Author: Publisher:
ISBN:
Category : Music theory
Languages : en
Pages : 188
Book Description
Journal of Music Theory Pedagogy
Author: The Routledge Companion to Music Theory Pedagogy
Author: Leigh VanHandelPublisher: Routledge
ISBN: 0429012721
Category : Music
Languages : en
Pages : 672
Book Description
Today’s music theory instructors face a changing environment, one where the traditional lecture format is in decline. The Routledge Companion to Music Theory Pedagogy addresses this change head-on, featuring battle-tested lesson plans alongside theoretical discussions of music theory curriculum and course design. With the modern student in mind, scholars are developing creative new approaches to teaching music theory, encouraging active student participation within contemporary contexts such as flipped classrooms, music industry programs, and popular music studies. This volume takes a unique approach to provide resources for both the conceptual and pragmatic sides of music theory pedagogy. Each section includes thematic "anchor" chapters that address key issues, accompanied by short "topics" chapters offering applied examples that instructors can readily adopt in their own teaching. In eight parts, leading pedagogues from across North America explore how to most effectively teach the core elements of the music theory curriculum: Fundamentals Rhythm and Meter Core Curriculum Aural Skills Post-Tonal Theory Form Popular Music Who, What, and How We Teach A broad musical repertoire demonstrates formal principles that transcend the Western canon, catering to a diverse student body with diverse musical goals. Reflecting growing interest in the field, and with an emphasis on easy implementation, The Routledge Companion to Music Theory Pedagogy presents strategies and challenges to illustrate and inspire, in a comprehensive resource for all teachers of music theory.
Teaching Approaches in Music Theory
Author: Michael R. RogersPublisher: SIU Press
ISBN: 9780809311477
Category : Music
Languages : en
Pages : 242
Book Description
Drawing on decades of teaching experience and the collective wisdom of dozens of the most creative theorists in the country, Michael R. Rogers's diverse survey of music theory--one of the first to comprehensively survey and evaluate the teaching styles, techniques, and materials used in theory courses--is a unique reference and research tool for teachers, theorists, secondary and postsecondary students, and for private study. This revised edition of Teaching Approaches in Music Theory: An Overview of Pedagogical Philosophies features an extensive updated bibliography encompassing the years since the volume was first published in 1984. In a new preface to this edition, Rogers references advancements in the field over the past two decades, from the appearance of the first scholarly journal devoted entirely to aspects of music theory education to the emergence of electronic advances and devices that will provide a supporting, if not central, role in the teaching of music theory in the foreseeable future. With the updated information, the text continues to provide an excellent starting point for the study of music theory pedagogy. Rogers has organized the book very much like a sonata. Part one, "Background," delineates principal ideas and themes, acquaints readers with the author's views of contemporary musical theory, and includes an orientation to an eclectic range of philosophical thinking on the subject; part two, "Thinking and Listening," develops these ideas in the specific areas of mindtraining and analysis, including a chapter on ear training; and part three, "Achieving Teaching Success," recapitulates main points in alternate contexts and surroundings and discusses how they can be applied to teaching and the evaluation of design and curriculum. Teaching Approaches in Music Theory emphasizes thoughtful examination and critique of the underlying and often tacit assumptions behind textbooks, materials, and technologies. Consistently combining general methods with specific examples and both philosophical and practical reasoning, Rogers compares and contrasts pairs of concepts and teaching approaches, some mutually exclusive and some overlapping. The volume is enhanced by extensive suggested reading lists for each chapter.
Journal of Music Theory Pedagogy
Author: Teaching Music Theory
Author: Jennifer SnodgrassPublisher: Oxford University Press
ISBN: 0190879971
Category : Music
Languages : en
Pages : 304
Book Description
In recent years, music theory educators around the country have developed new and innovative teaching approaches, reintroducing a sense of purpose into their classrooms. In this book, author and veteran music theory educator Jennifer Snodgrass visits several of these teachers, observing them in their music theory classrooms and providing lesson plans that build upon their approaches. Based on three years of field study spanning seventeen states, coupled with reflections on her own teaching strategies,ÂTeaching Music Theory: New Voices and Approaches highlights real-life teaching approaches from effective (and sometimes award-winning) instructors from a wide range of institutions: high schools, community colleges, liberal arts colleges, and conservatories. Throughout the book, Snodgrass focuses on topics like classroom environment, collaborative learning, undergraduate research and professional development, and curriculum reform. She also emphasizes the importance of a diverse, progressive, and inclusive teaching environment throughout, from encouraging student involvement in curriculum planning to designing lesson plans and assessments so that pedagogical concepts can easily be transferred to the applied studio, performance ensemble, and other courses outside of music. An accessible and valuable text designed with the needs of both students and faculty in mind,Teaching Music Theory provides teachers with a vital set of tools to rejuvenate the classroom and produce confident, empowered students.
