Download or read book Journal of Music Theory Pedagogy written by and published by . This book was released on 1988 with total page 204 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book The Routledge Companion to Music Theory Pedagogy written by Leigh VanHandel and published by Routledge. This book was released on 2020-02-19 with total page 672 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Journal of Music Theory written by and published by . This book was released on 1967 with total page 310 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching Approaches in Music Theory written by Michael R. Rogers and published by SIU Press. This book was released on 1984 with total page 242 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Teaching Music Theory written by Jennifer Snodgrass and published by Oxford University Press. This book was released on 2020-04-01 with total page 304 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book The Journal of Music Theory Pedagogy written by and published by . This book was released on 1998 with total page 538 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Teaching General Music written by Carlos R. Abril and published by Oxford University Press. This book was released on 2016-01-06 with total page 393 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book From Rock Music to Theory Pedagogy written by Nancy E. Rosenberg (teaching associate.) and published by . This book was released on 2010 with total page 788 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Journal of Music Theory Pedagogy written by and published by . This book was released on 2010 with total page 506 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book Music Education as Critical Theory and Practice written by Lucy Green and published by Routledge. This book was released on 2017-07-05 with total page 376 pages. Available in PDF, EPUB and Kindle. Book excerpt: 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.
Download or read book Mind the Gap written by Lori Lynn Penny and published by . This book was released on 2021 with total page pages. Available in PDF, EPUB and Kindle. Book excerpt: My inquiry, centered on the applied practice of teaching, confronts the detachment that often disassociates the intellectual study of music theory from the physical experience of music. This pedagogical detachment, perceived as a split between opposing views of knowledge, privileges positivist science over interpretive art (Aróstegui, 2003), producing written competencies that have little or no musical meaning (Rogers, 2004). Endeavouring to re-attach music theory and the music it was initially intended to explain (Dirié, 2014), I constructed four Listening Guides to align with the intermediate-level theory curriculum of the Royal Conservatory of Music. Their construction incorporates elements of design research along with an underlying framework derived from the Kodály Method's four-step instructional process. Given my multi-faceted personal/professional interactions with music theory, my research project is presented in the form of a quest narrative that weaves together my story and the stories of participant teachers who established the Listening Guides' potential usefulness through reviewing and implementing interactions. This narrative, as a creative representation of arts-based research practices (Leavy, 2015), is derived from the blurring of specific cognitive findings and less definable aesthetic knowings (Greenwood, 2012). My data, both the prototypical data I designed and the empirical data I collected from focus group discussions with my participants, are filtered through an a/r/tographic lens that acknowledges the coexistence of my artist/researcher/teacher identities. The analysis of our aggregate narrative, as an exploration of music theory pedagogy with, about, in, and through music, relies on the evaluative tools of educational criticism (Eisner, 1991). Unfolding in a mostly linear climb, my quest for a fully integrated music/theory (art/science) pedagogy reaches its apex in the understanding that a music-logic organization confounds the subject-logic of traditional teaching approaches. Thus, my inquiry challenges the customary practices of scientific knowledge-building with a model for artistic "ways-of-knowing" in music theory pedagogy.
Download or read book Teaching Music Differently written by Tim Cain and published by Taylor & Francis. This book was released on 2017-07-14 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Teaching Music Differently explores what music teachers do and why. It offers insightful analysis of eight in-depth studies of teachers in a range of settings – the early years, a special school, primary and secondary schools, a college, a prison, a conservatoire and a community choir – and demonstrates that pedagogy is not simply the delivery of a curriculum or an enactment of a teaching plan. Rather, a teacher’s pedagogy is complex, nuanced and influenced by a multitude of factors. Exploring the theories teachers hold about their own teaching, it reveals that, even when teachers are engaged with the same subject, their teaching varies substantially. It analyses the differences in terms of agency – the knowledge and skills that teachers bring to teaching, their expectations shaped by their life histories, the ways in which they relate to their students and the subject and their ideas about the content they teach – what is important, what is interesting, what is difficult for students to grasp. It also explores the constraints that are imposed upon the teachers – by curriculum, policy, institutions, society and the students themselves. Together with discussion of key ideas for understanding the case studies, historical influences on music pedagogy and the main discourses around music teaching, Teaching Music Differently invites all music education professionals to consider their own responses to pedagogical discourses and to use these discourses to further the development of the profession as a whole.
