Studixtravaganza
Mission: Studixtravanza.
The goal: To pass music theory (MUTH111) for the Winter 2007 semester.
The situation: Passing at McGill is, for all intents and purposes, a mark of 55%. I currently have 30 of 100 possible points in this class. The final exam, administered tomorrow from 09:00 to 12:00 in Room C-201 of the Strathcona Music Building, 555 rue Sherbrooke ouest, Montreal, Quebec, is worth a total of thirty points. In order to pass, therefore, I will need to gain 25 of those 30 points, or, put another way, I will need an 83% score on the test. There is a possible bonus of five percent, which means that hypothetically, I could pass with a score as low as a 78%, plus full bonus credit.
The problem: Given my abysmal scores with respect to the course's other facets, even the casual observer will note that my music theory skills, as defined by McGill's program, are decidedly weak. At this skill level, scoring an 83% or higher is a statistically unlikely event on par with such improbabibilities as, say, talking fruit.
The consequences of failure: Should I score lower than an 83%, and consequently fail the MUTH111 course, I will be obliged to retake it in order to complete by degree. The course has a cost of some C$2000+. As well, I will be incapable of concurrently taking MUTH210 next year, as it has my current course as its prerequisite. Ultimately, failure will represent a significant setback to my pursuit of a degree here at McGill.
The plan: It is currently 15:43, and I am at a computer in the Marvin Duchow Music Library, also located at 555 rue Sherbrooke ouest, Montreal, Quebec. From the hours of 16:00 to 23:00, at which time this library will close, I intend to embark upon what will hereafter be referred to as a studixtravanza. This will involve attempting to, in a short-term way, learn all of the nuances of music theory relevant to tomorrow's test. Allowance will be made for a one (1) hour break from 19:00 to 20:00, at which time I will promptly slope across the street to Tim Horton's and enjoy a savoury ham and swiss sandwich on a baguette with Tim sauce. (Yes, America, there is something called Tim sauce. I share your bewilderment in this face.)
To increase my accountability for this task, I will write hourly status updates in this LiveJournal entry. To maximise efficiency, these updates will not take more than five minutes each. They will, in a paragraph or less, detail my progress, physical and emotional state, and any relevant questions or concerns I might have to share with both the el-jay community and my own records for posterity.
How you can help: If you have any working knowledge of music theory (specifically, four-part harmonisation, part-writing and chorale analysis with Roman numerals and figured bass), you should leave a comment to that effect, and I'll ask you questions. If you do not, you should leave supportive messages, such as this example below, on a regular basis.
Example of a supportive message: You can do it!
Edit (17:00): I have been working on the same chorale analysis for an hour and am just now beginning to understand some aspects of it. The chorale analysis on the exam tomorrow is only worth 30%, so I am only going to spend the next hour on it, and by six I'll move on to the part-writing. I've moved upstairs to the piano computer room so that I can play out chords, but the piano has proven itself a formidable distraction as well as an aid. I think the part of the brain that resists doing things like this is finally beginning to be subdued. I'll keep you posted.
Edit (18:00): I am almost finished with the chorale analysis! There is no answer key, but I am reasonably confident that everything on it is solid. My main concern is that it took me two hours to finish, but we can't really spend more than one hour on it tomorrow. I might try to do another one tomorrow morning before I go to school. The piano is still somewhat of a distraction, as are the Internets, but I am doing already. There are only sixty minutes between me and this ham sandwich. I am going to get the footlong one. That is pretty cool.
Edit (18:30): I've finished the chorale analysis. Anyone who has ever done a chorale analysis and who would want to be awesome enough to look it over should let me know. I am going to get the sandwich now, and start working on the part-writing there in lieu of taking a formal "break".
Edit (19:30): They were out of ham and swiss sandwiches! I ended up going to the Lebanese diner underneath. But there was music playing and I couldn't focus on work. So I guess I did take the break after all. Deplorable, I know. I'm going to start part-writing now. For real.
Edit (20:15): Okay so CHANGE IN PLANS. The book has no good part-writing exercises; they're all fragments and they don't cover what I need them to. I'm going to go home and find a good set. In the past forty-five minutes I have looked over some of the mistakes on one of my homework assignments. I have also spent a good deal of time on Facebook, which was not part of the plan. Once I'm home, and I have some exercises to work with, I'll do as many as I can tonight. This kind of negates the whole "until eleven" thing.
Edit (23:15): I got home. It is snowing a lot. I am very tired. The inarticulate, short sentences kind of tired. I am working on the part-writing. I'm about a third done with it. I'm moving painfully slowly. When did I forget how to study? A question to ponder. The practice is helping, though.
