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- Journal of Music Theory Pedagogy (36)
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- The Etude Magazine: 1883-1957 (2)
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- Honors Scholars Collaborative Projects (1)
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Articles 1 - 30 of 55
Full-Text Articles in Music Pedagogy
Engaging Students In Learning Music Theory Fundamentals And Preparing For College Level Music Theory, Marissa Aronson
Engaging Students In Learning Music Theory Fundamentals And Preparing For College Level Music Theory, Marissa Aronson
Electronic Theses and Dissertations
The goal of this thesis is to provide teachers resources to prepare students for college-level music theory by using the keyboard. By providing visualization of patterns, the keyboard provides a superior tool to create a smooth transition between pre-college and college-level music theory instruction. In search of easing the passage between these levels, I interviewed numerous piano teachers who provided suggestions on how they include the keyboard to teach theory. After the interviews, I compared piano lesson theory books and college theory textbooks to compare their approaches. To assist with any gaps found in the theory books, I provide some …
One Bite At A Time: Writing In The Theory Classroom, Jennifer Shafer England
One Bite At A Time: Writing In The Theory Classroom, Jennifer Shafer England
Journal of Music Theory Pedagogy
Prose writing in the music theory classroom is often a daunting task for both instructors and students. For instructors, the very thought of the heavy grading load associated with writing assignments combined with the difficulty that we know students encounter when writing about music (especially if students’ general written communication skills are still developing) can be overwhelming, even if we personally believe that our students would benefit from engaging in written communication about music. For many students, communication in written form is a skill that they are still developing, and writing about music only adds an additional challenge—especially when they …
Rhythmic Theory Pedagogy, Ways Of Knowing, And Experiential Learning, Ben Duinker
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
Volume 37, Various Authors
Journal of Music Theory Pedagogy
Volume 37 of the Journal of Music Theory Pedagogy.
The Percussionist's Guide To Music Theory Fundamentals, Mckenna M. Lee
The Percussionist's Guide To Music Theory Fundamentals, Mckenna M. Lee
Graduate Theses, Dissertations, and Problem Reports (ETD)
The research priorities that I have established as a theorist, percussionist, and an instructor of both, have led me to a master's thesis project combining music theory practices within the study and performance of percussion repertoire. As the graduate assistant of the percussion department at West Virginia University, I have been teaching applied orchestral percussion lessons and leading percussion ensembles. In my experience, a number of first-year percussionists in the studio at WVU have had a limited background with reading definite pitches on the staff, and struggle with sight-reading and pitch identification, therefore making their Written I and Aural I …
An Annotated Bibliography Of String Method Books And Theory Books For Pre-College String Students, With A Focus On Music Theory Concepts And Sequence Analysis, Rebecca Zou Hale
An Annotated Bibliography Of String Method Books And Theory Books For Pre-College String Students, With A Focus On Music Theory Concepts And Sequence Analysis, Rebecca Zou Hale
Master's Theses
The Hattiesburg Public School District (HPSD) Strings program, one of the largest public school string programs in the state of Mississippi, has been utilizing a method book series titled Essential Elements for Strings (EES) in their curriculum since the early 2000s. After almost two decades of use, the HPSD Strings staff has noticed that a majority of intermediate and advanced strings students struggle with fundamental music theory concepts. The current music theory deficiencies necessitate an improvement in the HPSD Strings curriculum's choice of instructional materials.
