Symphony guide: Brahms’s Fourth

The very first peo­ple to hear or see any part of Brahms’s Fourth Sym­phony in 1885 had some sur­pris­ingly hereti­cal things to say about the piece. Brahms and a friend played through the sym­phony on the piano to a group of his clos­est con­fi­dants, crit­ics and col­lab­o­ra­tors, but the reac­tion was one of those dev­as­tat­ingly uncom­fort­able silences. Eduard Hanslick, Brahms’s crit­i­cal cham­pion, broke the uneasy atmos­phere after the first move­ment with the unfor­get­table com­ment, “I feel I’ve just been beaten up by two ter­ri­bly intel­li­gent peo­ple”. As Brahms’s biog­ra­pher Jan Swaf­ford reveals, another friend, the writer Max Kalbeck, turned up at Brahms’s apart­ment the next day to rec­om­mend that the com­poser should not release the piece to the pub­lic in its cur­rent form. Instead, he sug­gested, he should keep the finale as a stand-alone piece, and replace both the slow move­ment and the scherzo. Riven by self-doubt, Brahms was unsure that he would allow the piece to have any life beyond its pre­miere in Meinin­gen that Octo­ber. Only the work’s pos­i­tive recep­tion there, and the grad­ual, grudg­ing change in his friends’ atti­tude to the piece at its Vien­nese pre­miere, con­vinced Brahms that the Fourth Sym­phony could survive.”

For the full story, please see The Guardian.

At A New Orleans High School, Marching Band Is A Lifeline For Kids

Next week, in New Orleans, 240 stu­dents will grad­u­ate from Edna Karr High School, includ­ing 16 mem­bers of the march­ing band. The band is con­sid­ered a ris­ing star in a city that trea­sures music. To play in Edna Karr High School’s band is to be some­body, at least within the hall­ways of the school. But being in the band doesn’t just make you pop­u­lar; it offers a path­way to col­lege — high stakes for poor kids.”

Read the full story at NPR.org.

Symphony guide: Janáček’s Sinfonietta

The clue’s in the title, surely: Janáček’s Sin­foni­etta is pre­cisely that; an orches­tral diver­tisse­ment and an occa­sional enter­tain­ment rather than an actual “sym­phony”. If you think that a piece that begins and ends with a pha­lanx of mil­i­tary fan­fares, per­formed by an addi­tional ensem­ble of 13 brass play­ers - includ­ing nine trum­pets – can’t pos­si­bly be taken seri­ously as one of the 20th century’s most com­pelling sym­phonies, then look away now. But I’m here to make the case for Janâček’s work (one of his final mas­ter­pieces, pre­miered in 1926, two years before his death) as the prod­uct of a unique approach to sym­phonic form, for the 1920s – or indeed for any other time.”

For the full story, please see The Guardian.

Where’s the Music Library Printer?

Based on feed­back from our recent In Library Use Sur­vey, the Music Library is cur­rently re-evaluating the loca­tion of the down­stairs printer.  Make your voice heard!  Vote on whether you would like to keep the printer in its cur­rent loca­tion of the Lis­ten­ing Cen­ter (room 19) next to the com­put­ers or if you would like to move the printer next to the scan­ner in room 15.  Vot­ing closes Mon­day, May 26th.  The upstairs printer will remain in its cur­rent location.

Professional Development for Instructors

Check out the lat­est oppor­tu­ni­ties avail­able through the Cen­ter for Teach­ing & Learning!

Design­ing and Grad­ing Assign­ments for Inter­na­tional Stu­dents, Eng­lish Lan­guage Learn­ers, and Every­one Else

Fri­day:  5/16  |  9:30 — 11:00 a.m.  |  Ger­berd­ing Hall, Suite 100

Join us for the last dis­cus­sion of our con­ver­sa­tion series on design­ing and man­ag­ing writ­ing assign­ments in a range of dis­ci­plines and class­room envi­ron­ments, with an empha­sis on work­ing with mul­ti­lin­gual stu­dent writ­ing.  The topic for this Fri­day is using group work and peer review to improve stu­dent writing.

Please reg­is­ter for this dis­cus­sion at: https://catalyst.uw.edu/webq/survey/ctllc/232409

CTL will host two Learn­ing Com­mu­ni­ties this Sum­mer QuarterLearningCommunity.jpg

Both com­mu­ni­ties are open to fac­ulty, grad­u­ate stu­dents, and staff educators.

