Thursday, June 2

8:00–6:00 Registration Table Open (Billman Music Pavilion Lobby)

8:00–9:00 Coffee and Continental Breakfast (Billman Music Pavilion Lobby)

9:00–9:15  Opening Remarks by Steve Laitz (The Juilliard School), Director of  Gail Boyd de Stwolinski Center for Music Theory Pedagogy (Cook Recital Hall)


9:30–11:00  Paper Session: Technology and Learning Online (Hollander Hall)

Session Chair: Samantha M. Inman

Theory Pedagogy Online and Asynchronous: Challenges, Strategies, and Unexpected Opportunities

Elizabeth West Marvin (Eastman School of Music)

Embellishing Tones with RuPaul: How Ungrading the Classroom, Collaborative Composing, and a Small Dose of Television Fostered an Upbeat and Engaged Online Learning Community

Patricia Burt (University of Delaware)

Music Theory in the Concert Hall: Enhancing Public Engagement in Real Time via Smartphone App

Linda Dusman (University of Maryland, Baltimore County)


9:30–10:30 Paper Session: Taking a Comparative Approach (103 MPB)

Session Chair: Sara Bakker

The Good, The Bad, The Forgotten: Interrogating Our Learning

Objectives When Incorporating Non-Western Music into the Music

Theory Classroom

Zachary Lloyd (Florida State University)

 World Music and Decolonial Pedagogy in the Music Theory Classroom

Molly Reid (Florida State University)


11:00–11:15 BREAK

11:15–12:00 Workshop (Hollander Hall)

Session Chair: Becka Dulaney

 Analytic Perspectives for Graduate Students

Stanley V. Kleppinger (University of NebraskaLincoln)


11:15–12:00 Workshop (103 MPB)

Session Chair: Gordon Sly

 Teaching Music Theory and Aural Skills Online in the Post-COVID Age: Tools for Designing and Cultivating High-Quality Educational Experiences

Stephanie Venturino (Eastman School of Music)


12:00–1:30 LUNCH


1:30–3:00 Paper Session (Hollander Hall)

Theory without Staff Notation

Session Chair: David Marvel

 Teaching Musical Creativity Without Musical Notation

Marcelle Pierson, Jason Belcher, Cullyn Murphy, Kevin O'Brien, Brian Riordan,

Emerson Voss (University of Pittsburgh)

 Notation-free Dictation: A Case Study in “Blind Hearing”

Alexandrea Jonker (McGill University)

 Asset Pedagogy in a Remedial Sight-Singing Class

Adam J. Kolek (Rowan University)


1:30–3:00 Panel (103 MPB)

Moderator: Samantha M. Inman

Advising Student Research

Michael Callahan (Michigan State University)

Kent Cleland (Baldwin Wallace Conservatory of Music)

Jane Piper Clendinning (Florida State University)

Samantha M. Inman (Stephen F. Austin State University)

Gary S. Karpinski (University of Massachusetts Amherst)


3:00–3:15 BREAK

3:15–4:15 Keynote Speaker: 12tone (Cook Recital Hall)

            Title: New Horizons: The History and Practice of Music Theory YouTube

5:00–8:00 Dinner and Reception at the Kellogg Conference Center


 James Faulconer (Founding Director of the de Stwolinski Center for Theory Pedagogy)

 Peter Schubert (2019 Recipient of the Gail Boyd de Stwolinski Prize for Lifetime Achievement in Music Theory Teaching and Scholarship)


Friday, June 3

8:00–11:00 Registration Table Open (Billman Music Pavilion Lobby)

8:00–9:30   Coffee (Billman Music Pavilion Lobby)

8:30–10:00 Paper Session (Hollander Hall)

After the Core: Thinking about Graduate Students and Alumni

Session Chair: Zachary Lloyd

What Do Alumni Say? How Conservatory Graduates Employ Musicianship and Piano Skills in their Professional Lives

David Thurmaier and Chris Madden (UMKC Conservatory)

But What About the Grad Students? Consideration of Theory Requirements for Master’s and Doctoral Students in Performance Programs

Matthew Heap (West Virginia University)

Rethinking “Remedial”: A New Approach to the Graduate Theory Review Course

Christopher Gage (University of Delaware)


8:30–10:00 Paper and Demonstration Session (103 MPB)

Session Chair: J. Daniel Jenkins

Playing to Learn: Pedagogical Games in the Music Theory Classroom Angela Ripley (Baylor University)

 A New Library of Interactive, Collaborative Patches for Learning Music

Theory Using the Bach/Cage Libraries for Max/MSP

Paul V. Miller (Duquesne University)

