OFFICIAL29 What can be inferred about the professor at the end of the conversation?

[00:00.00]NARRATOR: Listen to a conversation between a student and his music history professor. [00:06.45]MALE STUDENT: Ummm, Professor Jenkins ...[00:08.85] the listening journal you assigned us to keep for the Intro to World Music class ...well, I'm not sure I understand what to do. [00:15.09]I listened to the pieces you assigned this week more than once, but when I tried to write about them, I didn't know what to say.[00:21.18]FEMALE PROFESSOR: Well, it's not easy to write about music, even for people who are supposedly expert at it![00:26.99]MALE STUDENT: That makes me feel a little better. [00:29.03] [pause] But, I'm just not familiar with how you keep a listening journal ...[00:33.16] I've kept journals for other classes ...summarizing and writing how I felt about readings ...[00:37.55]FEMALE PROFESSOR: Well, a listening journal isn't all that different. I want you to note your feelings about musical compositions, too ...[00:44.37]MALE STUDENT: OK ... There were pieces I liked more than others, but I think you want our comments to be a little more, I don't know, analytical ...right?[00:53.65]FEMALE PROFESSOR: Well ...whether you like a piece or not is important. But you should be able to explain why you like a particular piece ...and be able to talk about its historical and musical context. [01:05.24]Actually, the listening journal is a tool to help you listen to music actively...to think about what you're hearing ...[01:12.77]MALE STUDENT: Maybe I'm finding it difficult because I'm not real familiar with most of the music you assigned ...I mean if it was hip hop or something I listen to with my friends—[01:20.48]FEMALE PROFESSOR: Sure, because hip hop is a form that's familiar and meaningful to you. [01:24.56] But you'll see, as the semester progresses and you start learning more about musical forms, you'll become a more adept listener [01:32.68] and you'll start noticing patterns.[01:34.77]MALE STUDENT: OK, so the songs we listened to this week the [trying to remember] the canto ...[01:40.00]FEMALE PROFESSOR: The cante jondo, you remember we said it means deep song in Andalusian Spanish, [01:46.12]not only because it's sung in a deep register, but also because it's a song about deeper or serious matters ...certainly not lighthearted.[01:55.64]MALE STUDENT: Really? Hmmm ...I guess I didn't catch the double meaning ...that's kinda cool. [02:00.96] But anyway, even with the translations you gave us for the lyrics and everything ...I don't know ...I could tell it was sad, but I guess I wasn't trying to analyze it—from a musical perspective, that is.[02:13.15]FEMALE PROFESSOR: OK, so this is what you should do. [02:15.86] Go back and listen to the song selection, and this time pay attention to the melody, to repetition, to the —[02:22.84]MALE STUDENT: There was plenty of that ...[02:24.14]some parts sounded like the same note played over and over again![02:27.12]FEMALE PROFESSOR: That's exactly the kind of observation you would record in a listening journal. [02:32.80]So ...melody, repetition, rhythm, how the piece is structured, as well as your reasons for liking or disliking it...
[02:41.11] you know what? [02:42.96] I thought everyone was clear about this but ...you're just given me a great idea. [02:48.68]I'm going to draw up a list of questions everyone should keep in mind when they're writing their journals ...[02:54.33]other students may be having the same problem you're having.