Music Pedagogy Commons^™

Thirty Years On: Reflections On Haydn’S “Farewell” Symphony By James Webster, L. Poundie Burstein, Elaine Sisman, W. Dean Sutcliffe, James Webster

HAYDN: Online Journal of the Haydn Society of North America

It has been just over thirty years since James Webster published his influential monograph Haydn’s “Farewell” Symphony and the Idea of Classical Style: Through-Composition and Cyclic Integration in His Instrumental Music (Cambridge University Press, 1991). To honor the anniversary of Webster’s groundbreaking book, the Encounters with Eighteenth-Century Music: A Virtual Forum steering committee asked L. Poundie Burstein, Elaine Sisman, and W. Dean Sutcliffe to offer perspectives on the book, and James Webster to respond to their perspectives. The interesting online session occurred on Tuesday, October 18, 2022, and included a lively open discussion following the presentations and Webster’s response. The …

2022-2023 Master Class - Peter Wiley (Cello & Chamber Music), Peter Wiley, Niloufar Mirzanabi Khani, Sheng Yuan Kuan, Frederic Renaud, Ava Figliuzzi, Jon Cruz, Caroline Drantal, Gioia Gedicks, Victoria Bramble, Daniel Guevara, Megan Savage

Master Classes

No abstract provided.

2022-2023 Master Class - Gregory Kalinovsky (Violin), Gregory Kalinovsky, Miriam Smith, Marina Machado, Benjamin Kremer, Ruvit Bracho

Master Classes

No abstract provided.

2022-2023 Master Class - Andrés Cárdenes (Violin), Andres Cardenes, Eliza Willett, Marina Machado, Esther Platt, Sheng Yuan Kuan, Francesca Puro

Master Classes

No abstract provided.

Virtual Master Class With Kim Kashkashian, Kim Kashkashian, Sheng Yuan Kuan, Jessi Kaufman, Miayicong Zhang, Natalie Brennecke, Margot Elder, Daniel Guevara

Karen Tuttle Viola Workshop

No abstract provided.

Faculty Concert, Sheila Browne, Stephen Wyrczynski, Sheng Yuan Kuan

Karen Tuttle Viola Workshop

No abstract provided.

Digital Sociology And Online Music Communities: Models And Lessons From The Internet, Kari K. Veblen, Janice L. Waldron

Visions of Research in Music Education

With the rise of the internet, work from the of fields of digital sociology, communications/social media studies, and online research methods have become increasingly relevant for music education scholars both investigating and facilitating music teaching and learning in online contexts. While opportunities for online music making, teaching, and learning activities have grown exponentially, the number of online places dedicated to music making, learning, and sharing has exploded with the arrival of COVID as much of the world moves online. What was once an option – going online to teach and learn music – has now become a necessity for most …

Music Education And The Shrinking Public Space: Implications Of Richard Sennett's Sociological Ideas For Music Education, Paul Louth

Visions of Research in Music Education

Richard Sennett’s theory that industrial capitalism triggered the gradual elimination of shared cultural symbolism and thus contributed to the impoverishment of civic involvement deserves to be revisited in light of its implications for music education in an age of global information capitalism. In 1974 Sennett produced an extensive examination of the relationship between public culture and public space, arguing that our response to large-scale social and economic forces over which we have limited control is to retreat from public cultural expressions and consequently from public life. Extending Sennett’s sociological argument, I contend that the subjectivizing of musical meaning may lead …

Perspectives On Social Realism Within North American Higher Music Education, Kyle Zavitz

Visions of Research in Music Education

This article critically examines the suitability of Social Realist perspectives within North American higher music education, with a particular focus on its relationship with jazz musical knowledges. Social Realist scholarship continues to emerge within the field of education sociology, driven by claims to contribute to student access and opportunity. In spite of this, scholars have continued to critique Social Realist perspectives for various reasons including maintaining an ideological status quo and devaluing the experiences of students, going as far as argue that Social Realist frameworks may in fact limit the access and opportunity espoused by its proponents. Drawing upon past …

In Search Of A Better World? Reconsidering Sociology And Music Education As Utopian Fields, Alexandra Kertz-Welzel

Visions of Research in Music Education

Music education research has in recent years been interested in defining music education’s societal mission. Concepts such as praxial music education, artistic citizenship, or an activist approach tried to determine that music education’s foremost task would be to transform societies. This seemed urgent in view of global crises. But is music education’s foremost mission really social change? To a certain degree, this is a sociological question. To answer it, a look back to the beginnings of sociology as a field of research is a promising way to go. When sociology emerged as a specific field of investigation, it was not …

Developing Visions For The Future? A Reflection On Utopias In Music Teacher Education, Tine Grieg Viig, Silje Valde Onsrud, Judy Lewis, Catharina Christophersen, Øystein Røsseland Kvinge

Visions of Research in Music Education

As society changes, new challenges arise for education. Major social upheavals have led to increasing awareness of social justice issues and critical reflection within the field of music education, as well as calls for social and educational change. In this article, five music teacher educators discuss how music teacher educators and pre-service music teachers can develop spaces for envisioning future music teacher education through utopian thinking. We consider utopias as social dreaming reflecting a desire for a better way of life, and utopian pedagogy as experimenting to envision new alternatives, tell new stories and construct new realities. The article starts …

Editorial: Special Issue For Selected Papers From The 12th Biennial International Symposium On The Sociology Of Music Education

Visions of Research in Music Education

No abstract provided.