Download or read book Unfreezing Music Education written by Paul Louth and published by Taylor & Francis. This book was released on 2023-04-21 with total page 216 pages. Available in PDF, EPUB and Kindle. Book excerpt: Unfreezing Music Education argues that discussing the conflicting meanings of music should occupy a more central role in formal music education and music teacher preparation programs than is currently the case. Drawing on the critical theory of the Frankfurt School, the author seeks to take a dialectical approach to musical meaning, rooted in critical formalism, that avoids the pitfalls of both traditional aesthetic arguments and radical subjectivity. This book makes the case for helping students understand that the meaning of musical forms is socially constructed through a process of reification, and argues that encouraging greater awareness of the processes through which music’s fluid meanings become hidden will help students to think more critically about music. Connecting this philosophical argument with concrete, practical challenges faced by students and educators, this study will be of interest to researchers across music education and philosophy, as well as post-secondary music educators and all others interested in aesthetic philosophy, critical theory, cultural studies, or the sociology of music and music education.
Download or read book Theoretical And Practical Pedagogy Of Mathematical Music Theory Music For Mathematics And Mathematics For Music From School To Postgraduate Levels written by Mariana Montiel and published by World Scientific. This book was released on 2018-10-24 with total page 324 pages. Available in PDF, EPUB and Kindle. Book excerpt: During the past 40 years, mathematical music theory has grown and developed in both the fields of music and mathematics. In music pedagogy, the need to analyze patterns of modern composition has produced Musical Set Theory, and the use of Group Theory and other modern mathematical structures have become almost as common as the application of mathematics in the fields of engineering or chemistry. Mathematicians have been developing stimulating ideas when exploring mathematical applications to established musical relations. Mathematics students have seen in Music in Mathematics courses, how their accumulated knowledge of abstract ideas can be applied to an important human activity while reinforcing their dexterity in Mathematics. Similarly, new general education courses in Music and Mathematics are being developed and are arising at the university level, as well as for high school and general audiences without requiring a sophisticated background in either music nor mathematics. Mathematical Music Theorists have also been developing exciting, creative courses for high school teachers and students of mathematics. These courses and projects have been implemented in the USA, in China, Ireland, France, Australia, and Spain.The objective of this volume is to share the motivation and content of some of these exciting, new Mathematical Theory and Music in Mathematics courses while contributing concrete materials to interested readers.
Download or read book The Music History Classroom written by James A. Davis and published by Routledge. This book was released on 2016-02-17 with total page 241 pages. Available in PDF, EPUB and Kindle. Book excerpt: The Music History Classroom brings together essays written by recognized and experienced teachers to assist in the design, implementation, and revision of college-level music history courses. This includes the traditional music history survey for music majors, but the materials presented here are applicable to other music history courses for music majors and general education students alike, including period classes, composer or repertory courses, and special topics classes and seminars. The authors bring current thought on the scholarship of teaching and learning together with practical experience into the unique environment of the music history classroom. While many of the issues confronting teachers in other disciplines are pertinent to music history classes, this collection addresses the unique nature of musical materials and the challenges involved in negotiating between historical information, complex technical musical issues, and the aesthetics of performing and listening. This single volume provides a systematic outline of practical teaching advice on all facets of music history pedagogy, including course design, classroom technology, listening and writing assignments, and more. The Music History Classroom presents the 'nuts-and-bolts' of teaching music history suitable for graduate students, junior faculty, and seasoned teachers alike.
Download or read book Seven Views of Music Theory Pedagogy written by Salinla Pinyosnit and published by . This book was released on 2013 with total page 136 pages. Available in PDF, EPUB and Kindle. Book excerpt:
Download or read book An Interdisciplinary Approach to Music Theory Pedagogy written by Stephanie George and published by . This book was released on 2023 with total page 0 pages. Available in PDF, EPUB and Kindle. Book excerpt: This dissertation argues for the importance of prioritizing the student experience in music theory discourse, both in teaching practice and content. To achieve this, a student centered curriculum and methodology are proposed, using learning objectives that align with student experiences. The concept of music literacy is defined as the sum of undergraduate music theory experience. Bloom's Taxonomy is proposed as a means of delivery to ensure a student centered experience. The methodology and curriculum are based on the principles of student centered learning with an emphasis on personalized instruction and collaborative learning. The use of Bloom's Taxonomy as a framework for instruction and assessment ensures that learning objectives are aligned with student experiences. This approach aims to promote student success, enhance the relevancy of undergraduate music theory for contemporary students, and facilitate interdisciplinary learning from cognate disciplines. The dissertation concludes by highlighting the importance of prioritizing the student experience in music theory discourse and suggests further research to explore the potential of student centered learning in music theory education.
