Featuring twenty-three essays by outstanding teacher-scholars on topics ranging from Schenkerian theory to gender, The Norton Guide to Teaching Music Theory covers every facet of music theory pedagogy. The volume serves as a reference for theory teachers and a text for pedagogy classes.

The Musician’s Guide to Theory and Analysis is a complete package of theory and aural skills resources that covers every topic commonly taught in the undergraduate sequence. The package can be mixed and matched for every classroom, and with Norton’s new Know It? Show It! online pedagogy, students can watch video tutorials as they read the text, access formative online quizzes, and tackle workbook assignments in print or online. In its third edition, The Musician’s Guide retains the same student-friendly prose and emphasis on real music that has made it popular with professors and students alike.

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.

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.

The ultimate resource for teaching any music history course

With five newly written chapters and sizable additions to nine original chapters, this second edition of Teaching Music in Higher Education provides a welcome update to author Colleen M. Conway's essential guide. In the book's new chapters, Conway offers insights beyond music and cognition including gender identity, sexual identity, and issues of cultural diversity not addressed in the first edition. Conway also covers technology in instructional settings and includes new references and updated student vignettes. Designed for faculty and graduate assistants working with undergraduate music majors as well as non-majors in colleges and universities, the book is designed to fit within a typical 15-week semester. The book's three sections address concerns about undergraduate curricula that meet National Association of School of Music requirements as well as teacher education requirements for music education majors in most states. Part I includes chapters on assessment and grading in music courses; understanding students' cognitive, musical, and identity growth; and syllabus design. Part II focuses on creating a culture for learning; instructional strategies to facilitate active learning; and applied studio teaching. Part III addresses growth in teaching practices for the college music professor and focuses on the job search in higher education, feedback from students, and navigating a career in higher education. The book features highly useful templates including a departmental assessment report, forms for student midterm and final evaluation, a Faculty Activities Report for music professors, and a tenure and promotion materials packet. Each of the three sections of the book makes reference to relevant research from the higher education or learning sciences literature as well as suggestions for further reading in the various topic areas.

Written by master teachers Poundie Burstein and Joe Straus, the workbook that accompanies Concise Introduction to Tonal Harmony, Second Edition, provides your students the practice they need to master music theory. The workbook contains hundreds of exercises--more than could ever be assigned in any one class--offering you the flexibility to construct assignments that best meet the needs of your students. The Second Edition is enhanced with more analysis exercises at the end of every chapter.

How do musical analysis and performance relate? In a unique collaborative approach to this question, theorist-pianist Daphne Leong partners with internationally renowned performers to interpret twentieth-century repertoire. Imaginative explorations of music by Ravel, Schoenberg, Bartók, Schnittke, Milhaud, Messiaen, Babbitt, Carter, and Morris illuminate focal issues such as the role of embodiment, the affordances of a score, the cultural understanding of notation, the use of metaphor, and--to round out the viewpoints of theorist and performers with those of composer and listeners--the role of structure in audience reception. Each exploration engages deeply with musical structure, redefined to encompass the creative activity of composers, performers, analysts, and listeners. Performances, demonstrations, and interviews online complement the book's written text; practical application and pedagogical guidance round out theoretical and analytical content. The collaborations themselves demonstrate different dimensions of knowledge at the intersection of analysis and performance, and illustrate Leong's theory of the things and people that facilitate cross-disciplinary collaboration in music. They also exemplify the antagonisms and synergies that emerge when theorists and performers meet. Both flexibly and rigorously conceived, Performing Knowledge is a brave crossing of disciplinary divides between scholarship and practice, a work of analysis shaped by the voices of performers.

Inhalt: Kaiser: Von der Sequenz zur Kadenz. Zur Entstehungsgeschichte der Interpunktion von Sonatenmusik Jeßulat: Urchoräle Bahr: Das Vorspiel zu den Meistersingern, 3. Akt, und Bachs Fuga in g, BWV 861 Chernova: Die fünfte Klaviersonate op. 53 (1907) - das letzte >tonale Werk Skrjabins? Schreiber: Contemporary composers and the repertoire of the Viennese classics Habryka: Der Einfluss von Kanonmodellen auf Grundtonfortschreitungen Hardt: Vivaldi und das Bausteinprinzip Sprick: Überlegungen zur Anfangswendung von Bachs Suite für Violoncello solo, BWV 1011 Reichel: Dramaturgische und harmonisch kontrapunktische Zeitgestaltung in Mozarts Bühnenwerken Venegas: The Bruckner Challenge: The Third Symphony's Slow Movement(s) Komatovic: Exemplarische Untersuchungen zu spättonalen Phänomenen im Werk César Francks Reutter: Alla napolitana oder Abschiedsgestus. Ein Satzmodell bei Strawinsky? Holm: Die Zeitgestaltung in der Interpretationskunst Wilhelm Furtwänglers ?uvela: Der Goldene Schnitt

