Hey, I almost forgot I have a blog! (Since I’m paying for the site hosting, why not make more use of it).
This post will simply be an update, to let the readers of this blog (the number of which is non-zero) know what I am currently doing. It will be a random assortment of thoughts and comments. Right now, I am busy preparing for the semester 1 exams in the Pure Mathematics Honours program at the University of Sydney, but it is nice to take a break from study and write something here. Needless to say, it has been a very challenging semester, but also quite a rewarding one. Mathematics honours students are required to take a total of 6 courses throughout the honours year, as well as prepare a thesis. Many (?) people opt to take 4 of the 6 courses in the first semester, with the intention that more time can be devoted to the preparation of the thesis in second semester. But naturally, this means that one undertakes a lot of coursework in first semester (4 honours level courses at the same time is no joking matter), and as I am prone to procrastination, the time management has been especially challenging. Fortunately, I get along well with my thesis supervisor — who is conveniently also the honours coordinator this year — and he has been understanding and supportive during the periods when I had many assessments to submit and had not worked on the honours project!
This would seem like an awkward mix of topics, but hopefully I can convince you of the similarities. The connection occurred to me recently, as I have been tutoring a student for theory and sight-reading in preparation for a grade 4 AMEB violin exam. (The AMEB is the Australian Music Examinations Board, a bit like the local Aussie version of the ABRSM, which is a world-wide music education organisation). In addition to preparing a set of pieces for performance, the student sitting the exam must also answer questions relating to music theory and history. I have only ever taken one AMEB exam in my life, so I don’t know exactly what kinds of questions are asked during a typical exam. Based on this student’s learning materials, I can deduce that, at this early stage in the progression of grades, they are likely to be questions regarding the fundamentals of music history and analysis, such as: “What is a concerto?”; “What is the form of this movement?” (binary, ternary, ritornello, and “through-composed” are the expected possible answers at this grade — sonata form comes later!); “The music of Mozart is representative of which period of music?”; “You just performed a piece by Handel, can you name some other pieces by Handel?”; “What does allegro moderato mean?; and so on. This is not particularly challenging. A student who is curious and motivated will probably know the answers already, via searching on Wikipedia and other sources on the internet. These basic concepts of Western classical music may also be covered in high school music classes, if the school is fortunate enough to provide them. For the average student, these facts can be imparted easily by the teacher during a lesson, with the additional advantage that explicit examples from the music being practised may be used. With a little more effort, the fundamental concepts of musical analysis and theory can be similarly acquired, or else taught in the lesson too. Remember, at this early stage (grade 5 or below), the student only needs to recall the basic facts.