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	<title>Comments for Bay Area Composer and Teacher Michael Kaulkin</title>
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	<link>http://www.michaelkaulkin.com</link>
	<description>Composer and Teacher</description>
	<lastBuildDate>Wed, 18 Jan 2012 19:12:44 +0000</lastBuildDate>
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		<title>Comment on New Choral Work to be Premiered in February by Stephanie Patterson</title>
		<link>http://www.michaelkaulkin.com/new-choral-work-to-be-premiered-in-february/#comment-3952</link>
		<dc:creator>Stephanie Patterson</dc:creator>
		<pubDate>Wed, 18 Jan 2012 19:12:44 +0000</pubDate>
		<guid isPermaLink="false">http://www.michaelkaulkin.com/?p=2499#comment-3952</guid>
		<description>Hi Michael.  This piece is wonderful - beautiful harmonies, excellent phrasing, accessible - but obviously &quot;now.&quot;  Your musical language captures the best of the liturgical masters reworked into 21st century form.  You&#039;ve made Joe Castaldo proud!</description>
		<content:encoded><![CDATA[<p>Hi Michael.  This piece is wonderful &#8211; beautiful harmonies, excellent phrasing, accessible &#8211; but obviously &#8220;now.&#8221;  Your musical language captures the best of the liturgical masters reworked into 21st century form.  You&#8217;ve made Joe Castaldo proud!</p>
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		<title>Comment on What is a Tritone? And, What Isn&#8217;t It? by Michael Kaulkin</title>
		<link>http://www.michaelkaulkin.com/what-is-a-tritone-and-what-isnt-it/#comment-2116</link>
		<dc:creator>Michael Kaulkin</dc:creator>
		<pubDate>Wed, 14 Dec 2011 18:06:19 +0000</pubDate>
		<guid isPermaLink="false">http://www.michaelkaulkin.com/?p=2445#comment-2116</guid>
		<description>Thanks for your more practical take on this.  Maybe the ideal approach is to explain the difference to students, but then not sweat it so much in day-to-day situations.

I do prefer to make a &quot;thing&quot; out of it, because I feel like not doing so is leaving something on the table that could potentially inform students&#039; insight about voice leading and function.</description>
		<content:encoded><![CDATA[<p>Thanks for your more practical take on this.  Maybe the ideal approach is to explain the difference to students, but then not sweat it so much in day-to-day situations.</p>
<p>I do prefer to make a &#8220;thing&#8221; out of it, because I feel like not doing so is leaving something on the table that could potentially inform students&#8217; insight about voice leading and function.</p>
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		<title>Comment on What is a Tritone? And, What Isn&#8217;t It? by David Newman</title>
		<link>http://www.michaelkaulkin.com/what-is-a-tritone-and-what-isnt-it/#comment-2095</link>
		<dc:creator>David Newman</dc:creator>
		<pubDate>Wed, 14 Dec 2011 11:27:18 +0000</pubDate>
		<guid isPermaLink="false">http://www.michaelkaulkin.com/?p=2445#comment-2095</guid>
		<description>Thanks for pointing this out, and now I&#039;m curious how broadly the usage of this word has changed.

I cannot speak for higher level theorists, but in my ear training class, we use the word almost exclusively to identify the aug4/dim5 sound when it is out of context. My guess is that this is a common usage; otherwise one can merely state whether it was an augmented fourth or a diminished fifth.

I think, then, about words like &quot;computer&quot; which had a lot more relevant meaning half a century ago. Now, we use it to refer to a device many use primarily for word processing, surfing the internet, and listening to music. Or the word &quot;gift&quot; which once meant a dowry, but now has a more general meaning in English, and a more sinister meaning (&quot;poison&quot;) in German. Both apparently from the same origin.

I don&#039;t know whether the meaning I ascribe to &quot;tritone&quot; is reflective of wider usage or not, but I think that for me, the meaning has clearly morphed into &quot;the interval that can be written as either an augmented fourth or as a diminished fifth.&quot; I would argue for the utility of such usage from the simple fact that we already have a term for an augmented fourth - &quot;augmented fourth&quot; - and that we have no better term to speak about the interval out of context.

I would also argue that such usage allows one to more easily talk about the interval in cases that encompass both expressions. (ie: &quot;a jazz pianist can play through a circle of fifths by moving the tritone up or down chromatically.&quot;) Without a notationally ambiguous word for that interval, it becomes harder to explain.

