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Articles 31 - 60 of 75
Full-Text Articles in Music Pedagogy
Volume 32, Various Authors
Repository Of Sentence And Period Examples, Garreth Broesche
Repository Of Sentence And Period Examples, Garreth Broesche
Journal of Music Theory Pedagogy
This collection of 44 short phrases, ranging from the baroque to romantic periods, is designed to help teachers quickly and easily locate musical examples for the purpose of teaching phrase structure, as well as testing students’ knowledge of the same. The collection includes numerous examples of periods and sentences, as well as compound periods. Many examples are straightforward, but there are also many that modulate, add phrase extensions, have interesting hypermetrical structures, etc. Given the variety of analytical paradigms, these examples have not been pre-analyzed. When first downloading the master PDF, therefore, I suggest analyzing each example with one’s preferred …
Volume 31, Various Authors
Bass Line Movable Do Modulation Paradigms, Jay Smith
Bass Line Movable Do Modulation Paradigms, Jay Smith
Journal of Music Theory Pedagogy
Bass-Line Movable Do Modulation Paradigms are designed to help aural skills students internalize common modulation patterns. The worksheet uses movable-do modulation, meaning students change “do” to reflect the solfège of the new key at an appropriate pivot point. Students should sing the top line in the original key, repeat the pitch on the solfège syllable of the new key where it aligns with the lower line (the pivot point), and continue in the new key to the end. The instructor may wish to accompany students with an appropriate chord progression, providing musical context to the bass lines. The worksheet also …
The Chromatic Singalong Project: Pop/Rock As A Framework For Sight-Singing Fluency, Jena Root
The Chromatic Singalong Project: Pop/Rock As A Framework For Sight-Singing Fluency, Jena Root
Journal of Music Theory Pedagogy
Successful sight-singing results from the ear, voice, and mind working in synchrony, and at its best translates to real-time musical understanding and facility on the student's primary instrument. Finding a pedagogical model for this level of musical fluency can be elusive: while the metronome is a time-honored practice tool, its relentless click lacks an external musical context that can lead students into a perpetual trap: Start, stumble, count off, start again, etc.
The Chromatic Singalong is a transcription/composition/sight-singing project designed to help students build fluency in singing and understanding music in real time. It is a capstone to the third …
The Do/Ti Handouts, Daniel B. Stevens
The Do/Ti Handouts, Daniel B. Stevens
Journal of Music Theory Pedagogy
"The Do/Ti Test handouts were developed to enable students to identify harmonic function quickly and accurately. These handouts equip students with a visual representation of a powerful, time-tested strategy for harmonic dictation: the guide-tone method, first described by Rahn and McKay in 1988. Building on and extending the guide-tone method, the Do/Ti Test can be applied to diatonic harmonies, applied chords, chromatic predominants, sequences, and modulation.
This accompanying document contains the following:
The Do/Ti Test Handouts: An Introduction
Explanations for each handout.
Handout 1: The Do/Ti Test: Major-mode Version
Handout 2: The Do/Ti/Te Test: Minor-mode Version
Handout 3: Extending the …
Volume 30, Various Authors
Simple And Compound Time Signatures Re-Examined, Paula Telesco
Simple And Compound Time Signatures Re-Examined, Paula Telesco
Journal of Music Theory Pedagogy
This handout was created for music minors and non-music majors, most of whom enter my class with some music background. They typically have some understanding of simple meters like 2/4, 3/4, and 4/4. Compound Time is typically a difficult concept to teach, so this handout treats compound meter a bit more in-depth than some textbooks. This handout would be appropriate for not only music minors and non-music majors, but also remedial music theory classes for music majors or even Music Theory 1 classes. I believe it could also be used in high school AP classes. There are three worksheets that …
Understanding Dotted And Undotted Notes, Paula Telesco
Understanding Dotted And Undotted Notes, Paula Telesco
Journal of Music Theory Pedagogy
College and high school music students (whether majors or non-majors) likely know something already about note and rest values, what note gets the beat in some particular meter, and differences between undotted and dotted notes, but they often still have difficulty understanding them, dotted notes in particular. This handout will review this material and introduce an additional way to think about note values, setting the stage for additional approaches to meter, as rhythm and meter can often be difficult concepts to master.
Beyond “Three Blind Mice”: An Exemplar For “Day 1” Of Schenkerian Analysis, Andrew Aziz
Beyond “Three Blind Mice”: An Exemplar For “Day 1” Of Schenkerian Analysis, Andrew Aziz
Journal of Music Theory Pedagogy
This document provides a lesson plan and examples for Day 1 of a Schenkerian analysis course. Beginning with tonic prolongation paradigms that provide the structure of a hypothetical soprano-bass framework, the lesson unlocks a hidden Beethoven masterpiece lurking within the counterpoint. The plan also highlights how many melodic notes are "higher" than the soprano as well as how the theory incorporates the notion of tonal hierarchy.
Twenty Questions: An Introduction To Counterpoint, Linear Analysis, And Dissonance Treatment, Daniel B. Stevens
Twenty Questions: An Introduction To Counterpoint, Linear Analysis, And Dissonance Treatment, Daniel B. Stevens
Journal of Music Theory Pedagogy
"Twenty Questions" is a pedagogical resource focused on linear and dissonance-treatment analysis in common-practice music of the 18th and 19th centuries. This resource is designed to be utilized at the advanced high school and collegiate levels. It includes an explanation of contrapuntal analysis in a user-friendly Q&A format, a one-page summary sheet, four sample analyses with commentary, and four assignments with answer keys and extensive commentary for instructors. "Twenty Questions" was first developed as an explanatory guide for analyzing and interpreting Bach's Prelude in C major (WTC, book I). This piece, and the commentary that accompanies it, serves as a …
Volume 29, Various Authors
Volume 28, Various Authors
Volume 27, Various Authors
Clara Schumann, Andante, Jennifer Snodgrass
Clara Schumann, Andante, Jennifer Snodgrass
Journal of Music Theory Pedagogy
No abstract provided.
A Sonata-Theory Analysis Of Mozart's Piano Sonata In B-Flat, K. 333, I. Allegro, David Castro
A Sonata-Theory Analysis Of Mozart's Piano Sonata In B-Flat, K. 333, I. Allegro, David Castro
Journal of Music Theory Pedagogy
No abstract provided.
Volume 26, Various Authors
Faure's "Nocturne," Op. 43, No. 2, Jena Root
Faure's "Nocturne," Op. 43, No. 2, Jena Root
Journal of Music Theory Pedagogy
This analysis assignment includes a blank score for the piece, and includes an English translation of the French text, an annotated score, with suggested analysis answers, a study guide that contains questions that may be given as a homework assignment and/or used for class discussion of the work, and answers to the study guide and points for further class discussion.
Performance And Analysis Bibliography, Steven Laitz
Performance And Analysis Bibliography, Steven Laitz
Journal of Music Theory Pedagogy
No abstract provided.
Music Theory Pedagogy Bibliography, Mary Wennerstrom
Music Theory Pedagogy Bibliography, Mary Wennerstrom
Journal of Music Theory Pedagogy
No abstract provided.
Volume 25, Various Authors
Volume 24, Various Authors
Volume 23, Various Authors
Volume 22, Various Authors
Volume 21, Various Authors
Volume 20, Various Authors
Volume 19, Various Authors
Volume 18, Various Authors
Volume 17, Various Authors
Volume 16, Various Authors