Recomposition as a Collaborative Process in the Post-1945 Techniques and Analysis Course

Gerardo Lopez (Ohio State University)


10:00–10:15  BREAK

10:15–11:30 Poster Session I (Large Rehearsal Room) See pages 7-10 for full titles and presenters

11:30–1:00 LUNCH

1:00–2:30 Keynote Speakers: Laura D’Angelo and Frank Doyle (Cook Recital Hall)

Title: 18th Century Music Theory Constructs in a 21st Century High School Classroom

2:30–2:45 BREAK

2:45–3:45 Paper Session (Hollander Hall)

Rethinking the Core Curriculum

Session Chair: Crystal Peebles

In Defense of Theory: Bachelor of Music Programs, Core Theory Classes, and the Liberal Arts Education

Antares Boyle (Portland State University)

Taking Steps Toward a Stronger Core

Dickie Lee (Hugh Hodgson School of Music: University of Georgia)


2:45–3:45 Paper Session (103 MPB)


Session Chair: Timothy Chenette

Improvisation in the Music Theory and Aural Skills Classrooms: An Integrated Approach

Taylor Carmona (Texas Tech University)

 The “Tristano Method”: Teaching the Art of Accompaniment and Improvisation

Nikkei Flores (Texas State University)


3:45–4:00 BREAK

4:00–6:00 Paper Sessions (Hollander Hall)

Broadening the Study of Rhythm and Meter

Session Chair: Katrina Roush

Centering Meter, Provincializing the West: Toward a Diversified and Inclusive Music Theory Curriculum

Hanisha Kulothparan (Eastman School of Music)

Using Non-Western Rhythms to Teach Rhythmic Competency in Aural Skills Courses

Reba Wissner (Columbus State University)


 Making Harmony Pop

Session Chair: Jena Root

 Outsourcing Familiarity: Engaging with Students’ Personal Playlists to Teach Harmonic Concepts and Contexts

Bruno Alcalde (University of South Carolina)

 Nashville Number System as a Tool for Fostering Inclusivity and Accessibility

Samantha Waddell (Indiana University)


4:00–6:00 Paper Sessions (103 MPB)

Part Writing

Session Chair: David Geary

 Towards a “Warmer” Partwriting: Figured Bass and Chorale as Model Composition

Olga Sánchez-Kisielewska (University of Chicago)

 Part Writing Doesn’t Need to be Overwhelming: A Part-Writing Pedagogy Informed by Cognitive Load Theory

Ryan H. Jones (Michigan State University)



Multimodal Feedback in the Music Theory and Aural Skills Classroom    

Stephanie Venturino (Eastman School of Music)

 Choose Your Own Adventure: Empowering Student Choice in Learning, Assessment, and Grading

Jennifer Shafer (University of Delaware)


6:00  Dinner on your own


Saturday, June 4

8:00–11:00 Registration Table Open (Billman Music Pavilion Lobby)

8:00–8:30  Coffee (Billman Music Pavilion Lobby)

8:30–10:00  Paper Session (Hollander Hall)


Session Chair: Bruno Alcalde

The Guided Tour as a Contextual Listening Assessment

Andrew Conklin (University of the Pacific)

 Diversifying Form Pedagogy

Sara Bakker (Utah State University)

 An Amicable Divorce: Decoupling Concepts and Repertoire in Music Theory Pedagogy

Chandler Blount and Jordan Lenchitz (Florida State University)


8:30–10:00  Discussion Forum (103 MPB)

Session Chair: Jennifer Snodgrass

 Creating A Space to Fail: Helping Students Develop Confidence In and Beyond the Music Theory Classroom

Rachel Short & Charlene Romano (Shenandoah Conservatory)


10:00–10:15 BREAK

10:15–11:30 Poster Session II (Large Rehearsal Room) See pages 7-10 for full titles and presenters 

11:30–1:00  Lunch on your own

1:00–1:45  Workshop (Hollander Hall)

Session Chair: Peter Schubert

Bridging the Gap Between the Science of Learning and the Theory and Aural Skills Classroom

Amy Fleming (Baylor University)

Aaron Grant (Missouri Western State University)


1:00–1:45  Workshop (103 MPB)

Session Chair: Molly Reid

Teaching Prosody and Declamation through Price’s Songs

James Sullivan (Michigan State University)


1:00–1:45  Workshop Session (Large Rehearsal Room)

 Session Chair: Patricia Burt

Teaching Timbre Across the Curriculum

Jennifer Beavers (University of Texas at San Antonio)


1:45-2:00 Break

2:00-3:30 Keynote Speakers: Robin Attas and Philip Ewell (Cook Recital Hall)