Of course, we can try to rebel against the morphed meaning of words, and my argument is practical, rather than academic. But I would encourage a move towards such usage, rather than away from it.</description>
		<content:encoded><![CDATA[<p>Thanks for pointing this out, and now I&#8217;m curious how broadly the usage of this word has changed.</p>
<p>I cannot speak for higher level theorists, but in my ear training class, we use the word almost exclusively to identify the aug4/dim5 sound when it is out of context. My guess is that this is a common usage; otherwise one can merely state whether it was an augmented fourth or a diminished fifth.</p>
<p>I think, then, about words like &#8220;computer&#8221; which had a lot more relevant meaning half a century ago. Now, we use it to refer to a device many use primarily for word processing, surfing the internet, and listening to music. Or the word &#8220;gift&#8221; which once meant a dowry, but now has a more general meaning in English, and a more sinister meaning (&#8220;poison&#8221;) in German. Both apparently from the same origin.</p>
<p>I don&#8217;t know whether the meaning I ascribe to &#8220;tritone&#8221; is reflective of wider usage or not, but I think that for me, the meaning has clearly morphed into &#8220;the interval that can be written as either an augmented fourth or as a diminished fifth.&#8221; I would argue for the utility of such usage from the simple fact that we already have a term for an augmented fourth &#8211; &#8220;augmented fourth&#8221; &#8211; and that we have no better term to speak about the interval out of context.</p>
<p>I would also argue that such usage allows one to more easily talk about the interval in cases that encompass both expressions. (ie: &#8220;a jazz pianist can play through a circle of fifths by moving the tritone up or down chromatically.&#8221;) Without a notationally ambiguous word for that interval, it becomes harder to explain.</p>
<p>Of course, we can try to rebel against the morphed meaning of words, and my argument is practical, rather than academic. But I would encourage a move towards such usage, rather than away from it.</p>
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		<title>Comment on The Case for Movable “Do” in Classroom Musicianship by Michael Kaulkin</title>
		<link>http://www.michaelkaulkin.com/movable-do-in-classroom-ear-training/#comment-1008</link>
		<dc:creator>Michael Kaulkin</dc:creator>
		<pubDate>Sat, 26 Nov 2011 04:23:42 +0000</pubDate>
		<guid isPermaLink="false">http://www.aboutthecomposer.com/blog/?p=460#comment-1008</guid>
		<description>Thanks for the comment!  I&#039;m not sure I fully understand your question, but very young students should not be introduced to key signatures at all until they can read and sing in tune using solfa.

There&#039;s a way to use solfa to introduce key signatures, and I&#039;ll be posting about that soon (I hope).</description>
		<content:encoded><![CDATA[<p>Thanks for the comment!  I&#8217;m not sure I fully understand your question, but very young students should not be introduced to key signatures at all until they can read and sing in tune using solfa.</p>
<p>There&#8217;s a way to use solfa to introduce key signatures, and I&#8217;ll be posting about that soon (I hope).</p>
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		<title>Comment on The Case for Movable “Do” in Classroom Musicianship by Anna</title>
		<link>http://www.michaelkaulkin.com/movable-do-in-classroom-ear-training/#comment-1006</link>
		<dc:creator>Anna</dc:creator>
		<pubDate>Sat, 26 Nov 2011 03:10:12 +0000</pubDate>
		<guid isPermaLink="false">http://www.aboutthecomposer.com/blog/?p=460#comment-1006</guid>
		<description>I fully agree with moveable Do. But the problem is how do you teach those young students who do not know that D major do is D because they haven learn the key signature yet. Thanks</description>
		<content:encoded><![CDATA[<p>I fully agree with moveable Do. But the problem is how do you teach those young students who do not know that D major do is D because they haven learn the key signature yet. Thanks</p>
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		<title>Comment on Sebelius and Sibelius by Marja</title>
		<link>http://www.michaelkaulkin.com/sebelius-and-sibelius/#comment-444</link>
		<dc:creator>Marja</dc:creator>
		<pubDate>Tue, 15 Nov 2011 06:11:05 +0000</pubDate>
		<guid isPermaLink="false">http://www.aboutthecomposer.com/archives/132#comment-444</guid>
		<description>About Jean Sibelius&#039; family roots, please read this:
http://www.sibelius.fi/suomi/suku_perhe/suku_sibelius.htm
His surname seems to come from his farmer ancestors in Southern Finland.  

A general fact is that for centuries we&#039;ve had Swedish-speaking Finns in Finland. I don&#039;t know what has been the main language of Sibelius&#039; paternal ancestors, throughout centuries. - Both Finnish and Swedish are official languages in Finland.  

