Category Archives: School of Music

Why is Picking a Paper Topic So Hard?

On this rainy Friday night I’m taking a break from Pretty Little Liars (I have become addicted, for which I can thank my room mate) and trying to figure out what I want to write about for the paper I have to write for my music history class. I don’t have to write the proposal until the twentieth, but I have no idea where I want to go with my topic.

The prof said we can write on any music after 1900 in the genres of classical music, jazz, and pop. I doubt it could be any broader.  There are so many interesting artists and composers but I have no idea what to pick! Florence and the Machine, Debussy, Carlos Salzedo, Elton John, Miles Davis, Muzak, Disney, Broadway? Any of those would be interesting to write on. But, I think my main problem is finding a narrow enough topic.

“Okay, so you want to write on Florence and the Machine. What about them?”

“Uhh.. Well I think they have a harpist in their band.”

“Right, so what do you want to say about that?”

Yeah and that’s about where all of my ideas stop. How am I supposed to come up with a relevant topic that isn’t just a description of something and also fill up eight to ten pages about it? I feel like actually finding the topic is the most difficult part of doing a research paper.

I’m sure there’s an art kid out there somewhere going, wow, what a complainer, you can’t even pick an essay TOPIC? This is why I’m in music, not general arts. Let me play my harp and I’ll be happy.  In the mean time I’ll stop stalling and try to brainstorm something…

Leave a Comment

Filed under Academics, School of Music

Course Evaluation: MUSC 119

MUSC 119: Music Technology.

Course Description: This course covers a lot of ground; you go from learning about the physics of sound and parts of the ear to how microphones work and making a website.

Textbook use: This course uses a course packet written by the prof, costing $40 (the $40 also covers headshots, a software liscence, and probably other things that I can’t remember). You have to get it. It contains all of the lecture notes and assignments, and if you miss a lecture it has all of the material covered in it as well.

Homework: Typically, there are two assignments per week which must be handed in at the music office, not in class. There is also usually a quiz every two weeks or so. Honestly, they are not hard! There isn’t very much material on them and the questions are very predictable, so if you so much as read over your notes beforehand you’ll be fine. I overheard a lot of people beforehand being nervous and after quizzes sounding really upset, but really, there’s no need to! Just actually study a little bit!

Professor: This course is taught by Dr. Bob Pritchard, known to his students as Dr. Bob. He is very friendly and marks fairly, and likes to tease his students. He makes a good prof for this first year course as he really walks you through everything, gives reminders, etc. (Not to mention is “dad speeches.”)

Class format: Two lectures per week, and one tutorial.  He provides lecture notes and you fill them in as you follow along.

Additional comments: Material in this course can range from interesting to pretty boring, but it’s really not very hard. Just do some studying. Seriously, you’ll be fine. And you might even have fun.

1 Comment

Filed under Academics, School of Music

Course Evaluation: MUSC 220

MUSC 220: The third installment of core music history courses.

Course Description: In this history course you will learn about Romantic music, spanning from Beethoven to Wagner and a bit of Strauss. You’ll be required to know about various concepts as well as be able to recognize from listening excerpts covered in class. This course contains quite a lot of opera.

Textbook use:  Textbooks for this class are the Burkholder History of Western Music and the Norton Anthology of Music vol. 2. Honestly, I got by without either one. The textbook can be useful if you miss a lecture, or if rereading what you heard in class is helpful to you, or if you want to preread. But everything you needed to know was in the lectures. (This could change if the professor changes.) As for the anthology, I didn’t even buy the second volume and got by fine without it. And although the CDs probably aren’t a bad idea, you can also listen to them in the library or find recordings on Youtube.

Homework: Not much homework in this class, although there is an in-class writing component once per week. You get the readings beforehand, but not the writing prompt. You’d come into the tutorial, have a few minutes of discussion, then have about 30 minutes to write something on the prompt. Oh, and you’re being graded on your writing skill as well as content. Other than that, there were one midterm and a paper.

Professor: To the best of my knowledge, MUSC 220 is usually taught by Vera Micznik, but I guess she was on sabbatical or something because once again we had Professor Fullerton. I like him as a prof; he’s very clear about what you need to know and explains it clearly.

Class format:Two lectures per week, and one tutorial on Wednesday or Friday with a TA. Tutorial class sizes are smaller than the lecture.

