One of the hardest things I'm finding about using Pd in the classroom is that I have to invent every homework exercise by myself.
If I were teaching music theory, I would have a textbook with exercises at the end of each section.
I have looked at a few Pd books and nobody -- nobody -- has bothered to leave anything for students to do. (MSPuckette's Theory and Practice book has theoretical questions, but not so much in the way of "build x in Pd.") So the learning model is primarily passive -- "look at how to do x" -- without much in the way of progressively graded active assignments.
Which leads to the conclusion that the state of graphical patching pedagogy may be surprisingly underdeveloped for a
25 35 year old paradigm that is more popular than code in music-academic settings.
What am I missing? Apart from being exhausted, with health side effects, by the labor of developing course material from scratch (without being paid extra for the extra labor).