Random Thoughts About Teaching Max - Revision history

Les@cycling74.com: /* Where To Start */

2013-02-05T21:49:58Z

‎Where To Start

2013-02-05T21:00:29Z

‎Where To Start

2013-02-05T21:00:14Z

‎Where To Start

2013-02-04T09:28:30Z

2013-02-04T09:22:09Z

‎Where To Start

2013-02-04T09:20:45Z

‎Classroom Activity

2013-02-04T09:03:02Z

‎Material

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‎Material

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‎Feedback

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‎Speaking

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 [ddg]
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 AB
 Everybody enjoys a thorough discussion of data types.
 mz
 ===Feedback===

← Older revision		Revision as of 21:00, 5 February 2013
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	Everybody enjoys a thorough discussion of data types.		Everybody enjoys a thorough discussion of data types.
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← Older revision		Revision as of 21:00, 5 February 2013
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		+	Everybody enjoys a thorough discussion of data types.
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	===Feedback===		===Feedback===

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 [graham]
 ===Preparation===
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 AB
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 [ddg]
 [[Category:Resources]]

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 AB
 ===Feedback===

← Older revision		Revision as of 09:20, 4 February 2013
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−	I thought that teaching people to sketch processes on paper first would be a good idea, but in practice it never worked. Better to just get them patching ASAP. Sketching makes more sense when a specific large project idea comes along.
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−	~~/luke~~
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	===Material===		===Material===

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 -Ben
-- here are ten things you need to know about max. last touched in 2004, but still fairly relevant.: [[Media:tenthings.zip]]
 - patching roadblocks could be solved by these questions, regarding any particular object's inlets: 1) what is the type of data coming in (and what is it supposed to be), 2) what is the rate of the data coming in (and what is it supposed to be), 3) what is the range of the data coming in (and what is it supposed to be).
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 - there is always a way to inspire, and it's different with every student.
-- Knowing how to add debug prints, number boxes, and pwindows.
+- Knowing how to add debug prints, number boxes, and pwindows.  (Knowing to not trust scope~)
 /luke
 ===Aesthetics===

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-One thing I've learned over the years is to check in with the student(s) constantly. "What message is coming out of this outlet?" Make sure they're actually getting it.
+Check in with the student(s) constantly. "What message is coming out of this outlet?" Make sure they're actually getting it.
 xo<
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 +tim
 ===Classroom Activity===

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 ===Speaking===
-Watch your vocabulary and your speech patterns. Using phrases that are ultra-familiar to you, but unfamiliar to regular people ("... just like a biquad filter ..." or "... you need to change the schedular ..."), proves that you are really smart - and that Max is really hard. Using contextually appropriate language can help some people, but can confuse others that aren't as invested in that context. Try to practice your speaking so you can avoid um's and ah's (this was a very difficult one for me). Slow down your speaking to whatever extent you can.
+Watch your vocabulary and your speech patterns. Using phrases that are ultra-familiar to you, but unfamiliar to regular people ("... just like a biquad filter ..." or "... you need to change the scheduler ..."), proves that you are really smart - and that Max is really hard. Using contextually appropriate language can help some people, but can confuse others that aren't as invested in that context. Try to practice your speaking so you can avoid um's and ah's (this was a very difficult one for me). Slow down your speaking to whatever extent you can.
 [ddg]
 ===Preparation===