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Journal of Music Theory Pedagogy
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  3. Vol. 32 No. 1 (2018)

Vol. 32 No. 1 (2018)

Published: 2018-01-01

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Articles

  • Reframing Aural Skills Instruction Based On Research in Working Memory

    Timothy K. Chenette (Author)
    • PDF
  • Promoting Diversity in the Undergraduate Classroom: Incorporating Asian Contemporary Composers’ Music in a Form and Analysis Course

    Tomoko Deguchi (Author)
    • PDF
  • When Words Create Music: The Spontaneous Art Song Workshop and Its Value in Teaching Improvisation

    Amy Lynne Engelsdorfer (Author)
    • PDF
  • Music Theory Pedagogy Curricula in North America: Training the Next Generation

    Elizabeth West Marvin (Author)
    • PDF
  • The Hidden Curriculum in the Music Theory Classroom

    Cora S. Palfy, Eric Gilson (Author)
    • PDF
  • The Mini-lesson: Active Learning and Engagement in the Undergraduate Classroom

    Anna Stephan-Robinson (Author)
    • PDF
  • The History of Music Theory and the Undergraduate Curriculum

    Robert W. Wason (Author)
    • PDF

Book Review

  • Review of The Norton Guide to Teaching Music Theory, edited by Rachel Lumsden and Jeffrey Swinkin

    Daphne Tan, Stacey Davis, Timothy Koozin, David A. Rickels, Philip Chang (Author)
    • PDF

Resource

  • An Ecossaise Exercise: Lesson Plan and Materials for a Class in the Second Week on Tonicization

    Jonathan Guez (Author)
    • PDF
  • Repository of Sentence and Period Examples

    Garreth Broesche (Author)
    • PDF
  • Open Educational Resources for Undergraduate Music Theory

    Kyle Gullings (Author)
    • PDF

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The Journal of Music Theory Pedagogy is a publication of the University of Oklahoma Libraries and supported by the Gail Boyd de Stwolinski Center for Music Theory Pedagogy at the University of Oklahoma.

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Articles are published under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International (CC-BY-NC-ND) license.

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