Journal of Music Theory Pedagogy Journal Articles

Volume Year Author(s) Title Material
28
2014
Samuel Ng
Recorded Performances as Text in the Music Theory Classroom
28
2014
David Beach
The Analytic Process - A Practical Demonstration The Opening Theme from Beethoven's Op. 26
28
2014
Guy Capuzzo
The Backcycle Progression - A Supplement to the Omnibus Progression for the Study of Chromatic Harmony
28
2014
Gregory Ristow, Kathy Thomsen, & Diane Urista
Dalcroze's Approach to Solfège and Ear Training for the Undergraduate Aural Skills Curriculum
28
2014
Scott Dirkse
Effective Questioning Strategies for the Music Theory Classroom
28
2014
JMTP Volume 28
28
2014
Carla R. Colletti
A Comparative Review of Five Music Fundamentals Textbooks
29
2015
JMTP Volume 29
29
2015
Michael Callahan
The Archaeologist’s Paradise: Digging Through Solo- Polyphonic Ambiguity in the Counterpoint Classroom
29
2015
Sheila Clagg Cathey & Jay Dorfman
Profiles, Perceptions, and Practices Related to Customizable Computer-Aided Instruction among Postsecondary Aural Training Instructors
29
2015
Richard Cohn
Why We Don’t Teach Meter, and Why We Should
29
2015
Nicole E. DiPaolo
Review of Music Theory for Beginners, by R. Ryan Endris
29
2015
Michael Masci
Three Leçons in Harmony: A View from the Nineteenth-Century Paris Conservatory
29
2015
Brenda Ravenscroft & Victoria Chen
Enhancing Learning in an Advanced Analysis Course: the Flipped Model, Peer Learning, and the Mode Effect
30
2016
Benjamin K. Wadsworth
Schenkerian Analysis for the Beginner
30
2016
Robin Attas
Teaching What We Do and How We Do It: Using a Miniconference Assignment to Dig Deep into Musical Analysis
30
2016
Daniel Stevens
Symphonic Hearing: Mastering Harmonic Dictation Using the Do/Ti Test
30
2016
Sarah Marlowe
Counterpoint in the Classroom: Pedagogical Considerations and a Detailed Review of Two Textbooks
30
2016
JMTP Volume 30
30
2016
Anna Ferenc
Promoting Metacognitive Reflection in Music Theory Instruction
30
2016
Angela Ripley
What Did the West Wind See? Teaching Whole-Tone Scales through Debussy's "Ce qu'a vu le vent d'ouest"
30
2016
Morgan Markel & Nicholas J. Shea
Report on the 2016 Workshops in Music Theory Pedagogy at the University of Massachusetts Amherst
31
2017
Amy Lynne Engelsdorfer
Embracing “the Teachable Moment”: Creative Warm-Ups, Pre-Teaching, and Their Role in the Music Theory Curriculum
31
2017
J. Daniel Jenkins and Angela Ripley
Conference Report: Pedagogy into Practice
31
2017
Timothy K. Chenette
Incorporating Popular Music in Teaching: Ideas for the Non-Expert
31
2017
Edward Pearsall
An Order-of-Procedure Approach to Linear Graphing
31
2017
Lynne Rogers
Asking Good Questions: A Way Into Analysis and the Analytical Essay
31
2017
Derek Remeš
Chorales in J. S. Bach’s Pedagogy: Recasting the First Year Undergraduate Music Theory Curriculum in Light of a New Source
31
2017
Michael Searby
“Composers Are Born and Not Made”: Some Preliminary Thoughts On How To Construct A Pedagogy For Music Composition
31
2017
Olga Sánchez-Kisielewska
The Rule of the Octave in First-Year Undergraduate Theory: Teaching in the Twenty-First Century with Eighteenth-Century Strategies