rdf-syntax-grammar
mods:
  schema location: http://www.loc.gov/mods/v3 http://www.loc.gov/standards/mods/v3/mods-3-2.xsd
  title info:
    title: Teaching music theory
    sub title: new voices and approaches
  name:
    name part: Snodgrass, Jennifer
    role:
      role term: creator
    role:
      role term: author.
  type of resource: text
  genre: bibliography
  genre: Electronic books.
  origin info:
    place:
      place term: nyu
    date issued: 2020
    copyright date: 2020
    issuance: monographic
  language:
    language term: eng
  physical description:
    form: remote
    extent: 1 online resource (xviii, 311 pages) : illustrations
  abstract: "Many innovative approaches to teaching are being used around the country, and there is an exciting energy about the scholarship of teaching and learning. But what is happening in the most effective music theory and aural skills classrooms? Based on three years of field study spanning seventeen states, coupled with reflections from the author on her own teaching strategies, Teaching Music Theory: New Voices and Approaches highlights teaching approaches with substantial real-life examples from instructors across the country. The main premise of the text focuses on the question of why. Why do we assess in a particular way? Why are our curriculums designed in a certain manner? Why should students master aural skills for their career as a performer, music educator, or music therapist? It is through the experiences shared in the text that many of these questions of "why" are answered. Along with answering some of the important questions of "why," topics such as classroom environment, undergraduate research and mentoring, assessment, and approaches to curriculum development are emphasized. Teaching Music Theory: New Voices and Approaches is written in a conversational tone in order to provide a starting point of dialogue for students, new faculty members, and seasoned educators on any level. It is through the pedagogical trends presented and the continued conversation encouraged by the author that one can begin to have a greater appreciation of outstanding teaching and thus an understanding of our own approaches in the classroom"--
  table of contents: Cover -- Half Title -- Teaching Music Theory -- Copyright -- Contents -- Preface -- 1. The Golden Circle: "Why," "How," and "What" -- Focusing on the "How" and the "Why" -- Knowing Your "Why" -- Trends in the Undergraduate Core -- Why Curriculum Reform in the Collegiate Classroom? -- Knowing the "Why" on the High School Level -- Where Do We Begin? -- Understanding the Twenty-​First-​Century Student -- Our Goal in Teaching Music Theory and Aural Skills: The "Why" -- 2. Why and How: Curriculum and Content -- The "Why": Beginning the Discussion
  table of contents: The "How": Integration, Diversity, and Creativity -- Knowing Your "Why" -- Why Change the Curriculum? -- Designing the Curriculum -- "You Must Cut Eight Hours": A Personal Study -- Appalachian State University -- 3. The Classroom Environment -- Respect and Rapport -- Discussion-​Based Classrooms: The Art of Questioning -- Group/​Collaborative Work -- Effective Technology -- Preparing for the First Day -- Designing a Syllabus -- 4. Teaching Theory on the High School Level -- Student Enrollment -- The Advanced Placement Exam -- High School versus University Timeline
  table of contents: Preparing Students for Music Study -- Teaching to the Masses -- Time Management -- A Focus on Aural Skills: "Hearing Eyes and Seeing Ears" -- Immediate and Low-​Stakes Assessment -- Real-​World Experience and Life Skills -- Team Teaching and Creative Approaches -- Setting a High Bar from Day One -- Ensemble Integration -- Conclusion -- 5. Pedagogy of Fundamentals and Diatonic Harmony -- Fundamentals -- Rhythm and Meter -- Key Signatures and Scales -- Intervals -- Triads/​Seventh Chords -- Roman Numerals, Functional Diatonic Harmony, and Voice Leading
  table of contents: Harmonic Function and Early Harmonic Analysis -- Part-​Writing and Voice Leading -- 6. Pedagogy of Chromatic Harmony and Form -- Secondary Function -- Mode Mixture/​Borrowed Chords -- Altered Predominants -- Modulation -- Counterpoint -- Phrase and Periodic Structure and the Blues -- Large-​Scale Forms -- Other Topics: Modes and Jazz Theory -- 7. Pedagogy of Aural Skills -- Systems Used in Sight Singing -- Counting Methods -- Sound before Sight -- Warm-​Ups and Sight Singing -- Clear Connections in the Aural Skills Classroom -- Rhythmic Reading -- Audiation
  table of contents: Use of Real Literature in Rhythmic Reading and Sight Singing -- Dictation -- Fundamentals in Dictation -- Melodic Dictation -- Harmonic Dictation -- Error Detection -- Contextual Listening -- Improvisation in the Aural Skills Classroom -- "Friendly Tug of War" -- 8. Assessment -- Summative Assessment: Change in Paradigms -- Summative Assessment: The Quick Grades -- Summative Assessment: Beyond the Quick Answer -- Formative Assessment -- Standards-​Based Grading -- Creating a Scale/​Progress-​Centric Grading -- Conclusion -- 9. Empower the Undergraduate -- The Undergraduate Music Major
  note: Jennifer Snodgrass.
  note: Includes bibliographical references and index.
  subject:
    topic: Music theory
    topic: Instruction and study
  subject:
    topic: Théorie musicale
    topic: Étude et enseignement
  subject:
    topic: MUSIC
  subject:
    topic: Instruction & Study
  subject:
    topic: Theory
  subject:
    topic: Music theory
    topic: Instruction and study
  classification: MT6.S6748 T43 2020
  classification: 781.071
  related item:
    title info:
      title: Teaching music theory
    name:
      name part: Snodgrass, Jennifer.
    origin info:
      publisher: New York : Oxford University Press, 2020
    identifier: (DLC) 2019056812
    identifier: (OCoLC)1131867917
  identifier: 9780190879976
  identifier: 0190879971
  identifier: 9780197510575
  identifier: 0197510574
  identifier: 9780190879969
  identifier: 0190879963
  identifier: 9780190879945
  identifier: 9780190879952
  identifier: 2019056813
  identifier: 1cqzzr9 cloudLibrary
  identifier: http://proxy.library.tamu.edu/login
  record info:
    record content source: DLC
    record creation date: 191206
    record change date: 20260319181735.5
    record identifier: in00005718180
    language of cataloging:
      language term: eng