/div>\n\t\n\t\t\t<\/div>\n\t\n\t\t\t<div\n\t\t\tclass=\"site-section site-panel__micronavbutton panel panel-micronavbutton site-section__bg--default\"\n\t\t\tdata-depth=\"\"\n\t\t\tdata-js-panel=\"micronavbutton\"\n\t\t>\n\t\n\t    <div class=\"site-section__inner site-section__inner--top-padding-none site-section__inner--bottom-padding-none micronavbutton\">\n\n\t\t\n\t\n\t<div class=\"site-grid site-grid__no-gutters\"\n\t     data-depth=\"0\"\n\t     data-name=\"buttons\"\n\t     data-livetext\n\t>\n\n\t\t\t\t\t<div class=\"site-grid__col\">\n\t\t\t\t<a class=\"site-panel__micronavbtn-btn u-bc-purple\"\n\t\t\t\t   \thref=\"https:\/\/wp.stolaf.edu\/cila\/hybrid-models\/\"\n\t\t\t\t   \ttarget=\"\"\n\t\t\t\t>\n\t\t\t\t\t<span class=\"site-panel__micronavbtn-btn-label\">Back to Hybrid Models<\/span>\n\n\t\t\t\t\t<span class=\"site-panel__micronavbtn-btn-desc\">\n\t\t\t\t\t\t\n\t\t\t\t\t<\/span>\n\t\t\t\t<\/a>\n\t\t\t<\/div> <!-- .site-grid__col -->\n\t\t\n\t<\/div> <!-- .site-grid -->\n\n\n\t\t\t\t\n\t\t<\/div>\n\n\t\t\t<\/div>\n\t\n<!-- end-migrated-from-panel-builder --><\/div>","protected":false},"excerpt":{"rendered":"<p>This example demonstrates different models of course delivery for both synchronous and asynchronous instruction.<\/p>\n","protected":false},"author":323,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-8940","page","type-page","status-publish","hentry"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/pages\/8940","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/users\/323"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/comments?post=8940"}],"version-history":[{"count":3,"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/pages\/8940\/revisions"}],"predecessor-version":[{"id":10253,"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/pages\/8940\/revisions\/10253"}],"wp:attachment":[{"href":"https:\/\/wp.stolaf.edu\/cila\/wp-json\/wp\/v2\/media?parent=8940"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}