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 Nebraska –Lincoln)
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
Speakers:
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)
Improvisation
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)
Assessment
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)
Form
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
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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)