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JMTP Volume 34 |
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Alyssa Barna and Sam Reenan |
Graduate Instructor Peer Observation in Music Theory Pedagogy |
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Amy Fleming and Aaron Grant |
The Rest Is Noise : A Historically Integrated Approach to Post-Tonal Pedagogy |
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Post-Tonal Postcards: Communicating Analysis and Reflection through Prose Writing |
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Review of The Musical Language of Rock by David Temperley |
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“Notehead Shorthand”: A Rhythmic Shorthand Method for Melodic Dictation Exercises |
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Jennifer Beavers and Stacey Davis |
AP Music Theory and College: Coordinating the Curriculum |
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Review of Tonal Analysis: A Schenkerian Perspective by David Damschroder, and Music Analysis: An Introduction to Schenkerian Theory and Practice by Eric Wen |
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Mamlok on Day One: Strategies for Incorporating Recent Music Into the Early Undergraduate Music Theory Curriculum |
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Review of Basic Post-Tonal Theory and Analysis by Philip Lambert, and Introduction to Post-Tonal Theory by Joseph N. Straus |
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JMTP Volume 33 |
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Search-Solve-Sing: A Group Presentation Model to Strengthen Practice and Performance Techniques in Upper-Level Aural Skills Classes |
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Mock Trials in the Music Theory Classroom |
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Brian Edward Jarvis and John Peterson |
Increasing Retention and Motivation: Making a Case for Conscious Long-Term Repetition and Leveraging Peer Learning |
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Conference Report: Pedagogy into Practice 2 |
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Emily Kenyon and Emily Schwitzgebel |
Report on the 2019 Workshops in Music Theory Pedagogy at the University of Massachusetts Amherst |
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Counterpoint is a Piece of Cake: Renaissance Improvisation in a Modern University Course (In honorem Petri N. Sutoris) |
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Engaging Chopin’s Nocturnes: Model Composition and Nineteenth-Century Diminutions |
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We Know It’s Important, But How Do We Do It? Engaging Beginning Aural Skills Students Through Meaningful Improvisation Activities |
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Review of Gateways to Understanding Music by Timothy Rice and Dave Wilson |
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The Analysis and Composition of Polymorphic Canons |
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Schenkerian Analysis of Fugue: A Practical Demonstration |
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The Nashville Number System: A Framework for Teaching Harmony in Popular Music |
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JMTP Volume 32 |
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When Words Create Music: The Spontaneous Art Song Workshop and Its Value in Teaching Improvisation |
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The Mini-lesson: Active Learning and Engagement in the Undergraduate Classroom |
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Cora S. Palfy and Eric Gilson |
The Hidden Curriculum in the Music Theory Classroom |
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Daphne Tan, Stacey Davis, Timothy Koozin, David A Rickels, and Philip Chang |
Review of The Norton Guide to Teaching Music Theory, edited by Rachel Lumsden and Jeffrey Swinkin |
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Music Theory Pedagogy Curricula in North America: Training the Next Generation |
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The History of Music Theory and the Undergraduate Curriculum |
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