Nelson Higher Education

Higher Education

NEW

Norton Guide to Teaching Music History

  • Matthew Balensuela
  • ISBN-10: 0393640329
  • ISBN-13: 9780393640328
  • 0 Pages | Paperback
  • COPYRIGHT: 2019 Published
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Overview

About the Product

The course market is the music history practicum for graduate students

Enrollments are small, but the course is offered by most programs that offer a graduate degree with a musicology focus. A secondary market is individual sales to music history instructors who want a copy as a professional development resource.

Features

  • OFFERS A VARIETY OF PERSPECTIVES ON MUSIC HISTORY PEDAGOGY This collection is a timely voice in the ongoing conversation about the undergraduate music curriculum and the role of history and survey courses. C. Matthew Balensuela, founding editor of the Journal of Music History Pedagogy, has assembled a wide range of essays. Each is written by a teacher-scholar offering practical advice as well as broader philosophical considerations.

  • A TEXT FOR MUSIC HISTORY PEDAGOGY COURSES This is the ideal textbook for the music history pedagogy course taken by many graduate students. Its essays cover a wide range of topics applicable to many different teaching situations, and each essay reflects the most recent scholarship in the expanding field of music history pedagogy.

  • A VALUABLE RESOURCE FOR CURRENT OR FUTURE TEACHERS With suggestions for innovative classroom techniques, creative assignments, writing activities, and so much more, this text offers something for teachers of every experience level.

Table of Contents

1. C. Matthew Balensuela (DePauw University). Teaching Music History: Reconsiderations and Opportunities
2. Margot Fassler (Notre Dame University). Medieval Title TBA
3. Richard Freedman (Haverford College). The Renaissance, Music, and the Critical Classroom
4. Wendy Heller (Princeton University). Listening to the History of Baroque Music
5. Melanie Lowe (Vanderbilt University). Contrapuntal Histories: Teaching Music in the Eighteenth Century with a Stratified Design
6. Walter Frisch (Columbia University). Reflections on Teaching Nineteenth-Century Music
7. Joseph Auner (Tufts University). Learning from Contemporary Music
8. J. Peter Burkholder (Indiana University). Renewing the Survey
9. Jessie Fillerup (University of Richmond). What If: Counterfactual Thinking and Primary Source Study
10. Stephanie P. Schlagel (University of Cincinnati). Learning by Doing: Guided Exercises for Reinforcing Concepts in Music History
11. Sara Haefeli (Ithaca College). A Survey of Writing Pedagogies in the Music History Classroom
12. Misti Shaw (Indiana University). Information Literacy in Music: Opportunities for Integration in Music History Assignments and Curricula
13. Kevin R. Burke (Florida Institute of Technology). Navigating the Teaching Tech Marketplace: When to Jump and When to Pass
14. Daniel Barolsky (Beloit College). Performers and Performances as Music History: Moving away from the Margins
15. Matthew Baumer (Indiana University of Pennsylvania). Quizmasters, Lecturers, and Facilitators: A Qualitative Study of Methodologies in Music History Survey Courses
16. Douglass Seaton (Florida State University). Teaching Based “Off Of” the Canon
17. Melanie Zeck (Center for Black Music Research). The Transformation of Black Music Pedagogy (1968–2017): From Marginalization to Mainstream
18. Gillian M. Rodger (University of Wisconsin, Milwaukee). Feminist Pedagogy
19. Stephen C. Meyer (University of Cincinnati). Teaching Across Difference: Music History Pedagogy in an Era of Polarization
20. Brian C. Thompson (Chinese University, Hong Kong). Adapting the Survey for a Changing Environment
21. Andrew Dell’Antonio (The University of Texas at Austin). Cripping the Music History Classroom