I don’t know how I missed this comment at the time, but it demands a reply.
Although it’s difficult for me to mentally organize such a reply, because I simultaneously believe all of the following:
You probably were learning “old rules of music followed by dead composers.”
That doesn’t constitute music theory.
Your teacher’s incompetence was likely not personal, but inherited from the discipline of “music theory” as a whole, which in my opinion has a far from satisfactory understanding of its own subject matter.
However, your objections to the class you took are not necessarily related to this criticism of mine; in particular, the fact that that doesn’t constitute music theory has nothing to do with whether certain composers happen to be dead or alive.
There was probably considerable value in the curriculum they were trying to teach you, both for what it really was (music history; familiarization with art music as a pursuit, distinct from popular music) and as an indirect, nonexplicit (and frankly inefficient) way of teaching music theory (its traditional purpose).
Hence your attitude is probably misguided, even though I wish you had been taught differently; in effect, you’re “right for the wrong reasons”.
Musical dictation, though it may have seemed to you like merely one particular topic on the syllabus, really is the shibboleth for demonstrating understanding of music theory.
You would not want examples from contemporary art music in your first introduction to musical dictation. The reason the examples were old is the same reason the examples in your math classes were old, rather than being drawn from contemporary journals.
What you were really complaining about, probably, was that none of the examples were popular. (I really, really hate when people equate “contemporary” with “popular”!)
However, as I mentioned above, it is among the purposes of such a course to familiarize the student with the pursuit of art music, as opposed to popular music (with which they are likely to be familiar already).
In any case, conventional wisdom to the contrary, there aren’t “separate magisteria” of music theory; the skill of musical dictation is what it is, and it doesn’t matter exactly where the examples were drawn from, so long as they are of the appropriate level of complexity for the student’s level. (Otherwise the theory being used is wrong.)
I’m sorry that the course didn’t communicate this to you, but there exists considerably more intellectual depth to the pursuit of music—in particular art music—than you are likely to have encountered just by living in the general culture, “spending time on Pandora”, and the like.
Please bear these points in mind—in particular, the existence of people like me, who regard the creation of art music as an academic pursuit comparable in sophistication to science or philosophy—when assessing the implications of your own experience in the domain of music.
What readings and activities would you recommend to someone interested in becoming able to compose music, as opposed to learning how to play any particular instrument?
Reading: An Introduction to Tonal Theory by Peter Westergaard.
Activity: Study scores. Copy them out by hand. (This is actually the traditional method of learning composition, believe it or not; it might be compared to tracing drawings in visual art). Make simplified versions (e.g. write out the “main line”, then “main two lines”, etc.). Make analyses of works as in Westergaard. And, above all: attempt to compose, and learn by trial and error.
I don’t know how I missed this comment at the time, but it demands a reply.
Although it’s difficult for me to mentally organize such a reply, because I simultaneously believe all of the following:
You probably were learning “old rules of music followed by dead composers.”
That doesn’t constitute music theory.
Your teacher’s incompetence was likely not personal, but inherited from the discipline of “music theory” as a whole, which in my opinion has a far from satisfactory understanding of its own subject matter.
However, your objections to the class you took are not necessarily related to this criticism of mine; in particular, the fact that that doesn’t constitute music theory has nothing to do with whether certain composers happen to be dead or alive.
There was probably considerable value in the curriculum they were trying to teach you, both for what it really was (music history; familiarization with art music as a pursuit, distinct from popular music) and as an indirect, nonexplicit (and frankly inefficient) way of teaching music theory (its traditional purpose).
Hence your attitude is probably misguided, even though I wish you had been taught differently; in effect, you’re “right for the wrong reasons”.
Musical dictation, though it may have seemed to you like merely one particular topic on the syllabus, really is the shibboleth for demonstrating understanding of music theory.
You would not want examples from contemporary art music in your first introduction to musical dictation. The reason the examples were old is the same reason the examples in your math classes were old, rather than being drawn from contemporary journals.
What you were really complaining about, probably, was that none of the examples were popular. (I really, really hate when people equate “contemporary” with “popular”!)
However, as I mentioned above, it is among the purposes of such a course to familiarize the student with the pursuit of art music, as opposed to popular music (with which they are likely to be familiar already).
In any case, conventional wisdom to the contrary, there aren’t “separate magisteria” of music theory; the skill of musical dictation is what it is, and it doesn’t matter exactly where the examples were drawn from, so long as they are of the appropriate level of complexity for the student’s level. (Otherwise the theory being used is wrong.)
I’m sorry that the course didn’t communicate this to you, but there exists considerably more intellectual depth to the pursuit of music—in particular art music—than you are likely to have encountered just by living in the general culture, “spending time on Pandora”, and the like.
Please bear these points in mind—in particular, the existence of people like me, who regard the creation of art music as an academic pursuit comparable in sophistication to science or philosophy—when assessing the implications of your own experience in the domain of music.
What readings and activities would you recommend to someone interested in becoming able to compose music, as opposed to learning how to play any particular instrument?
Reading: An Introduction to Tonal Theory by Peter Westergaard.
Activity: Study scores. Copy them out by hand. (This is actually the traditional method of learning composition, believe it or not; it might be compared to tracing drawings in visual art). Make simplified versions (e.g. write out the “main line”, then “main two lines”, etc.). Make analyses of works as in Westergaard. And, above all: attempt to compose, and learn by trial and error.
Feel free to inquire further.
Thanks!