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
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
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
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
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
Rebecca Long, Houston, Texas; Kristen Wallentinsen, Albuquerque, New Mexico
Matthew Heap, West Virginia University
A Trait-Based Search Application for Sight-Singing Instruction
Gary S. Karpinski, University of Massachusetts Amherst
Performance Skills
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
Nora Engebretsen, Bowling Green State University
How to “PASS” Core Theory Exams
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