Additional comments: While not really very hard, there was a lot of material covered in this class, so if you want to do well on exams, start studying EARLY. Seriously.

Leave a Comment

Filed under Academics, School of Music

Thoughts on Leadership

As you probably already know, UBC’s Student Leadership Conference (SLC) was this past weekend.  I’m not going to go into all the details of the day, because there’s no way I do a better job saying all the things the speakers I listened to said on Saturday.  What I will say is that it’s a must-do-at-UBC-before-you-graduate experience, it’s very motivational and inspiring, and I’m going to share a few of my own thoughts after listening to the very wise keynote speakers and presenters.

It seems to me that all great leadership starts with passion.  Passion makes all the work that goes along with accomplishing something seem like play, and passion inspires your team mates to do their best and get passionate about the project as well.  Without passion, you can still get stuff done but it won’t be as invigorating and satisfying and may even bring you down rather than lift you up.

After attending the SLC, I thought about my own leadership, or lack thereof. I am definitely involved on campus, but I haven’t started any huge initiative or headed projects.  Maybe that means I lead in small ways, by example, maybe, rather than in a group-project setting. Well, I don’t know.  I think that I haven’t really found my leadership yet; more to the point I haven’t found my passionyet.

Yes, yes, I am passionate about music.  But at times I don’t feel particularly passionate about the way I’m applying my skills in music while being constrained by degree requirements. I have my own goals and ideas that I think I will be very passionate about, when I actually get the chance to implement them. I’ve already started on some of them (such as making arrangements and making videos on Youtube), but a lot of my musical life is consumed by school, even in the summer and holidays.

I am not inspired by writing papers, and generally I’m not inspired by lectures. I am smothered by the general atmosphere of the classical music world that I feel seems to say, “If you make a wrong note, you’re worthless.”  Playing in the orchestra isn’t exactly my jam.

This isn’t to say that I’m not enjoying my time at UBC, but I do look forward to when I graduate and can freely explore my passions on my own time. And although we all strive to better ourselves, become better people and better leaders, we don’t have to have everything figured out right now. Don Alder, a guitarist and friend of Rick Hansen who I listened to on Saturday said, “I can’t tell you how to be a great leader. I’m still figuring that out myself.” So I’m not too concerned about not being the next “Faces of Today” award recipient right now. My passion, and my opportunity to lead and become a great leader will come with time.

3 Comments

Filed under Academics, Campus Life, School of Music

Course Evaluation: MUSC 210

Here’s the first of my reviews of courses I took first term of my second year. First off: MUSC 210, the third and final course in the intensive theory stream.

Course Description: This course moves fast and was quite a bit harder than either MUSC 110 or 111. The majority of our class had done a bit of theory before through the RCM syllabus, but this term covered things you’d never find on an RCM exam: detailed and thoughtful analysis of forms, symmetrical harmony, chromatic and Wagnerian harmony (crazy hard by the way), metrical complexities, and trends in the sonata form in the nineteenth century.

Textbook use:  This course requires the same two textbooks as MUSC 110 and 111, The Complete Musician and the accompanying workbook by Laitz.  Dr. Dodson sometimes used the textbook, and sometimes did not.  A lot of the time he expected you to read the textbook and understand it beforehand so that the lectures could be used for discussion rather than basic explanation.  Most of the assignments came out of the workbook, so you really do have to have it for this class.

Homework: One assignment per week, and a quiz each Monday on the subject of the homework. The homework took on average four hours to complete, sometimes more.  At the beginning of term Dr. Dodson said, “I think it would be unreasonable to expect you to complete more than one assignment per week,” and we all just laughed, because Dr. Benjamin had done this many many times.

Professor: This term we had a new professor, Dr. Dodson. At first I was a bit unsure of him, because like a typical human I’m wary of change, but I really did like having him as a professor. He teaches in a very organized and clear way, marks very fairly, likes to make sure he’s being clear, and is available is you have any issues you want to talk to him about.

Class format: Small class again meeting four times a week, a few people dropped out of the stream because of the pace.  A fair amount of explanation was done in class, as well as a lot of discussion and analyzing scores in small groups or as a class.  There was a quiz every Monday on the subject covered the week before.

