2019 Conference Program

Pedagogy into Practice  Program 2019

Thursday, 23 May

8:00-9:00 am Registration and continental breakfast and coffee  

Sessions are paper presentations unless otherwise labeled 

9:00-10:30 am    Pedagogy and Extensions of Music Theory - Chair, Melissa Hoag - Geiringer Hall

     What Happens When Music Theory Pedagogy is Interleaved?

           Michael Callahan, Michigan State University

    “Ever wonder what makes a Bruno Mars song sound like Bruno Mars?” Using Databases, Computer Science, and Computational Thinking as Tools for Teaching Students to Think About the Way That They Think

           Jennifer Shafer, University of Delaware

     Incorporating Public Music Theory into the Undergraduate Core: Rethinking the Final Analytical Paper

           Aaron Grant, Missouri Western State University

 9:00-10:30 am    Panel: From Core to Cores - Chair, Gary Karpinski - Room 1145

     From Core to Cores: Curricular Reform Toward Degree- and Student-Specific Theory Coursework

           Greg McCandless, Jennifer Snodgrass, Andrew Hannon—Appalachian State University 

11:00 am        Welcome and announcements –Corwin Pavilion

11:30-12:15 pm  Workshop: Incorporating Music by Women - Chair, Janet Bourne - Geiringer Hall

     Tools for Creating a More Inclusive Classroom: Incorporating Music by Women            

           Elizabeth West Marvin, Molly Murdock—Eastman School of Music

           Jane Piper Clendinning, Florida State University  

11:30-12:15 pm  Workshop: Assisting Student With Memory Defecits - Chair, Timothy Chenette - DAHC

     Pay attention to memory: strategies for assisting students with memory deficits

           Leigh VanHandel, Michigan State University

 12-1:30 pm   Lunch on your own        

 2-4:30 pm      Aural Skills - Chair, Rachel Mitchell - Geiringer Hall

     What is going on in someone's head when they do melodic dictation?

           David John Baker, Louisiana State University

     Hidden Aural Skills: Implicit Learning through Experience

           Elizabeth Monzingo, Ohio State University

     Informal Music Learning in the Aural Skills Classroom

           Susan Piagentini, Northwestern University

     Correcting the Error of Our Ways: Rethinking Error Detection in the Aural Skills Curriculum

           Amy Fleming, Edward Taylor—Baylor University

     The Case for More Bass in the Aural Skills Curriculum

           Elizabeth Sayrs, Ohio University

2–4:30 pm     Panel and Papers: Diversifying the Curriculum - Chair, Philip Duker - Room 1145

     Panel: Diversifying the Theory Curriculum: How to Open Multiple Pathways through the Theory Core

           Andrew Gades, College of Idaho; Megan Lavengood, George Mason University; Crystal Peebles, Ithaca College

     Building a Theory Curriculum without Chorale-Style Writing

           Marcelle Pierson, University of Pittsburgh

     The Theory of Music vs. the Music of Theory

           Christopher Doll, Rutgers University

5:00-7:00 pm  J. Daniel Jenkins, Keynote - Chair, Steve Laitz - Corwin Pavilion

Public Music Theory and Pedagogy              J. Daniel Jenkins, University of South Carolina

7:00 pm                Reception                              Corwin Pavilion


Friday, 24 May

8:30-10:00 am          Global Pedagogy - Chair, Rebecca Long - Geiringer Hall

     Unfolding the complexity of intonation conceptions and teaching—with possible implications for aural class

           Anne Katrine Bergby, Norwegian Academy of Music

     Timbre, Tuning, and Implicit Learning of Absolute Pitch: Implications for Aural Skills Pedagogy

           Elizabeth West Marvin, Eastman School of Music

           Su Yin Mak, The Chinese University of Hong Kong

     Music Theory Teaching in the 21st Century: Some Reflections and Proposals about the Foundations of Music Theory Instruction

           Alfonso Meave, Instituto Tecnológico y de Estudios Superiores de Monterrey

 8:30-10:00 am          Workshops: Galant Schemas and Aural Training - Chair, David Geary - Room 2224