Time remaining: Nobody knows!
The goal: To pass music theory (MUTH111) for the Winter 2007 semester.
The situation: Passing at McGill is, for all intents and purposes, a mark of 55%. I currently have 30 of 100 possible points in this class. The final exam, administered tomorrow from 09:00 to 12:00 in Room C-201 of the Strathcona Music Building, 555 rue Sherbrooke ouest, Montreal, Quebec, is worth a total of thirty points. In order to pass, therefore, I will need to gain 25 of those 30 points, or, put another way, I will need an 83% score on the test. There is a possible bonus of five percent, which means that hypothetically, I could pass with a score as low as a 78%, plus full bonus credit.
The problem: Given my abysmal scores with respect to the course's other facets, even the casual observer will note that my music theory skills, as defined by McGill's program, are decidedly weak. At this skill level, scoring an 83% or higher is a statistically unlikely event on par with such improbabibilities as, say, talking fruit.
The consequences of failure: Should I score lower than an 83%, and consequently fail the MUTH111 course, I will be obliged to retake it in order to complete by degree. The course has a cost of some C$2000+. As well, I will be incapable of concurrently taking MUTH210 next year, as it has my current course as its prerequisite. Ultimately, failure will represent a significant setback to my pursuit of a degree here at McGill.
The plan: It is currently 15:43, and I am at a computer in the Marvin Duchow Music Library, also located at 555 rue Sherbrooke ouest, Montreal, Quebec. From the hours of 16:00 to 23:00, at which time this library will close, I intend to embark upon what will hereafter be referred to as a studixtravanza. This will involve attempting to, in a short-term way, learn all of the nuances of music theory relevant to tomorrow's test. Allowance will be made for a one (1) hour break from 19:00 to 20:00, at which time I will promptly slope across the street to Tim Horton's and enjoy a savoury ham and swiss sandwich on a baguette with Tim sauce. (Yes, America, there is something called Tim sauce. I share your bewilderment in this face.)
To increase my accountability for this task, I will write hourly status updates in this LiveJournal entry. To maximise efficiency, these updates will not take more than five minutes each. They will, in a paragraph or less, detail my progress, physical and emotional state, and any relevant questions or concerns I might have to share with both the el-jay community and my own records for posterity.
How you can help: If you have any working knowledge of music theory (specifically, four-part harmonisation, part-writing and chorale analysis with Roman numerals and figured bass), you should leave a comment to that effect, and I'll ask you questions. If you do not, you should leave supportive messages, such as this example below, on a regular basis.
Example of a supportive message: You can do it!
Edit (17:00): I have been working on the same chorale analysis for an hour and am just now beginning to understand some aspects of it. The chorale analysis on the exam tomorrow is only worth 30%, so I am only going to spend the next hour on it, and by six I'll move on to the part-writing. I've moved upstairs to the piano computer room so that I can play out chords, but the piano has proven itself a formidable distraction as well as an aid. I think the part of the brain that resists doing things like this is finally beginning to be subdued. I'll keep you posted.
Edit (18:00): I am almost finished with the chorale analysis! There is no answer key, but I am reasonably confident that everything on it is solid. My main concern is that it took me two hours to finish, but we can't really spend more than one hour on it tomorrow. I might try to do another one tomorrow morning before I go to school. The piano is still somewhat of a distraction, as are the Internets, but I am doing already. There are only sixty minutes between me and this ham sandwich. I am going to get the footlong one. That is pretty cool.
Edit (18:30): I've finished the chorale analysis. Anyone who has ever done a chorale analysis and who would want to be awesome enough to look it over should let me know. I am going to get the sandwich now, and start working on the part-writing there in lieu of taking a formal "break".
Edit (19:30): They were out of ham and swiss sandwiches! I ended up going to the Lebanese diner underneath. But there was music playing and I couldn't focus on work. So I guess I did take the break after all. Deplorable, I know. I'm going to start part-writing now. For real.
Edit (20:15): Okay so CHANGE IN PLANS. The book has no good part-writing exercises; they're all fragments and they don't cover what I need them to. I'm going to go home and find a good set. In the past forty-five minutes I have looked over some of the mistakes on one of my homework assignments. I have also spent a good deal of time on Facebook, which was not part of the plan. Once I'm home, and I have some exercises to work with, I'll do as many as I can tonight. This kind of negates the whole "until eleven" thing.
Edit (23:15): I got home. It is snowing a lot. I am very tired. The inarticulate, short sentences kind of tired. I am working on the part-writing. I'm about a third done with it. I'm moving painfully slowly. When did I forget how to study? A question to ponder. The practice is helping, though.
Time remaining: Nobody knows!