Additional comments: This class was definitely a lot harder than the previous two, because it was a lot of information covered very quickly that we’d never really seen before. You have to put in a lot of work, but if you do you should do well enough.  The midterm and exam were easier than expected because he wanted to test our knowledge rather than see how creatively we can think under pressure. (That said they weren’t super easy, either.)  But if you can get through all the extra work, congratulations! You’ve now finished the tonal theory requirement two terms before everyone else. Now onto MUSC 300…

Leave a Comment

Filed under Academics, School of Music

Counselling Services

Today I’d like to share something with you that I’m a little bit shy to share. However, it’s a topic that I feel should be more okay to discuss, so here I go.

January marks the beginning of rehearsals for the opera UBC will be putting on at the beginning of February (Dialogues des Carmelites, Poulenc, 1953-55).  Since I got my part before winter break, I’ve been stressing out like crazy about it. Ensembles stress me out in general; although my part is not particularly challenging, I don’t have a lot of confidence in my ability to move with a conductor, and I’m worried I’ll count the rests wrong and come in at the wrong place. Heaven forbid I should play a wrong note!  Although it’s doubtful that anyone would say anything to me, and most of the orchestra would probably not even notice, when I make a mistake, I feel as though I’ve committed some horrible crime.  The root of it is I feel ashamed of myself when I judge that I’ve played badly.

However, I didn’t really grasp just how terrified I was to play, just in a rehearsal.

I had been dreading coming back to school, and I felt quite down since I got back last night.  I sat outside the room where gamelan ensemble rehearses before class started, and a masters student who would also be playing in the opera started talking to me about the opera. Basically, she confirmed my fears that following the conductor is a lot harder than in regular orchestra, you rarely get cues, and it’s very easy to get lost.

I tried to keep talking and stay calm, but I could feel tears coming up behind my eyes. I excused myself to the washroom to try to compose myself. I thought I succeeded after a few jerky breaths and wiped up tears. I headed back to the rehearsal room and thought I was fine, but after a few minutes I had to rush off to the bathroom again because I just couldn’t shake that anxious feeling. Cue more crying and hyperventilating. At this point I didn’t know if I could get through the class, but I thought once we started playing I’d get distracted. Nope. Nope nope nope.  Crying in public is so embarrassing! When it became very clear that I wasn’t going to be able to stop any time soon, I told my instructor I was feeling unwell and he let me leave. (Thank you thank you thank you!!)

I gathered my things, trying not to feel the stares of my classmates as I left the room. I headed back to the washroom and cried even harder. My breath came too fast, in shallow gasps, and attempts to slow it down failed. I said to myself, “I can’t, I can’t, I can’t.”  All I felt was fear and panic and anxiety. Well hello there, first ever panic attack. Once I calmed down enough to breathe properly, I decided I’d go to Counselling Services. If this stress is enough to cause me to leave class, it’s time to do something about it.

Counselling Services are available Monday to Friday 9:30 am to 3:30 pm. You can just drop in for your first appointment, although you’ll probably be waiting at least an hour for your 20-minute appointment, maybe more. They get you to fill out a bunch of paperwork and then when it’s your turn they invite you in with what I’m sure is a very practiced soothing voice and talk to you about your situation. I’m sorry that I sound cynical, but I think that because it’s so easy to feel defensive about needing counselling, so you deceive yourself into thinking that others are patronizing you. But in actuality, the soothing voice actually did calm me down a lot without me realizing it.

Generally speaking, I’m mentally very healthy, I like myself and my life, and usually I’m pretty healthy, but I don’t deal with stress very well and I’ve got it, it messes me up and gets me down. So I was referred to a group stress class that meets on Wednesday evenings. I’m told that it isn’t a “everyone share your feelings” AA-style support group, it’s a sort of meeting where counsellors will talk with you and give you some tools to help deal with your stress or anxiety. I’ll be sure to report back and let you know how that goes.

Honestly, I felt a bit self-conscious walking through the frosted glass doors in Brock Hall. I even felt nervous before my  appointment came up. I felt a bit embarrassed when once again I couldn’t hold my tears in when I started talking to my counsellor. But the thing is, no one there is going to judge you. They didn’t judge me. You can be sure they’ve seen all kinds of problems, and they’re there to help you deal with yours.

Needing help with your mental health often comes with a stigma; people don’t want to talk about it or let anyone know they need it. But maybe if we talked about it more, more people would feel comfortable enough to get the help they need and live a happier life. That’s why I’ve shared my story with you.

