and corporation of assessments because, in the very beginning you know, there's,
there's maybe more of a clear of a sense of right and wrong in answers.
When you get to this point where we're dealing with two-to-one counterpoint.
There are so many options that it's very, well it's
essentially impossible for me to give you an assignment and
then give you a solution sheet. Because the number of
solutions would just be well it's not vast is maybe not the right word but.
But, significant number of right answers exist for any
kind of counter point a sum and I would give.
And it would rea, really require me to sit down and evaluate
things on a, on a one-to-two level which obviously in a class this size I can't do.
But then I was thinking about how we actually go about teaching
counterpoint, and what are some of
the pedagogical approaches to teaching counterpoint.
And then I remembered, well, one of the things that I, that I,
I sometimes do in class is have students submit assignments and
then we look as a class at the
student answers, and basically put these things up.
For all the students to give feedback on, and by evaluating the student work,
you learn yourself some secrets of counterpoint,
and you get better at it yourself.
So, I'm explaining all this just to clarify why, for instance, this week.
Although we spent some time on counterpoint,
there's no counterpoint in the assignment this week.
And I'm also using this as a chance
to explain why we're doing guided practice the
way we're doing guided practice, which is not
quite how we've done guided practice in the past.
So what we have here, so what I went ahead and did was.
I wrote some bad counterpoint for you, this is not
awful counterpoint, but it's filled with the kinds of mistakes that
are commonly seen when someone first sets out to
do to try their hand at writing something counterpontal.