Rhythmic Theory Pedagogy, Ways Of Knowing, And Experiential Learning, Ben Duinker

Journal of Music Theory Pedagogy

This article proposes an approach to rhythmic theory pedagogy that foregrounds the intersection of performance, creation, and analysis. Daphne Leong’s recent work on this intersection uses the German verbs wissen (knowing that), können (knowing how), and kennen (knowing of) to describe the different kinds of knowledge generated and utilized by theorists and performers. I use Leong’s theory to identify a mismatch, or gap, between what undergraduate students learn about rhythm in the theory classroom and what their practical needs are as music majors—a plurality of whom specialize in performance. As a means of remedying this mismatch, I use David Kolb’s …

Volume 37, Various Authors

Journal of Music Theory Pedagogy

Volume 37 of the Journal of Music Theory Pedagogy.

Reining In Pitch And Pitch-Class Motives: Rules For Improving Analytic Outcomes In The Tonal Theory Classroom, Brent Auerbach

Journal of Music Theory Pedagogy

Pitch-based motives proliferate in many styles of music and are routinely covered in undergraduate instruction. The treatment motives receive, however, is usually cursory. Tonal theory instructors have many reasons for skimming the motivic analysis unit, among them time pressures, underestimating the topic’s complexity, and the influence of textbook design. This standard rushed approach yields poor outcomes in which students are unable to reliably identify recurrences of a small set of motives over any musical span. They are as likely to apply brackets and labels indiscriminately to too many (trivial) events as they are to under-analyze large stretches of motivically-significant events. …

A History Of Educational Concerts Of The Pittsburgh Symphony Orchestra, Sean Radermacher

Theses and Dissertations--Music

This project illuminates the history of educational concerts of the Pittsburgh Symphony Orchestra (PSO) and reveals a legacy of performances for young audiences, today’s educational innovations, and the orchestra’s evolving mission to serve young people. Concerts for young people are an important facet of the history of American orchestras. Today, these concerts and other educational programs are essential to increase the accessibility of orchestral music.

The PSO’s history highlights the close relationship of American orchestras with an educational mission from their early years to the present. After an overview of the origins of permanent orchestras and the national context of …

Walking Carefully Towards Bridging The Gap: Exploring Australian Music Educator Voices About Teaching Indigenous Music, Dawn Joseph, Bradley Merrick

Australian Journal of Teacher Education

Facilitating an inclusive pedagogy to close the gap that exists within the teaching of Indigenous Knowledge in Australia is a tall order for many teachers. This paper draws on responses to a national study and explores how music educators include Aboriginal and Torres Strait Islander music and culture into their practice. An online survey (December 2022-February 2023, N=109) informed the findings. Using thematic analysis, two themes (teaching challenges and opportunities, and bridging the gap) are discussed and key recommendations offered. Findings suggest that walking carefully towards bridging the gap is an opportunity for educational change in contemporary Australian classrooms.

Piano Instruction: Reframing The Master-Apprentice Model Through The Integration Of Dialogic Processes, Rebecca Holman Williams

CGU Theses & Dissertations

Private piano instruction is a niche field within the broader spectrum of pedagogy with idiosyncrasies that separate it from the traditional classroom. The learning in a private lesson encompasses cognitive, affective, and motor skills, often all at the same time, in a relatively intimate setting. Historically, this teaching and learning environment has followed the master-apprentice model of instruction. However, with newer research in learning sciences supporting social constructivist frameworks for student learning, a blended pedagogical approach is suggested. Dialogic pedagogy and cognitive apprenticeship are used in tandem with traditional precision training methodologies to foster student learning outcomes of metacognition, agency, …

A Contextual History And Modern Edition Of J. Hyde’S 1799 English Trumpet Treatise: A New And Compleat Preceptor For The Trumpet & Bugle Horn: With The Whole Of Cavalry Duty As Approved Of And Ordered By His Royal Highness The Duke Of York … To Which Is Added A Selection Of Airs, Marches & Quick Steps For Three Trumpets, A Scale Of The Chromatic Trumpet With Airs Adapted For It, And A Collection Of Bugle Horn Duets, Clinton Gregory Linkmeyer

Theses and Dissertations--Music

For much of the trumpet’s long and varied history, it was considered a practical tool used for signaling more so than a music-making instrument. In 1614, Cesare Bendinelli wrote his Tutta L’arte Della Trombetta, which is often recognized as the first musical treatise written for trumpet. Scholars also recognize two other texts as being significant treatises: Girolamo Fantini’s Modo per imparare a sonare di tromba (1638), and Johann Ernst Altenburg’s Trumpeters’ and Kettledrummers’ Art (1795). The compilation and composition of A New and Complete Preceptor for the Trumpet and Bugle Horn by John Hyde in 1799 places it not only …

Polyrhythmic Pathways: Using Bimanual Coordination Research To Develop A New Framework For Practice, Performance, And Pedagogy, Christian Swafford

Theses and Dissertations--Music

This study reviews and compares percussion literature pertaining to polyrhythms and scientific literature pertaining to bimanual coordination. There exists a gap in the pedagogical approach to polyrhythms, and there is much disagreement between common instructional methods, especially when considered against the findings of several bimanual coordination studies. The purpose of this study is to reveal insight to the percussion community that the learning of polyrhythms is facilitated by the brain in novel ways, and the uniqueness of this learning process requires a rethinking of the current pedagogical approach. Percussion articles, method books, popular literature, and music scores are surveyed alongside …