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Embracing “the Teachable Moment”: Creative Warm-Ups, Pre-Teaching, and Their Role in the Music Theory Curriculum |
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J. Daniel Jenkins and Angela Ripley |
Conference Report: Pedagogy into Practice |
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Incorporating Popular Music in Teaching: Ideas for the Non-Expert |
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An Order-of-Procedure Approach to Linear Graphing |
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Asking Good Questions: A Way Into Analysis and the Analytical Essay |
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Chorales in J. S. Bach’s Pedagogy: Recasting the First Year Undergraduate Music Theory Curriculum in Light of a New Source |
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“Composers Are Born and Not Made”: Some Preliminary Thoughts On How To Construct A Pedagogy For Music Composition |
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JMTP Volume 32 |
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Reframing Aural Skills Instruction Based On Research in Working Memory |
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Promoting Diversity in the Undergraduate Classroom: Incorporating Asian Contemporary Composers’ Music in a Form and Analysis Course |
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When Words Create Music: The Spontaneous Art Song Workshop and Its Value in Teaching Improvisation |
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Music Theory Pedagogy Curricula in North America: Training the Next Generation |
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Cora S. Palfy and Eric Gilson |
The Hidden Curriculum in the Music Theory Classroom |
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The Mini-lesson: Active Learning and Engagement in the Undergraduate Classroom |
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The History of Music Theory and the Undergraduate Curriculum |
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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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JMTP Volume 33 |
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Mock Trials in the Music Theory Classroom |
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The Nashville Number System: A Framework for Teaching Harmony in Popular Music |
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The Analysis and Composition of Polymorphic Canons |
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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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Counterpoint is a Piece of Cake: Renaissance Improvisation in a Modern University Course (In honorem Petri N. Sutoris) |
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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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Schenkerian Analysis of Fugue: A Practical Demonstration |
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Engaging Chopin’s Nocturnes: Model Composition and Nineteenth-Century Diminutions |
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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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Review of Gateways to Understanding Music by Timothy Rice and Dave Wilson |
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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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Conference Report: Pedagogy into Practice 2 |
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Alyssa Barna and Sam Reenan |
Graduate Instructor Peer Observation in Music Theory Pedagogy |
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