Videos from MIE Pi Day!

Download the MIE Pi Day 3-14-2013 Poster and put it on your wall!

For those of you who were unable to attend our 2nd annual Music-in-Education Department Concert (this year held on Pi Day — March 14, 2013), please enjoy the following videos!

This year’s inquiry question:

How do numbers empower musical understanding? Celebrating the Role of Mathematics and Music in Education

And our Program Notes (PDF): MIE Pi Day Concert 3-14-13 Program Notes
Larry’s piece, ‘Phone Number Myelination Music’: http://youtu.be/S0e-rcd8epI
Devin’s piece, ‘Oobleck Serial’: http://www.youtube.com/watch?v=MjqR5TfTNGI
Nick Kitchen’s piece ’36, 45, 378 and 64: Bach’s St. Anne Fugue and the Ciaconna for Solo Violin’: http://www.youtube.com/watch?v=GaLj5TDrZt4
Henrique’s piece, ‘Madruga’: http://www.youtube.com/watch?v=janSsF9SEz8
Katarina’s piece, ‘Sierpinski Triangle in 43 steps’: http://www.youtube.com/watch?v=Eq9YfIZ1svo
Rob’s piece, ‘Wondrous Numbers’: http://www.youtube.com/watch?v=FKi9tYEcOyc
Warren’s piece, ‘Thought Experiment’: https://www.youtube.com/watch?v=-xxiVUp9Y_0

Community Outreach: Thoughts & Questions

This post is intended to solicit some feedback for a thought that has been occurring to me while participating in Paul Burdick’s MIE course, “Performing Artists in Community Outreach.” Throughout the first three weeks of class I have become familiar with various definitions of what a ‘community’ is, but couldn’t help but notice that when one uses the term ‘outreach,’ it often only refers to select/few types of communities. These are primarily for schools and assisted living centers.

To me there are many reasons for this. For example, I can see these two types of communities as gaining the most enrichment from an outreach program, especially that of music. There is no doubt that lives are enhanced by what a performing artist can do in these venues. Beyond that I also see a need for outreach within these institutions. Schools need people to come in from the outside world to display an infinite amount of things that prove invaluable to students. Assisted living centers need our performances to among many other things provide an escape from the everyday. This is by no means an exhaustive list of what we as performing artists can and of course actually do at these facilities, but what about the other communities?

Most of the people on this planet are not in grade schools nor are they in assisted living centers? Do these people in the long mid-roads of their life not need enrichment and outreach the same way as our young and our elderly? Can they not benefit all the same or perhaps even more? Is there some way we can bring outreach to other communities, more regular communities, communities we have yet to think of? Yet to penetrate?

What do you think?

-Andy

Andy Stetson is an undergraduate trumpet performance major in his senior year at NEC. As an MIE Concentration student, Andy was the lead organizer for the 2006 Music-in-Education National Consortium conference held at NEC, and has written an article titled “Hands Across The Americas: Experiencing the Transformative Power of Music in Venezuela,” which will be published in the Inaugural Issue of the Journal for Music-in-Education, 2007.

An Update from Paul Burdick’s Performance Outreach Class

We have currently had 6 classes and in these classes we have discussed everything from poetry to the average attention span of a 3rd grader. I found that I have the attention span of a 5th grader at times, especially when this class meets at thursday between 4 and 6. This past week we took a field trip to the South End Settlements, it is an old building that houses a pre-school program, before and after school program and a community arts center. In December our class will be performing for the after school program and we went to check out the performance space and the types of activities that occur there. While there we had to oppurtunity to watch an African Dance Class, where the emphasis was not perfection but movement and enjoyment. It gave the kids time to figure out what they were doing with gental instruction. We then walked through two classrooms where math and reading were being taught. Each group was no more than 10 students with 2 teachers/tutors. We learned the basics of how an after-school program is run, and was given time to look around the all purpose room. The last stop on our tour was the art center located next door. Inside we found the youngest group that the afterschool program has. They were finishing their pumpkin patch mural by cutting out silver stars and rocket ships. Our trip ended with some time of reflection where the class talked about the size of the program and how it was run. This trip was interesting and I am looking to discuss it further in class on thursday.

-Maggie