 

 

Read the post on the stress management class HERE.

1 Comment

Filed under School of Music, Wellness

UBC Bands: British Favourites

I meant to post this a few days ago, but the UBC Bands are putting on a concert tonight, at 8 pm in the Chan Centre. The Symphonic Wind Ensemble (the one I’m playing in) played a preview concert yesterday at noon, which went pretty well! Finally I was able to play my part without being overly nervous :P

Anyway, if anyone ends up seeing this before it’s too late, try to come to the concert! It’s gonna be a good one.

Works by Holst, Hesketh, Grainger, Sparke.

1 Comment

Filed under School of Music

When You Get Injured

Those who have followed my blog since the beginning will remember that about this time last year I managed to get myself a case of tendinitis. Since then, I got a little better then plateaued, saw another physiotherapist who told me the problem was in my shoulders (would have been nice to know that eight months earlier!), saw a massage therapist, thought I was finally better, got worse again, saw ANOTHER massage therapist who gave me more exercises for my shoulders, and at this point my shoulders are feeling pretty darn good but my hands are feeling about the same as they were in January. That is to say, sore and easily tired.

Clearly, I am no expert in preventing injury, and all of this is based on my own experience.  My best advice would be to talk to your teacher as soon as you enter university (or preferably, before then) to make sure your technique is ergonomically correct and your posture is good. Posture is key, as my too-rounded shoulders have shown me.  And when you get into university, don’t go from playing a half hour every day (just admit it, you didn’t practice all that much) to four hours every day. Your body can’t keep up! And then it will break down. And breaking down is not a fun road.

If you start to hurt, pay attention to it. When my arms first started aching, I brushed it off as muscles forming. Two weeks later when my hands were throbbing even when I was away from the harp, I wished I had paid attention.

So, let’s say you do get injured. It happens to an overwhelming amount of people, so take heart in this: you are not alone. You are not the only one suffering this. And secondly: do not panic. Your career in music is not over, you will manage this. Plenty of people who have gotten injured and then gotten better and returned to playing.  Read a book on musicians’ injuries such as Playing (Less) Hurt by Janet Horvath: it’s a great resource and place to start, and it can be found in the Music Library.

Following not panicking, tell your teacher.  It’s important to get them on your side; not only will they have valuable input on how to get better, they’re usually very understanding and won’t pile tons of crazy repertory on you that’s going to wreck your body even more.

In fact, the first thing you should do is take some time off. Some people say you should totally stop playing until your injury is better, but most often the problem is muscles tat weren’t strong enough to handle the load, so if you just let your muscles get weaker and weaker, you’re going to have the same problem when you start playing again. What I did was take two weeks off playing entirely, and then begin playing in very small quantities: five minutes the first couple days, then two sessions of five minutes for a few days, then three sessions… Then I’d start at one session of ten minutes, and build up those sessions. By March I was able to play for an hour at a time, even though I was only doing one hour per day, maybe two now and then.

However, I did not get to that point by myself: I went to see a therapist.  I saw a physiotherapist, and he gave me exercises to do for my hands, as well as massage the sore muscles, and give them other therapies like using warm wax and electricity stuff. (I don’t really know what it was.) It definitely helped, but starting around March, going in for physio didn’t seem to help anymore. When I felt no improvement by June, I went to see my second physiotherapist – who told me the problem was in my shoulders, and upon seeing him I felt immediate improvement in my hands. So, get help, but make sure you get two opinions. Sometimes things can be overlooked, or some therapists may have more experience with musicians than others.

My final word of advice: Be patient.  I’ve been injured for nearly a year now, and although I’m starting to plateau in progress again, I am confident I will fully recover. I’ve certainly come a long way from where I was last year.  And keep in mind, many injuries take a long time to heal – my harp teacher was out for two years with tendinitis, but is now playing in the Vancouver Symphony Orchestra as usual. I find that doctors and therapists tend to say things like, “You’re young, you’ll be fine in no time,” but the truth is that most of these injuries aren’t a simple quick fix (unless you can catch it way before it gets bad).

Just stay optimistic. Take it one day at a time. You aren’t the only one that has to go through this, and you will get better.

 

Note: I just want to reinforce again that I am not an expert in this field, and this post is solely based on my experience. If you are injured, go see a professional.

