Bibliographic record
Abstract
Music theory pedagogy at the undergraduate level imposes many challenges, such as the sequence of material, example selection, and drawing connections to performance, but the pedagogue of music theory in French at a North-American bilingual post-secondary institution faces more severe challenges. Since the University of Ottawa offers courses in both English and French, an attempt to coordinate the material between the different sections is ideal. Two main areas are problematic, however, for the French music theory class: the accessibility of recent resources in the pedagogy of music theory written or translated into French, and the discrepancy in the interpretation of certain concepts between English- and French-language texts. In recent years, French scholars have begun to translate and compile materials for a North American-rooted music theory, but few useful resources on music theory pedagogy exist. In this essay, I fi rst survey texts available for music theory pedagogy in French. I then explore some of the different interpretations for diminished, half-diminished, and augmented-sixth chords in English- and French-language sources. I conclude with a call for more resources for the French pedagogue and student of harmony.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.012 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.000 |
| Science and technology studies | 0.000 | 0.000 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".