Using Great Courses When No Questions are in Guidebook

[historymatters]

I want to use How to Listen to and  Understand Great Music, but the guidebook has no questions to assist me in this endeavor. I'd appreciate any ideas from those who used the GC lectures when there weren't questions available. 

 

My first thoughts on how to implement:

 

-He reads the scope of the course and each chapter in the guidebook (GB) either prior to or after the lecture.

-Takes notes on pertinent infos, like terminology and composers (this is hard to accomplish, as he doesn't like taking notes :cursing: )

-Discussion

 

I don't know what else.  :confused1:  Suggestions? 

 

Thanks.

Edited December 2, 2017 by historymatters

[EKS]

In general I think that just making work for the sake of output is not going to result in a meaningful experience for the student. That said, discussion is always a good thing. 

 

I am not familiar with the course, but it looks like it is arranged chronologically.  How about every few weeks have your student pick a particular composer or type of music to research that has been discussed in the previous weeks and prepare a video that integrates what's been learned, images, and music?  Making videos can take a while, so I'd only assign 6-9 for the whole year (adjusted down if you're doing a half credit course).

 

You could also watch the lectures with your student.  If you do that, essay topics are sure to emerge.  Again, I wouldn't assign something from each lecture though--maybe one every 3-4 weeks.

 

If you student is a musician, perhaps they might want to try composing a short piece in the style of a particular period. 

 

You could mix and match all of the above.  My main point is that for courses like this, I think it is better for assigned work not to simply rehash the material in the lectures but to build upon it.

Edited December 3, 2017 by EKS

[regentrude]

We just listened to the lectures and talked abut them. I do not see the need to create written output for every elective.

 

I see no particular value in reading the guidebook summaries if he is already listening to the lectures. Not for this course.

Edited December 2, 2017 by regentrude

[SparklyUnicorn]

The courses don't lend themselves well to note taking.  At least not the ones I've used.

 

When I use anything that has no output, I have my kid choose a related topic and write a paper on it. 

 

 

[LLucy]

I have used this course, and also the Great Art course, as part of a Fine Arts Appreciation credit.  We just listened and discussed.  Then we attended some live performances (for music) and visited various museum exhibits (for art), and ds wrote reviews of his experiences, trying to include points the courses had covered. 

[Sebastian (a lady)]

I have used this course, and also the Great Art course, as part of a Fine Arts Appreciation credit.  We just listened and discussed.  Then we attended some live performances (for music) and visited various museum exhibits (for art), and ds wrote reviews of his experiences, trying to include points the courses had covered. 

 

This is pretty much what we did.

 

I did have my son write up a brief reflection on one art exhibit and an opera we attended.  I seem to recall that they were about 2 pages long.  They didn't have a thesis, per se (other than that Britten's Midsummer's Night's Dream is to be avoided), but were more like a review of each show.

[chiguirre]

For the Great Music class in particular, I'd assign listening labs with the complete work that Greenberg talks about in class. He only plays snippets but it's worth going back and listening to the whole thing. You can find almost everything in multiple performances on YouTube. This will add a fair amount of "homework" to the class and make it more creditworthy even if all you do is discuss the works after you've listened to them. If you can attend local concerts, I'd add that in too.

[historymatters]

Thank you everyone for your responses. I'm sorry that it's taken me so long to return. It's been a hectic and draining these last few days.

 

 

 How about every few weeks have your student pick a particular composer or type of music to research that has been discussed in the previous weeks and prepare a video that integrates what's been learned, images, and music?  Making videos can take a while, so I'd only assign 6-9 for the whole year (adjusted down if you're doing a half credit course).

 

Yes, this is an excellent idea, because my son enjoys editing video. Thanks.

 

 

We just listened to the lectures and talked abut them. I do not see the need to create written output for every elective.

 

I see no particular value in reading the guidebook summaries if he is already listening to the lectures. Not for this course.

 

 

 

I agree about output regarding electives. It's a "should I or shouldn't?" require something quandary.

 

 

The courses don't lend themselves well to note taking.  At least not the ones I've used.

 

When I use anything that has no output, I have my kid choose a related topic and write a paper on it. 

 

 

Thanks, that's really good to know.

 

We just listened and discussed.  Then we attended some live performances (for music) and visited various museum exhibits (for art), and ds wrote reviews of his experiences, trying to include points the courses had covered. 

 

 

We'll definitely be watching them together and if I can match the lectures up with any public performances I will.

 

 

 I'd assign listening labs with the complete work that Greenberg talks about in class. He only plays snippets but it's worth going back and listening to the whole thing. You can find almost everything in multiple performances on YouTube.

 

 

 

I was thinking something similar. I have a large collection of classical CDs.