1 Comment

Filed under School of Music, Wellness

Course Evaluation: MUSC 121

Yet another very late course review, this time for History II. Please note that for this class, my professor was a sessional instructor, filling in until they hired someone to permanently teach this class. So some this about this course may vary somewhat from what I experienced.

Course Description: This class covers the history of music starting around 1600 in the Baroque period and moving into the Classical period, ending with Haydn and Mozart.

Textbook use: This course requires three textbooks, Norton Anthology of Western Music Vol. 1 and 2 (and the accompanying CDs) and A History of Western Music (Burkholder). The Anthology had excerpts that were studied in class; I found it much more important than in MUSC 120 because while I didn’t really find I needed it in class, there were actually listening questions on tests.  The Burkholder textbook was again mostly to reinforce what was said in class. In fact, a lot of the time what was on the slides in class was almost exactly what was in the text.

Homework: This class didn’t have a whole lot of homework, but more than MUSC 120. There was one large research paper as well as two “library assignments” in which you had to make sample bibliographies.  This term, rather than a quiz every week, we had four “midterms” which were non-cumulative and the final was the same size as the rest of the tests. They were a fair bit harder than the quizzes of term 1 (though not super hard), so more studying would be necessary.

Professor: I had Graeme Fullerton, who like I said was a sessional instructor while the school was deciding who to hire for the position.  I doubt you’ll have him for this course, but if you do get him for something, I find him to be pretty good: he makes his expectations clear and keeps the lectures interesting.

Class format: Two lectures per week in the recital hall, class size of about 80ish? Something like that.  There was a greater emphasis on general concepts than on specific characteristics of a given piece, ie. you don’t need to know “in measure 40 of Mozart’s Jupiter Symphony the transition from main theme area to transition was strange…” etc.

Additional comments: I really liked that the tests for this course were not cumulative; it made exam time more relaxing! Also, since there ARE going to be listening portions of the midterms, make sure you actually listen to the pieces you need to know at least a week before the test. Trying to cram them into your brain the night before is not going to work and you are not going to remember them the next day.  And actually listen! Remember different motives or characteristics of each piece, such as instrumentation, tempo, melodies, rhythms, etc, and don’t just have the music playing while doing homework and vacuuming your room: it’s not gonna stick that way.

Leave a Comment

Filed under Academics, School of Music

Couse Evaluation: MUSC 106

Another course evaluation of a course I took in the second term of my first year: MUSC 106.

Course Description: The continuation of MUSC 105, so basically, the same thing except harder. MUSC 105 was really about figuring out how to use solfège, basic dictation skills, easy sight singing, interval identification. It seemed really hard at first because it was something totally new, but it’s important to really get a handle on these skills, because MUSC 106 kind of assumes you’re good at all that stuff now. New course material included identifying more types of chords, trickier rhythms (and having to clap out two at the same time), more difficult leaps to sing, some simple harmonic dictation.

Textbook use:  This course requires the same two textbooks as MUSC 105,  Manual for Ear Training and Sight Singingand Anthology for Sight Singing by Gary S. Karpinski, and the accompanying CD.  The Anthology is more important (I think) than the Manual, because all your prepared melodies for exams come from there, but the manual is also important for when you want to practice dictations at home or read up on a concept you’re not totally comfortable with. The Anthology is used in class nearly every time.

Homework: Again, the homework in this class is not for marks; it’s practicing on your own time.  Since no one’s going to check if you did it or not, it’s tempting to just not do it, but the only marks you have for this class are the midterm(s) and the final. If you don’t practice as you go along, you’re going to be shaky for the tests.

Professor: I had Gordon Paslawski, the coordinator, and I found him to be a really really good teacher, even if he did move fairly quickly. (It meant we actually had time to go through everything.) Generally though, the class is taught by a TA and they vary from term to term.

Class format: Small class size, instructed by a TA, generally practicing things you’ll need to know for your tests. You may be asked to sight sing in front of people, but usually it’s on a volunteer basis.  Attendance is also taken into consideration if you need to take a re-test later (ie. you should show up for class).

Additional comments: First term, I didn’t practice musicianship nearly as much as I should have, and when I did the final exam I came out of it half-convinced that I’d failed. I didn’t, but I resolved the next term to practice consistently throughout the term, and when it came time for the final, I walked out of there feeling like I did pretty much everything right! No nervousness whatsoever. Imagine that!

Leave a Comment

Filed under Academics, School of Music