Volume 6 in a Single PDF
Many graduate programs in music history equip students with the skills necessary to become star researchers, but neglect training them in discipline-specific pedagogy. Yet the expectation that graduate students will become good teachers by trial and error in the classroom, and that field-specific pedagogy is not as worthy of academic attention does students a disservice. This paper makes a case for including music history pedagogy scholarship and training in graduate level courses. It posits that exposing graduate students to discipline-specific pedagogical methodologies, theories, and questions as part of their education requirements could reduce initial stress on the job and lead to more creative and confident music history teachers, while increasing awareness about the many ways teaching and scholarship can and do intersect.