Referencing established music curricula and music theory textbooks, the instruction of fundamental music theory concepts …
Embodied Cognition In The Music Theory And Aural Skills Classrooms, Leslie Thompson
Embodied Cognition In The Music Theory And Aural Skills Classrooms, Leslie Thompson
Electronic Theses and Dissertations
Applying concepts of embodied cognition positively impacts pedagogy in the theory and aural skills classrooms. This thesis defines a holistic view of the student and identifies how classroom instruction from that perspective can benefit student learning as well as overall well-being. The opening chapters provide a brief scientific background and connect concepts of embodied cognition with specific music theory and aural skills examples from an interview. A select survey of the music theory pedagogy literature also illustrates principles of embodied cognition. Based on this background, the final chapter presents new sample lesson plans and discusses how to adapt to student …
Guitar Thinking, Jonathan De Souza
Guitar Thinking, Jonathan De Souza
Soundboard Scholar
Playing the guitar develops physical skills but also ways of listening and thinking about music. For example, guitarists often conceptualize chords as two-dimensional shapes—an approach that is foreign to pianists. What does it mean, then, to think like a guitarist? This article approaches “guitar thinking” through music theory and cognitive science. Psychological experiments help to reveal auditory, visual, and tactile aspects of guitar playing and to show how guitarists respond to the instrument’s affordances (i.e., its possibilities for action). Additionally, recent research in music theory models fretboard space and examines patterns of body-instrument interaction. To demonstrate this mode of analysis, …
Music Theory Pedagogy For The Violin: Cognitive Philosophy And Three Model Curricula, Morganne J. Mcintyre
Music Theory Pedagogy For The Violin: Cognitive Philosophy And Three Model Curricula, Morganne J. Mcintyre
Electronic Theses and Dissertations
Violin playing promotes a connection between mind and body that allows the performer to internalize, or embody, tactile features of the instrument, such as the distance between strings, the feeling of the fingertips on the fingerboard, the interval size between notes, and many other aspects. This thesis designs a pedagogy that employs the violin’s physical attributes to provide the beginning through advanced player with a deeper understanding of music theory. The thesis suggests pairing of physical learning and musical theory at each stage of a violinist’s musical education. Chapter 1 surveys embodied cognition and cognitive artifacts. Chapter 2 applies these …
Volume 36, Various Authors
Constructivist Peer Review In Music Theory And Composition Courses: Technologies And Practice, Brendan Mcconville
Constructivist Peer Review In Music Theory And Composition Courses: Technologies And Practice, Brendan Mcconville
Journal of the Association for Technology in Music Instruction
This article considers the supporting technologies and practices for effective semi-anonymous peer review in traditional music theory and composition-related courses: orchestration, arranging, and composition. A coordinated approach probes two questions nested within one broad case study: (1) does the use of peer review in music theory and composition-related courses create meaningful, constructivist-inspired learning experiences, and (2) what web technologies can efficiently and effectively accomplish its activities? The article first provides a constructivist theoretical framework; next, it explains the methodologies, technologies, and resulting feedback from using peer review in a three-course study; and finally it provides concluding remarks on the many …
Developing Variation In The Late Work Of Morton Gould And Why It Matters, J. Wesley Flinn
Developing Variation In The Late Work Of Morton Gould And Why It Matters, J. Wesley Flinn
Music Publications
American composer Morton Gould (1913-1996) was remarkably consistent stylistically over the course of his compositional career; this project examines certain motivic transformational techniques used in two of his last works, Stringmusic (1993, winner of the Pulitzer Prize) and Remembrance Day (Soliloquy for a Passing Century) (1995). These techniques, which can generally be filed under the principle of developing variation, are: 1. Mirroring and reversal; 2. Rotation; 3. Motivic expansion and contraction; 4. Additive sets; and 5. Asymmetric injection. After an overview of each technique, I give a full analysis of the fourth movement of Stringmusic using the approaches described …
Volume 35, Various Authors
Cf Album, Transcriptions, And Analyses, Collin Felter
Cf Album, Transcriptions, And Analyses, Collin Felter
Honors Scholars Collaborative Projects
CF is an album of Collin Felter original compositions with a focus on creating a more approachable form of jazz harmony. To further the accessibility of the music, Felter has transcribed and analyzed his compositions for the listeners to theoretically understand what they are aurally experiencing. Included is the transcriptions/analysis document along with a link to the recordings of the album (can be found on all music streaming platforms).
Volume 34, Various Authors
Volume 33, Various Authors
Volume 32, Various Authors
Volume 31, Various Authors
Volume 30, Various Authors
Composer Mentors: A Model For Community Engagement, Service Learning, & Learning By Teaching, Kyle Gullings
Composer Mentors: A Model For Community Engagement, Service Learning, & Learning By Teaching, Kyle Gullings
Faculty Posters
This poster was presented during the UT Tyler Teaching Symposium in 2015, and awarded first place.
Sonatas, Rondos, And Cupcakes: The Efficacy Of Collaborative And Creative Project Formats In Undergraduate Music Theory Courses, Kyle Gullings
Sonatas, Rondos, And Cupcakes: The Efficacy Of Collaborative And Creative Project Formats In Undergraduate Music Theory Courses, Kyle Gullings
Faculty Posters
This poster was presented during the UT Tyler Teaching Symposium in 2015, and awarded first place.
Sonatas, Rondos, And Cupcakes: The Efficacy Of Collaborative Learning In Undergraduate Music Theory Courses, Kyle Gullings
Sonatas, Rondos, And Cupcakes: The Efficacy Of Collaborative Learning In Undergraduate Music Theory Courses, Kyle Gullings
Music Faculty Publications and Presentations
This paper examines the efficacy of collaborative and creative learning models in undergraduate music theory courses, using as comparative case studies group projects I assigned in three consecutive Form and Analysis classes from 2011 through 2014. I make the case that creative group projects, when executed correctly, have a net benefit for students, and that we as educators should make more effective use of them in our courses.
Volume 29, Various Authors
Volume 28, Various Authors
Volume 26, Various Authors
Volume 25, Various Authors
Volume 24, Various Authors
Volume 23, Various Authors
Volume 22, Various Authors
Volume 21, Various Authors