Dale- My sense is that we could do a preliminary sketch of the project over the next year. Begin with a small ad hoc committee which would commit to maintaining considerable communication and outreach within PTG as the "first draft" was developed. I have some documents from past classes which I could propose as a first rough outline. Richard? Ed -----Original Message----- >From: "Ward & Probst, Inc" <wardprobst at wardprobst.com> >Sent: May 15, 2010 1:06 PM >To: caut at ptg.org >Subject: Re: [CAUT] Professional Development > >Richard and Ed, > >I'll be glad to submit an RFA for this subject but the deadline is Monday, >10/17/10. I look forward to the discussion this weekend and will incorporate >what I can into the RFA. > >Best, >Dale Probst >IPP > > >-----Original Message----- >From: caut-bounces at ptg.org [mailto:caut-bounces at ptg.org] On Behalf Of >rwest1 at unl.edu >Sent: Saturday, May 15, 2010 11:15 AM >To: Ed Sutton; College and University Technicians >Subject: Re: [CAUT] Professional Development > > >Ed: > >I like your ideas. Since my knee jerk reaction to "revolutionary" >ideas is ,"Nice idea but how you gonna implement it all," my answer >to your ideas would be to invite your RVP to submit a "Request for >Action" form to the board. They could create an education task force >to research current and past educational methods and materials with >the intent to not only determine the feasibility of what you're >suggesting, but submit concrete proposals to improve PTG's >educational offerings. I would expect the task force to contact >residence schools, correspondence schools, chapter and regional >education people and CAUT guys. I would expect the make up of the >task force to include all relevant interested parties, as well as >Kathy Maxwell of the home office who has been involved in this kind >of thing from day one of her PTG employment. > >Richard West > > >On May 15, 2010, at 10:25 AM, ed440 at mindspring.com wrote: > >> Richard- >> >> As I have watched the "endorsement debate" over two years, I have >> felt that perhaps we would do better to develop a master syllabus >> covering all skills and knowledge applicable to piano technology. >> This master syllabus would be more than any one person would >> master, but would supply a framework within which each person could >> structure a lifelong learning plan. >> >> The syllabus could reach out to include and benefit from topics >> that are taught elsewhere (such as wood technology, acoustics, >> music theory and history of furniture decoration, to suggest a >> few). PTG would not have to develop texts or classes on these >> topics. PTG would then be able to recognize the topics we can best >> address, and develop a long range plan to develop PTG material >> where the need is greatest. We could gradually experiment to find >> ways of learning this material that are appropriate to the 21st >> century, and that let us take the role of maintaining and advancing >> our craft. >> >> Meanwhile, each member who cared to learn could be creating his or >> her personal curriculum. As this project proceeded, it could give >> new meaning to the RPT credential, as I hope we would create a >> class of lifelong learners within our profession. If the testing >> was kept meaningful and manageable, each RPT would be building an >> individual class resume, which might be of assistance in the >> development of "specialties" or "endorsements." >> >> The Grand Regulation text which you have been developing would be >> one part of this project. I have some thoughts about how this text >> could be used to create a new kind of class, a sort of RPT seminar >> in grand regulation. I also have hopes that other texts (perhaps >> Capleton's Tuning book, for one) could be used in a seminar form, >> perhaps in an on-line seminar, or an on-line discussion that >> follows up a face-to-face seminar. But these ideas are secondary to >> the idea of developing a master syllabus from which they would emerge. >> >> Ed Sutton >> >(snip) >
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