     Teaching Counterpoint, Harmony, and Voice Leading with Galant Schemas

           Nathan Baker, Casper College

     Instrument and Aural Training

           Victoria C. Jakhelln, Norwegian Academy of Music

8:30-10:00 am          Workshop: Hearing the Waves - Chair, Timothy Bausch - DAHC      

     Hearing the Waves: Teaching Sound Synthesis through Aural Skills

         Paul Thomas, Texas Woman’s University

 10:15-12:00 pm Poster Sessions         DAHC

           (See end of schedule for list of posters and presenters)

 12:00-1:30 pm               Lunch on your own

 1:30-4:00 pm                   Writing - Chair, Elizabeth Sayrs - Geiringer Hall

      Designing the Reflective Essay: An Instrument for Integration and Customization of Music Theory Learning Experiences

           Anna Ferenc, Wilfrid Laurier University

     The Tristan Paper: Teaching Operatic Analysis and Prose Writing in Second-Year Theory

        William Marvin, Eastman School of Music

     Let's Talk Theory: Fostering Communication Skills in Music Theory via the Research Symposium

          Andrew Farina, Butler University

     Post-Tonal Postcards: Synthesizing Analysis and Reflection through Prose Writing

           Angela Ripley, College of Wooster

     The Semiological Tripartition and Analytical Writing Pedagogy

           Joan Huguet, Knox College

 1:30–3:00 pm                        Workshops: SLOs and Timbre - Chair, Benjamin Levy - Room 2224

     Creating Measurable Learning Objectives

           Sara Bakker, Utah State University

     Teaching Timbre in the Aural Skills Curriculum

           William Mason, Wheaton College-Massachusetts

1:30–4:00 pm                        Workshops: Aural Skills - Chair, Susan Piagentini - DAHC

     Figure This: An Aural Skills Sketching Technique for Melodic Analysis

           Jana Millar, Baylor University

     Warming Up to Post-Tonal Aural Skills

           James Sullivan, University of Evansville

     What Does It Mean to Hear Harmony?

           Timothy Chenette, Alexandra Phillips, Emily Wood—Utah State University

  4:30-6:30pm             Daniel B. Stevens, Keynote - Chair, Steve Laitz - Lotte Lehmann Hall

       Never Twice the Same: Listening and Improvisation         Daniel B. Stevens, University of Delaware

 Saturday, 25 May

9:00-10:30 am          Addressing the Range of Students - Chair, Stanley V. Kleppinger - Geiringer Hall

     Mathematics and Music Theory: Assisting Music Theory Students with Math-Related Learning Disabilities

           Jane Piper Clendinning, Nancy Rogers, Colleen Ganley, Sara Hart—Florida State University

     Student Learning Outcomes as Disciplinary, Institutional, and Cultural Discourse

           Scott M. Strovas, Ann B. Stutes—Wayland Baptist University

     AP Music Theory and College: Coordinating the Curriculum Across the Nation

           Jennifer Beavers, Stacey Davis—University of Texas at San Antonio

 9:00-10:30 am          Models for Learning - Chair, Patricia Burt - Room 1145

     The Language Acquisition Process; a New (Old) Way of Teaching Music

           David Marvel, University of Oklahoma

     Creating Intertextuality Webs in the Music Theory Classroom

           Cara Stroud, Michigan State University

     The social (constructivist) classroom: designing effective groupwork tasks for music theory

           Joshua Groffman, University of Pittsburgh

 11:00-1:00 pm     Cynthia I. Gonzales, Keynote - Chair, Steve Laitz - Lotte Lehman Hall

      SmartMusic: Removing the "Fear Factor" from Sight Singing and Aural Skills         Cynthia I. Gonzales, Texas State University

      (Presentation includes a luncheon provided by SmartMusic.)


