#teaching resource

It’s likely that snow-cooled water would have been put inside the psykter and it placed inside a krater of wine, to cool it. There’s not a lot that survive - they went out of fashion, not being that practical, apparently - but I love the idea of them bobbing on the liquid surface with decorations like these dolphin riders!

Pottery Throwdown is already a great programme, connecting many of us with pottery, an age-old practice almost ubiquitous with humanity, in a way that most people don’t get to any more, and I’m always reminding my Classics students to watch it to give them a better understanding of the vessels they’re studying!

[id: a simple worksheet about various types of Figurative Language. Each term has a definition, a few examples, and a black and white illustration. Transcription follows:

Figurative Language!

Alliteration: Repetition of the same beginning word sound in a written unit Examples: Peter Piper picked a peck of pickled peppers See the sun set slowly in the sky

(Image: unintelligible words except their first letters; a set with all 'A's and a set with all 'SH's)

Dramatic Irony: When the audience knows something the character does not Examples: In Romeo and Juliet, we know that Juliet is faking death. Romeo thinks she is really dead, so he kills himself in grief In Frozen, Olaf is excited about summer, but the audience knows he would just melt

(Image: A person casting the shadow of a wolf howling behind them)

Hyperbole: An exaggerated statement Examples: I caught a fish bigger than a house! I’m so thirsty I could drink a whole lake!

(Image: A house with a fish as long as it is tall)

Idiom: A phrase meant to convey an idea beyond its literal meaning Examples: Let the cat out of the bag: reveal a secret Beat around the bush: Avoid getting to the point

(Image: a cat poking its head and front paws out of a bag. It holds a small piece of paper with question marks on it in its mouth)

Irony: A situation that seems to contradict itself Examples: A fire extinguisher on fire A misspelled spelling bee trophy

(Image: a fire extinguisher on fire)

Metaphor: A comparison not using ‘like’ or ‘as’ Examples: The task was a mountain standing in her way The coroner’s smile was a row of gravestones

(Image: a path leading to a mountain labeled 'Homework')

Onomatopoeia: A word that sounds like the sound it represents Examples: Boom! Ding, snap, meow, hiss, beep

(Image: a cartoony explosion with the word 'Boom", and a desk bell with the word 'Ding')

Oxymoron: A phrase made of two opposites Examples: Jumbo Shrimp, Pretty Ugly

(Image: a large shrimp)

Personification: Allocating human traits to non human objects or animals Examples: The donuts called out to me The printer could sense my fear

(Image: a donut yelling 'Hey!')

Simile: A comparison using the word ‘like’ or ‘as’ Examples: Her dress sparkled like the Milky Way The fluorescent lights were as bright as the sun

(Image: A sleeveless dress with a sparkling skirt next to a blob of night sky and stars)

Symbolism: The repeated use of image/characteristics to connect to larger ideas Examples: sun/moon or day/night: good/bad, solid/mysterious, loud/quiet Sapling: growth, resilience, fragility

(Image: a half sun/half moon, and a small plant sprout)

/end id]

Every spring I teach the first course in the Music History sequence for music majors (which covers about 800 to 1750). Though we cover the eight medieval modes and how to analyze monodic chant, time constraints prohibit adequate discussion of modality when we get to the Renaissance, especially because modal theories became so complex during that period. As we move through the Renaissance and seventeenth century repertoire, students regularly ask “when we will get to tonal music?” with a kind of “are we there yet?” urgency. This is because they do not have the tools to understand how modal polyphony works, and I haven’t worked out a good way to provide those tools in this particular course.

Enter the brilliant folks at EarlyMusicSources.com who have put together a lucidly informative, well-researched, and even entertaining video on sixteenth- and seventeenth-century modes (as part of their fantastic channel and web resources). This video offers a way to help students understand how modes work in Renaissance and seventeenth-century polyphony and why the subject is so complicated. It also helps to illuminate why the major-minor system became a preferable alternative to the increasingly contradictory systems of modal theory. To help turn the video into a pedagogical tool that can be used as an out-of-class assignment, I have created a worksheet of possible questions that teachers can give to students to answer as they watch the video. This worksheet is available here, and if you are an instructor who could benefit from this resource, feel free to use any questions from it (though I would be grateful for acknowledgment of the source). The video is below:

This exercise aims to provide classroom engagement and a deeper understanding of the supply chain in generating digital content for those with a presence on YouTube.

Resources for Teachers and Students This exercise suits supply chain, logistics, procurement, operations, quality management and business management students at UG and PG levels. This exercise aims to provide classroom engagement and a deeper understanding of the supply chain in generating digital content for those with a presence on YouTube. The students will better understand a YouTuber’s…

(via Yours for the making - Instructables)