Teaching What We Do and How We Do It: Using a Miniconference Assignment to Dig Deep into Musical Analysis

Abstract

This essay advocates for the integration of prose writing into the undergraduate music theory sequence. The author provides an overview of some possible assignments for each semester in the standard sequence, and gives examples of assignments, rubrics, and teaching strategies for a semester-long, multi-part “miniconference” assignment that allows students to synthesize music theory content from prior semesters and combine deep musical analysis with writing, presenting, and critical thinking skills. I am grateful for the feedback and guidance of Paula Rosinski, Omri Shimron, Lynn Beck, Paul Anderson, and Rosie Ruzzi at various stages of this project.