Title: Beyond Inclusion, Toward Justice: Dismantling Racialized and Colonial Music Theory Pedagogical Structures


Dinner on your own-watch bulletin board for a possible site for dining together

End of Conference


Friday Poster Session Titles


A Case of Diversity in the Undergraduate Post-Tonal Music Course:

Arithmetic References in the Works by Phillipe Manoury and Guoping Jia

 Yi-Cheng Daniel Wu (Soochow University School of Music)

 Facilitating Group Composition for Large Ensembles through “Building Blocks” of Rhythm, Harmony, Countermelody, Melody, Form, and Orchestration

 Alexis C. Lamb (University of Michigan)

 Using Jazz Compositions to Teach the Sentence

 Samuel Falotico (Hunter College)

 Roman Numerals vs. Partimento: A Comparison of Cognitive Load

 Nathan Baker (Casper College)

 Neuro-Divergence in the Music Classroom: Reaching the "Talented but Lazy" Student


 Caroline Dunmire (University of North Carolina, Greensboro)

 What is Relative Pitch? Survey Reveals Varied Definitions, Attitudes, and Pedagogies 

 David John Baker (University of Amsterdam)

Jenine Brown (Peabody Institute of John Hopkins University)

Elizabeth West Marvin (Eastman School of Music)

Daphne Tan (University of Toronto)

 Listening to Form In/Through Contemporary Musics

 Sam Reenan (Miami University)

 Popular Music Theory: A Case Study in Pedagogy

 Matthew Hough (University of California, Berkeley)

 Analysis through Recomposition: Cultivating Independent Thought and Music-Making in the Undergraduate Music Theory Core

 Tyler Dellaperute (Appalachian State University)

 Music for Autistic Listeners: A Music Theory Community Engagement Project

 Daniel B. Stevens and Matthew L. Mauriello (University of Delaware)

 Arranging and Performing Pop A Cappella without Staff Notation

 Timothy Chenette (Utah State University)

 Toward an Anti-Racist Post-Tonal Pedagogy: George Walker’s Lilacs in Theory IV

Evan Ware (Cal Poly Pomona)

 PedAgogical Practices: Alternative Theories of Teaching and Learning

 Chantal Lemire (School for Music Arts in London)


Saturday Poster Session Titles

 Teaching Theory Pedagogy: The Anthology Project

 Samantha M. Inman (Stephen F. Austin State University)

 Karate Kid Pedagogy and Interdisciplinary Priming in the Music Theory Curriculum

 Michael Baker (University of Kentucky)

 First Semester Theory through a Pop/Rock Lens: Course Design and Examples of Learning Activities

 Nathan Baker (Casper College)

 Two Active-listening Lessons for First-year Theory: “What Do You hear?” and the “Structural Harmony Listening Worksheet”

 Anna Stephan-Robinson (West Liberty University)

Music, Sound, and Theory: Redesigning Fundamentals

 Daniel Barolsky and Yiheng Yvonne Wu (Beloit College)

 (Re)doing Our Best: Pedagogical Advantages of Letting Students Try Again

 Matthew Kiple (Temple University)

 Part Writing in Simple Keyboard Style: A Practical Solution

 Antares Boyle (Portland State University)

 “What Were You Thinking?”: Only the Video Knows for Sure

 Cynthia I. Gonzales (Texas State University)

 Mission Outreach: A University Music Theory Club’s Outreach Project with Local High School Music Students

Jennifer Beavers (University of Texas at San Antonio)

Kyree Harrison (University of Texas at San Antonio)

Hayley Walkingstick Garcia (University of Texas at San Antonio)

Micah Rosenstein (University of Texas at San Antonio)

 Priming First-year College Students for Music Analysis: Applying Concepts from ACRL’s Information Literacy Framework

 Katrina Roush (University of Texas Rio Grande Valley)

 Bridging the Divide: What Elementary- and College-Level Music Educators Can Learn from Each Other about Teaching Phrase Structure

 Rebecca Perry and Elizabeth Hermann (Lawrence University)

 A Judgment-free Zone: Benefits of a Peer-tutoring Center for Music Theory Instruction

 Tyler Dellaperute (Appalachian State University)

Sophie Rymarowicz (Appalachian State University)

Jason Wise (Appalachian State University)

Graham Johnson (Appalachian State University)

 Stepping up Sight Singing: How Tiered Sight-singing Examples Can Increase Student Agency, Awareness of Structural Relationships, and Sense of Accomplishment

 Philip Duker (University of Delaware)

Jennifer Shafer (University of Delaware)

 A Notation-centered Approach to the “Remediation Problem” in First-Year Music Theory

 Thomas Collison (Michigan State University)