Schenkerian Analysis for the Beginner

Abstract

In the classroom, the teacher of Schenkerian analysis faces the challenge of reconciling the holistic evaluation of works with the sequential presentation of content from simple to complex. Drawing from previous learning taxonomies (Bloom 1956, Anderson and Krathwohl 2001, and Rifkin and Stoecker 2011), I propose an adapted one for Schenkerian analysis. I note differences between this taxonomy and analytical procedures shown in current Schenkerian textbooks (Cadwallader and Gagné 2011, Pankhurst 2008), pursue implications of the new learning taxonomy, and suggest a wide range of classroom activities that have proven effective in my own introductory course. Goals of the new taxonomy include the rapid building of students’ graphing competency, and motivating students to use Schenkerian analysis on their own outside of the classroom.