The Journal of Music Theory Pedagogy
Author: Journal of Music Theory
Author: Teaching General Music
Author: Carlos R. AbrilPublisher: Oxford University Press
ISBN: 0190465263
Category : Music
Languages : en
Pages : 393
Book Description
General music is informed by a variety of teaching approaches and methods. These pedagogical frameworks guide teachers in planning and implementing instruction. Established approaches to teaching general music must be understood, critically examined, and possibly re-imagined for their potential in school and community music education programs. Teaching General Music brings together the top scholars and practitioners in general music education to create a panoramic view of general music pedagogy and to provide critical lenses through which to view these frameworks. The collection includes an examination of the most prevalent approaches to teaching general music, including Dalcroze, Informal Learning, Interdisciplinary, Kodály, Music Learning Theory, Orff Schulwerk, Social Constructivism, and World Music Pedagogy. In addition, it provides critical analyses of general music and teaching systems, in light of the ways children around the world experience music in their lives. Rather than promoting or advocating for any single approach to teaching music, this book presents the various approaches in conversation with one another. Highlighting the perceived and documented benefits, limits, challenges, and potentials of each, Teaching General Music offers myriad lenses through which to re-read, re-think, and re-practice these approaches.
Music Education as Critical Theory and Practice
Author: Lucy GreenPublisher: Routledge
ISBN: 1351557440
Category : History
Languages : en
Pages : 376
Book Description
This collection of previously published articles, chapters and keynotes traces both the theoretical contribution of Lucy Green to the emergent field of the sociology of music education, and her radicalhands-on practical work in classrooms and instrumental studios. The selection contains a mixture of material, from essays that have appeared in major journals and books, to some harder-to-find publications. It spans issues from musical meaning, ideology, identity and gender in relation to music education, to changes and challenges in music curricula and pedagogy, and includes Green‘s highly influential work on bringing informal learning into formal music education settings. A newly-written introduction considers the relationship between theory and practice, and situates each essay in relation to some of the major influences, within and beyond the field of music education, which affected Green‘s own intellectual journey from the 1970s to the present day.
From Rock Music to Theory Pedagogy
Author: Nancy E. Rosenberg (teaching associate.)Publisher:
ISBN:
Category : Music in universities and colleges
Languages : en
Pages : 788
Book Description
Abstract: Popular music today permeates American youth culture and society at large to an unprecedented extent, disseminated through information technology and a vibrant concert and club culture. Nevertheless, the subject of popular music remains slow to infiltrate mainstream academic music discourse, especially discussions of music pedagogy. In the case of music theory, there is a discrepancy between popular music discourse on one hand, and pedagogical practice that excludes popular music on the other. In the absence of relevant training and materials, instructors desiring to include popular music in music theory curricula do so in relative isolation, often casually, and/or to a very limited extent. Along with practical concerns, unresolved philosophical questions further impede development of a coherent vision for including popular music in the undergraduate music theory curriculum. This philosophical study explores numerous issues around the intersection of popular music and beginning music theory education. Its three parts progress from the general to the specific. Part One considers current music theory and theory pedagogy through an historical lens, clarifying reasons for the disciplines' neglect of popular music. Part Two grapples with major issues around popular music's inclusion in today's college music theory. Traditional textbooks serve to introduce primary themes relating to music theory content and methodology, as philosophical perspectives on popular music's role in music education are considered. Turning to current practice, several theory textbooks that include popular music content to varying degrees are examined, along with relevant research on the pedagogical implications of popular music and its learning processes. Finally, Part Three offers original lessons and ideas for approaching core theoretical concepts through popular music. Throughout, areas of convergence and divergence between classical and popular styles are explored with the aim of developing fresh, experientially based approaches to presenting popular music alongside art music repertoire in teaching beginning music theory. While this study focuses primarily on past and current rock-influenced popular music, it will serve as a useful tool for music educators wishing to expand the boundaries of traditional music theory pedagogy to include any and all styles of popular music as a means of imparting core music theory concepts.