Hearing Rhythm and Meter: Analyzing Metrical Consonance and Dissonance in Common-Practice Period Music is the first book to present a comprehensive course text on advanced analysis of rhythm and meter. This book brings together the insights of recent scholarship on rhythm and meter in a clear and engaging presentation, enabling students to understand topics including hypermeter and metrical dissonance. From the Baroque to the Romantic era, Hearing Rhythm and Meter emphasizes listening, enabling students to recognize meters and metrical dissonances by type both with and without the score. The textbook includes exercises for each chapter and is supported by a full-score anthology. PURCHASING OPTIONS Textbook (Print Paperback): 978-0-8153-8448-9 Textbook (Print Hardback): 978-0-8153-8447-2 Textbook (eBook): 978-1-351-20431-6 Anthology (Print Paperback): 978-0-8153-9176-0 Anthology (Print Hardback): 978-0-367-34924-0 Anthology (eBook): 978-1-351-20083-7

This collection explores Rancière's thought along a number of music-historical trajectories, including Italian and German opera, Romantic and modernist music, Latin American and South African music, jazz, and contemporary popular music, and sets him in dialogue with key thinkers including Adorno, Althusser, Badiou and Deleuze.

This book presents the recent positions, theories, and methods of artistic research in jazz, inviting readers to critically engage in and establish a sustained discourse regarding theoretical, methodological, and analytic perspectives. A panel of eleven international contributors presents an in-depth discourse on shared and specific approaches to artistic research in jazz, aiming at an understanding of the specificity of current practices, both improvisational and composed. The topics addressed throughout consider the cultural, institutional, epistemological, philosophical, ethical, and practical aspects of the discipline, as well as the influence of race, gender, and politics. The book is structured in three parts: first, on topics related to improvisation, theory and history; second, on institutional and pedagogical positions; and third, on methodical approaches in four specific research projects conducted by the authors. In thinking outside established theoretical frameworks, this book invites further exploration and participation, and encourages practitioners, scholars, students, and teachers at all academic levels to shape the future of artistic research collectively. It will be of interest to students in jazz and popular music studies, performance studies, improvisation studies, music philosophy, music aesthetics, and Western art music research.

This book is a hands-on investigation of the stages musicians go through as they learn to hear, read, and perform music. It draws on the latest research in music perception and cognition, music theory, and pedagogy, along with centuries of insight from music theorists, composers, and performers. The first part explores the development of music listening skills, including such broader activities as dictation and transcription, and specific abilities such as meter perception, short-term musical memory, and tonic inference. The second part then examines the skills involved in reading and performing music. It looks at such physical skills as vocal production and eye movements and at such complex integrated tasks as sight-singing transpositions and modulations. Throughout the book the author presents these skills in their musical contexts and emphasizes their roles in the general development of musicality. Aural Skills Acquisition builds important bridges between music theory, cognitive psychology, and pedagogy. It subjects ideas from music theory to the rigors of psychological testing and combines findings from the psychology of learning with ideas and methods of contemporary music theory. It will prove an invaluable guide for music teachers, music theorists, and psychologists interested in music perception and cognition.

How can we--jazz fans, musicians, writers, and historians--understand the legacy and impact of a musician like Dave Brubeck? It is undeniable that Brubeck leveraged his fame as a jazz musician and status as a composer for social justice causes, and in doing so, held to a belief system that, during the civil rights movement, modeled a progressive approach to race and race relations. It is also true that it took Brubeck, like others, some time to understand the full spectrum of racial power dynamics at play in post-WWII, early Cold War, and civil rights-era America. Dave Brubeck and the Performance of Whiteness uses Brubeck's performances of whiteness across his professional, private, and political lives as a starting point to understand the ways in which whiteness, privilege, and white supremacy more fully manifested in mid-century America. How is whiteness performed and re-performed? How do particular traits become inscribed with whiteness, and further, how do those traits, now racialized in a listener's mind, filter the sounds a listener hears? To what extent was Brubeck's whiteness made by others? How did audiences and critics use Brubeck to craft their own identities centered in whiteness? Drawing on archival records, recordings, and previously conducted interviews, Dave Brubeck and the Performance of Whiteness listens closely for the complex and shifting frames of mid-century whiteness, and how they shaped the experiences of Brubeck's critics, audiences, and Brubeck himself. Throughout, author Kelsey Klotz asks what happens when a musician tries to intervene, using his privilege as a tool with which to disrupt structures of white supremacy, even as whiteness continues to retain its hold on its beneficiaries.

(Educational Piano Library). This book is meant to assist teachers who wish to introduce their students to creative composition but have limited lesson time available and feel the need for some direction in starting and continuing the process successfully. The process involves devoting as little as five minutes of lesson time to composition, but at every lesson over a period of, for example, six to eight weeks. Suggestions in the concise Lesson Plans help bring about gradual changes or improvements from week to week that are enough to keep the piece developing, and, more importantly, to keep the student immersed and motivated in the process.

A practical book that provides a window into online music instruction in higher education.

Reorganized and streamlined, the third edition of The Musician's Guide to Fundamentals features a new, laser focus on the core concepts of music fundamentals. The text features NEW online resources--including formative quizzes and a self-grading workbook--while retaining the Musician's Guide's emphasis on real music from Bach to Broadway, Mozart to Katy Perry.

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.