 1:30-3:00 pm       Expanding our Approach - Chair, Crystal Peebles - Geiringer Hall           

     “Play it again, Sam”: Expanding the Canon by Incorporating Film Music into the Undergraduate Music Theory Classroom

           Janet Bourne, University of California, Santa Barbara

     Schenkerian Analysis: Lessons from Chess Pedagogy

           Yannis Rammos, Tekhnee

     Graduate Instructor Peer Observation in Music Theory Pedagogy

           Alyssa Barna, Sam Reenan—Eastman School of Music

 1:30-3:00 pm       Fundamentals and Inclusivity - Chair, Jena Root - Room 1145

      Expanding the Scope of Theory Fundamentals

           Patricia Burt, University of Delaware

     From Design to Implementation: Creating Inclusive Assessments within the Music Theory Classroom

           Stefanie Bilidas, Zachary Lloyd—Michigan State University

    Shouldn’t the Test Fit the Tune? A Model for Designing Inclusive Aural Skills Assessments

           Andrew Conklin, University of the Pacific 

3:15–4:00 pm            Coda                         Lotte Lehmann Hall

 

Posters

Technology

Harmonia 3: Launching an Audio-Streaming Interface to Support Ear-Training Applications

           Rachel Mitchell, University of Texas Rio Grande Valley

Synchronous and Asynchronous Collaboration using Online Whiteboards

           Peter Lea, University of Missouri

Mentoring the Writing Process through Technology: A Critical Review of Organizational and Productivity Apps

           Rebecca Long, Houston, Texas; Kristen Wallentinsen, Albuquerque, New Mexico

Fundamentals Wizard and the Class Album: Engaging Students with Technology In and Out of the Classroom

           Matthew Heap, West Virginia University

A Trait-Based Search Application for Sight-Singing Instruction

           Gary S. Karpinski, University of Massachusetts Amherst

Performance Skills

Common Practice Tonal Induction and the Modern Problem of Hearing Mixolydianly
            Stanley V. Kleppinger, University of Nebraska-Lincoln

Does practice make perfect? The effects of ear fatigue on aural skills pedagogy

           John Leupold, Washington College; Jennifer Johnstone, Kent State University

Ear Training with Peer Performance Dictation

           Matthew Hough, University of California, Berkeley

Assessing Critical Listening in a General Education Course

           Mitchell Ohriner, University of Denver

The Sing-and-Play

           Samantha M. Inman, Stephen F. Austin State University

Games

Weighed in the Balance But Not Wanting: Short Daily Review Games for Content Retention and Reinvigoration of Tired Students

           Dana DeVlieger, University of Minnesota; Jennifer Shafer, University of Delaware

Game Design for the Music Theory Classroom

           Douglas Buchanan, Peabody Conservatory of the Johns Hopkins University; Patricia Burt, University of Delaware

Musical Design

Into the Wild with Haydn: a Piece-Driven Approach to Form and Analysis Pedagogy

           Melissa Hoag, Oakland University

Teaching Chromaticism Through Billy Joel

           Andrew Aziz, San Diego State University

What are college students listening to and how “complex” is it?

          Jennifer Beavers and the UTSA Music Theory Club—University of Texas at San Antonio

Either/Neither/Both: Teaching Formal Ambiguity in the Undergraduate Theory Core

           Aaron Grant, Missouri Western State University; Joan Huguet, Knox College

Hunting for Motives in Duke Ellington’s The Tattooed Bride

            Darren LaCour, Washington University

Teaching timbre: a practical plan for including timbre in the undergraduate post-tonal theory classroom

           Nora Engebretsen, Bowling Green State University

How to “PASS” Core Theory Exams

           Daisy Tam, Toronto, Ontario

Improving Freshman Partwriting through Parsimonious Voiceleading

           Danny Beard, University of Southern Mississippi

Curriculum and Learning

Teaching Music with Music

           David Newman, James Madison University

Where Doesn’t This Work? Realizing Rules Literally as a Devil’s Advocate in Music Theory

           Mark Gotham, Cornell University

Toward a More Unified Curriculum: Conversations to Have with your Group Piano Faculty

           Laurel Larsen, Douglas O’Grady—Western Connecticut State University

An Interdisciplinary Approach to Music Theory: Creating Associative Networks through the use of Laboratory Experiences

            Kate Sekula, University of Science and Arts of Oklahoma

Meaningful Music: Culturally Sustaining Pedagogy in the Music Theory Classroom

           Adam J. Kolek, Rowan University

Finding Metaphor in Music: The Impact of Different Analyses on Musical Perception

           Alex Sallade, University of Delaware

Cultivating Curiosity: Questions, Relevance, and Focus in the Theory Classroom

           Philip Duker, University of Delaware