Klarinet Archive - Posting 000678.txt from 2002/11

From: "Patricia A. Smith" <patricia@-----.net>
Subj: Re: [kl] Metaphors (was: Tuning for ensembles)
Date: Mon, 25 Nov 2002 23:58:26 -0500

James Marioneaux wrote:

> Some things are all in the way you look at them or the context in which you
>use them. ...
> I just want something that I can use to describe tone to my students in a
>way that they can understand what I am talking about. Bright, dark, reedy,
>unfocused, centered, supported, unsupported, firm with a solid core, loose
>without a core like cotton candy, clear, spitty, and so many other
>descriptions are all not scientifically accurate, but at least they can get
>the message across to some of my youngest students when discussing the
>different types and quality of sound. If I am talking to someone who is well
>versed in the scientific aspects (like Dan and some others), I will probably
>use more scientifically accurate terms like timbre, amplitude, frequency,
>etc. I think that your terminology is sometimes determined by who you are
>talking to.
>
>
Bravo, James! I concur most wholeheartedly! You make a great deal of
sense here.

Communication means that BOTH parties who are attempting to communicate
have a shared vocabulary, and the terminology in their language has
shared meaning. Attempting to utilize scientific terminology with
students, while laudable, could possibly, in the majority of high school
and middle school band settings, cause most of us to lose control of
our classrooms while the students cracked up laughing! :D

OTOH, I would also expect that, in the higher echelons of learning, as
well as the professional levels, that people could and should utilize as
precise terminology as possible to describe what they are doing.
However, again, this needs to be a shared vocabulary amongst all
involved. If even ONE person is unclear on the meaning of a particular
descriptive term, that term is, sadly, going to be ineffective as a tool
for learning and work within the group.

Patricia Smith

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