Cultivating Communities of Practice: A Guide to Managing Knowledge

The Orchestral Revolution explores the changing listening culture of the eighteenth and early nineteenth centuries. Delving into Enlightenment philosophy, the nature of instruments, compositional practices and reception history, this book describes the birth of a new form of attention to sonority and uncovers the intimate relationship between the development of modern musical aesthetics and the emergence of orchestration. By focusing upon Joseph Haydn's innovative strategies of orchestration and tracing their reception and influence, Emily Dolan shows that the consolidation of the modern orchestra radically altered how people listened to and thought about the expressive capacity of instruments. The orchestra transformed from a mere gathering of instruments into an ideal community full of diverse, nuanced and expressive characters. In addressing this key moment in the history of music, Dolan demonstrates the importance of the materiality of sound in the formation of the modern musical artwork.

The Orchestral Revolution: Haydn and the Technologies of Timbre

http://ecommons.cornell.edu/bitstream/1813/30747/1/zc39.pdf

The Virtuoso Under Subjection: How German Idealism Shaped The Critical Reception Of Instrumental Virtuosity In Europe, C. 1815X131850

Articles discussing and analysing student peer-review activities proliferate the educational literature, typically describing one or more class exercises where students provide feedback on each other’s work. These papers usually focus on a peer-review activity designed as a scholarly study, and make conclusions about its success or otherwise. There is not one standard model for ‘peer-review’, and information on the many different assessment designs used is distributed over an increasing number of publications and websites. This paper provides a meta-review of peer-review activities as they are implemented in practice, using configuration data from over a thousand assignments conducted using an online peer-review system during an eight-year period. We present data on the wide variety of assignment designs and the parameters that comprise them, their rubrics, and comparisons between subject areas. Information on the norms and range of all decisions to be made will encourage instructors (both new to ...

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Peer-Review in Practice: Eight Years of Aropä.

How is it that serious games are actually persuasive? Ian Bogost's work on serious or persuasive games provides essential philosophical foundations for the genre though, as the article demonstrates, sufficient detail of argument is lacking. Bogost uses the model of classical rhetoric to demonstrate that games can make arguments through "procedural rhetoric," which he exemplifies with games like Molleindustria's McDonald's Videogame, a title that can best be identified as parody. However, such games, while attempting to make persuasive arguments, lack classical requisites for persuasion, leaving room for further critical inquiry and development of understanding of how serious games work. To be considered persuasive, serious games should additionally demonstrate the components of ethos, which include: phronesis practical knowledge, factual basis, arete integrity, virtue, and eunoia goodwill, concern for the hearer. It is insufficient for serious games to have procedural rhetoric without taking account of procedural ethos. Analyses of the McDonald's game and the ReDistricting Game are conducted for an initial verification of this proposal. This description of how serious games can be persuasive can provide additional conceptual tools to game developers, instructional designers, and educational scholars attempting to leverage serious games for intentional, productive, and predictable learning.

Procedural Ethos: Confirming the Persuasive in Serious Games

As two lecturers from quite different disciplines—Population Health and Musicology—we faced a common instructional challenge: how to improve the standard of student writing in our first-year courses for nonmajors, and thus to invite our students into the discourses of our disciplines. We collaborated in the design of a sequence of online writing assignments for our separate courses, which would address this question. We were inspired by the high-level digital literacy skills of our students, which we sought to use in similar ways to improve the students’ other literacy skills, especially disciplinespecific writing skills. Drawing on educational design research methodology, we took into account our own experiences with e-learning in our previous courses and the latest literature on e-learning and literacy development. The outcomes of our research are guidelines for teachers of writing across undergraduate disciplines, and reflections on how best to mobilize students’ digital literacy skills to educational ends.

/pdf/using-undergraduates-digital-literacy-skills-to-improve-44bsrv5r66.pdf

Using Undergraduates’ Digital Literacy Skills to Improve their Discipline-Specific Writing: A Dialogue

The reception of Haydn's early string quartets is chequered Professional performers tend to avoid the quartets before Op 20 (1772) In scholarship, essential features of 'Classical' string quartets are typically thought to be in place at the earliest with Op 20, but more usually with Op 33 This essay contributes to a critique of these assumptions, and offers an alternative view of the earlier works The slow movements in particular, with their solo 'arias' for first violin, have been considered especially problematic From a historical perspective, however, these movements can be understood to exemplify a fundamentally new mode of expression that was extolled by mideighteenth century theorists: that of the tableau This concept was discussed, for example, by Jean-Jacques Rousseau and Denis Diderot, and was brought to the stages of Vienna and Eszterhaza in the ballets of Jean-Georges Noverre and the operas of Gluck and Haydn, among others As sonic tableaux, or instrumental 'arias', movements from Haydn's early string quartets epitomize a dramatic mode that was of fundamental importance to music of the Classical era

Instrumental Arias or Sonic Tableaux: ‘Voice’ in Haydn's String Quartets Opp. 9 and 17

This article describes online group assignment sequences that were carried out in a large undergraduate music course, “Turning Points in Western Music.” These assignment sequences were developed to build on students’ high levels of digital literacy, using their enthusiasm and skill in online interactions in order to promote their writing skills. The assignment sequences involved online student-student discussions assisted by e-moderators, and sequenced online writing tasks based on existing best practice models in online learning. The benefits of this practice, from both the student and teacher perspective, are discussed, and some guidelines as well as suggested further developments are provided.

http://www.ams-net.org/ojs/index.php/jmhp/article/download/31/59

Nancy November

Papers

Using Undergraduates’ Digital Literacy Skills to Improve their Discipline-Specific Writing: A Dialogue

Instrumental Arias or Sonic Tableaux: ‘Voice’ in Haydn's String Quartets Opp. 9 and 17

Literacy Loops and Online Groups: Promoting Writing Skills in Large Undergraduate Music Classes

Pathways to the Past: Effective Pedagogies for Maori and Pasifika Students in the Historical Disciplines.

Integrating Online Group Work into First-Year Music Studies in New Zealand: ‘This IS a University'