For full descrip­tions, when and where the Learn­ing Com­mu­ni­ties take place, and reg­is­tra­tion, please go to the CTL Learn­ing Com­mu­ni­ties web page.

Undergraduate research to take over Mary Gates Hall on May 16

On Fri­day, May 16, more than 1,100 Uni­ver­sity of Wash­ing­ton under­grad­u­ates will par­tic­i­pate in the 17th Annual Under­grad­u­ate Research Sym­po­sium—an event that might well be the country’s largest “show and tell” for under­grad­u­ate research. The Sym­po­sium takes place from 11 a.m.–6 p.m. in Mary Gates Hall; select oral pre­sen­ta­tions will hap­pen in John­son Hall and visual arts and design pre­sen­ta­tions will be in Ode­gaard Under­grad­u­ate Library.

For more infor­ma­tion, please see the Under­grad­u­ate Research Sym­po­sium.

Graduate Students First Fridays: Low-Stakes Activities to Promote Active Learning

Fri­day, June 6  |  12:30–1:30pm  |  Ger­berd­ing 100

How do we best engage all stu­dents with dif­fer­ent learn­ing styles? Accord­ing to the prin­ci­ples of brain-based learn­ing, research has found that stu­dents are more likely to learn by pro­mot­ing a com­bi­na­tion of visual, tac­tile, and audi­tory tech­niques. This work­shop will pro­vide prac­ti­cal, research-based appli­ca­tions and inter­ac­tive activ­i­ties to engage all stu­dents in the learn­ing process. Please join us for this fun and expe­ri­en­tial workshop!

Facil­i­ta­tors:  Mary Edwards (Social Work), and Rachel Wright (Social Work)

For more infor­ma­tion, please see the First Fri­days web­site.

Call for Papers: Audiovisual material in Digital Humanities

The issue that will be addressed dur­ing this work­shop is how to over­come the con­trast between audio­vi­sual mate­r­ial being a steadily increas­ing body of data and the fact that it is rel­a­tively poorly rep­re­sented in the field of the Dig­i­tal Human­i­ties. When con­sid­er­ing the avail­able DH tools, projects and pub­li­ca­tions it is clear that sources such as tele­vi­sion, film, pho­tos and oral his­tory record­ings have not yet received the same level of atten­tion from schol­ars as writ­ten sources. This can be con­sid­ered as prob­lem­atic in the light of the expected expo­nen­tial growth in vol­ume of audio­vi­sual sources and of the abun­dance of infor­ma­tion for researches con­tained in this type of data that is largely over­looked. One can envi­sion how a sin­gle doc­u­ment could sat­isfy the needs of var­i­ous dis­ci­plines if tools would be avail­able to iden­tify, retrieve and analyse the var­i­ous dimen­sions of a video-recording such as lan­guage, emo­tions, speech acts, nar­ra­tive plots and ref­er­ences to peo­ple, places and events. This rich­ness not only holds the promise of mul­ti­dis­ci­pli­nary col­lab­o­ra­tion between e.g., com­puter sci­ences, social sci­ences and the human­i­ties, but also makes audio­vi­sual mate­r­ial a poten­tially valu­able play­ground for the Dig­i­tal Humanities.”

This work­shop will be held at Dig­i­tal Human­i­ties 2014 (7–11 July, Lau­sanne, Switzer­land). Reg­is­tra­tion for the work­shop requires reg­is­tra­tion through DH2014. For more info see http://dh2014.org/.

For more infor­ma­tion, please see the con­fer­ence web­site.

You’re Invited! “enLightning Talks” tomorrow in OUGL 220

enLight­ning Talks

Tues­day, May 13, 2014  |  4:00–5:30 p.m.  |  OUGL 220

Join us for 5-minute light­ning talks from six Tech­nol­ogy Teach­ing Fel­lows who trans­formed tra­di­tional courses to hybrid or online courses.  Depart­ments rep­re­sented include Chem­istry, Phi­los­o­phy, Earth and Space Sci­ences, Amer­i­can Indian Stud­ies and Col­leges of Edu­ca­tion and the Environment.

Pre-registration is required.  Details and how to reg­is­ter can be found at: http://www.washington.edu/teaching/enlightning-talks/