About Sebelius, in HisKi database of genealogia.fi I found just two babies babtized with the father named Sebelius. In the old  records of St Petersburg Finnish Parish.</description>
		<content:encoded><![CDATA[<p>About Jean Sibelius&#8217; family roots, please read this:<br />
<a href="http://www.sibelius.fi/suomi/suku_perhe/suku_sibelius.htm" rel="nofollow">http://www.sibelius.fi/suomi/suku_perhe/suku_sibelius.htm</a><br />
His surname seems to come from his farmer ancestors in Southern Finland.  </p>
<p>A general fact is that for centuries we&#8217;ve had Swedish-speaking Finns in Finland. I don&#8217;t know what has been the main language of Sibelius&#8217; paternal ancestors, throughout centuries. &#8211; Both Finnish and Swedish are official languages in Finland.  </p>
<p>About Sebelius, in HisKi database of genealogia.fi I found just two babies babtized with the father named Sebelius. In the old  records of St Petersburg Finnish Parish.</p>
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		<title>Comment on Fog Horns for Train Horns by david</title>
		<link>http://www.michaelkaulkin.com/fog-horns-for-train-horns/#comment-225</link>
		<dc:creator>david</dc:creator>
		<pubDate>Sat, 10 Sep 2011 02:20:46 +0000</pubDate>
		<guid isPermaLink="false">http://www.aboutthecomposer.com/blog/?p=328#comment-225</guid>
		<description>The last one sounds like the third chord in &quot;Us and Them&quot; from Dark Side Of The Moon.</description>
		<content:encoded><![CDATA[<p>The last one sounds like the third chord in &#8220;Us and Them&#8221; from Dark Side Of The Moon.</p>
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		<title>Comment on The Case for Movable “Do” in Classroom Musicianship by Eugene</title>
		<link>http://www.michaelkaulkin.com/movable-do-in-classroom-ear-training/#comment-283</link>
		<dc:creator>Eugene</dc:creator>
		<pubDate>Fri, 04 Mar 2011 23:46:51 +0000</pubDate>
		<guid isPermaLink="false">http://www.aboutthecomposer.com/blog/?p=460#comment-283</guid>
		<description>I also am in the &quot;movable do&quot; camp; it just makes more sense for my brain. 

I just started a blog, &lt;a href=&quot;http://moveabledo.com&quot; rel=&quot;nofollow&quot;&gt;http://moveabledo.com&lt;/a&gt;, as I wanted to put together a series of browser-accessible exercises to sharpen my sight singing skills. 

It&#039;s just a labor of love, so please check it out, comment, and pass the word if you find it useful. 

Thanks, 

    - Eugene</description>
		<content:encoded><![CDATA[<p>I also am in the &#8220;movable do&#8221; camp; it just makes more sense for my brain. </p>
<p>I just started a blog, <a href="http://moveabledo.com" rel="nofollow">http://moveabledo.com</a>, as I wanted to put together a series of browser-accessible exercises to sharpen my sight singing skills. </p>
<p>It&#8217;s just a labor of love, so please check it out, comment, and pass the word if you find it useful. </p>
<p>Thanks, </p>
<p>    &#8211; Eugene</p>
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		<title>Comment on The Case for Movable “Do” in Classroom Musicianship by Conder Seasholtz</title>
		<link>http://www.michaelkaulkin.com/movable-do-in-classroom-ear-training/#comment-282</link>
		<dc:creator>Conder Seasholtz</dc:creator>
		<pubDate>Tue, 04 Jan 2011 18:15:27 +0000</pubDate>
		<guid isPermaLink="false">http://www.aboutthecomposer.com/blog/?p=460#comment-282</guid>
		<description>Moveable Do is crucial.  Computer becomes an instrument or pitch pipe. Absolute pitch can be explored by identifying the sounds in your environment...like &lt;a href=&quot;http://www.aboutthecomposer.com/fog-horns-for-train-horns/&quot; rel=&quot;nofollow&quot;&gt;train horns&lt;/a&gt;!</description>
		<content:encoded><![CDATA[<p>Moveable Do is crucial.  Computer becomes an instrument or pitch pipe. Absolute pitch can be explored by identifying the sounds in your environment&#8230;like <a href="http://www.aboutthecomposer.com/fog-horns-for-train-horns/" rel="nofollow">train horns</a>!</p>
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		<title>Comment on The Case for Movable “Do” in Classroom Musicianship by ugo capeto ear training</title>
		<link>http://www.michaelkaulkin.com/movable-do-in-classroom-ear-training/#comment-281</link>
		<dc:creator>ugo capeto ear training</dc:creator>
		<pubDate>Thu, 30 Dec 2010 14:16:19 +0000</pubDate>
		<guid isPermaLink="false">http://www.aboutthecomposer.com/blog/?p=460#comment-281</guid>
		<description>Well, you would not take singing out of the equation because the 1st thing would be to establish the key by playing the whole scale or pieces of it, and you would expect the student to sing along. it&#039;s what comes next i am not too sure about.</description>
		<content:encoded><![CDATA[<p>Well, you would not take singing out of the equation because the 1st thing would be to establish the key by playing the whole scale or pieces of it, and you would expect the student to sing along. it&#8217;s what comes next i am not too sure about.</p>
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