Volume 6 in a Single PDF

Published on Feb 18, 2016in Journal of Music History Pedagogy
Stephen Meyer1
Estimated H-index: 1
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.
  • References (14)
  • Citations (1)
Published on Feb 17, 2016
James A. Davis1
Estimated H-index: 1
Published on Sep 25, 2014
A Orsini Elizabeth2
Estimated H-index: 2
Published on Nov 1, 2013in Active Learning in Higher Education2.29
Kerry Hunter2
Estimated H-index: 2
(UTS: University of Technology, Sydney),
Harry Tse3
Estimated H-index: 3
(UTS: University of Technology, Sydney)
Educators and researchers are increasingly calling for the processes of writing and knowledge construction to be an integral part of disciplinary learning. This article contributes to the literature by presenting an empirical analysis of a programme that was designed to expose students to the complexities of academic practices in conjunction with disciplinary concepts. The impact of the programme was evaluated through analysis of student grades before and after its implementation and student and...
Published on Jan 20, 2013in Journal of Music History Pedagogy
Kathryn Buehler-McWilliams1
Estimated H-index: 1
Russell E. Murray1
Estimated H-index: 1
(UD: University of Delaware)
The monochord was a standard feature of musical pedagogy in the Middle Ages and the Renaissance. In the modern classroom, it allows our students to experience the pedagogical world of the medieval classroom, bringing a deeper reality to an otherwise abstract series of concepts. This article presents a general overview of the various uses of the monochord in medieval and Renaissance pedagogy and provides a lesson plan for using the instrument effectively in an undergraduate music history class.
Published on Jul 12, 2012in Journal of Music History Pedagogy
Douglas Shadle1
Estimated H-index: 1
(University of Louisville)
arly music scholars Patrick Macey and Russell Murray, Jr. have pinpointed two common classroom challenges posed by music from the Middle Ages and the Renaissance: the vast cultural gulf separating these eras from contemporary students, and the question of how to teach musical and cultural continuities across such a large span of time.1 These challenges are particularly acute in the undergraduate music history survey, which is frequently students’ first sustained exposure to the discipline of mus...
Published on Jan 1, 2012in Journal of Music History Pedagogy
Sandra Yang1
Estimated H-index: 1
(Cedarville University)
In our music history classrooms we all want to find ways to make musics of the past relevant and alive. One of these ways is to sing and play our way through the canon of music history. For music majors this can be both daunting and pleasurable at the same time. Depending on the strengths of aural training and the performance areas of the students, these experiences are rewarding in varying degrees. Placing a performance demand on students in a history-based course, however, is tricky, for to pu...
Published on Dec 26, 2011in Journal of Music History Pedagogy
Jennifer L. Hund1
Estimated H-index: 1
(Purdue University)
In today’s world of growing class size, increasing number of credit hours taught, and rising call for more on-line course offerings, instructors must develop creative solutions to common pedagogical issues. Unfortunately, writing assignments are often the first mode of assessment relinquished when one feels pressed for time to prepare, to teach, and to evaluate students. Not all college-level writing needs to be in the form of a research paper. Students are served equally well by learning how to...