Journal of Music History Pedagogy

Reconsidering Undergraduate Music History: Some Introductory Thoughts
Journal of Music History Pedagogy (2015) Vol. 5, No. 2, pp. 53-56

Discussions of music history curricula in various colleague organizations – the American Musicological Society, the National Association of Schools of Music, and The College Music Society – have raised questions about the efficacy of the traditional multi-semester, chronological music history ...

A Concentric Model for Jazz History
Journal of Music History Pedagogy (2015) Vol. 5, No. 2

This article proposes an alternative to the historical narratives and learning outcomes undergirding the organization of the majority of modern jazz history courses and textbooks. After outlining the dominant modes of historical and ethnographic writing on jazz, I assert the ...

The Value of a Music History Survey
Journal of Music History Pedagogy (2015) Vol. 5, No. 2

A music history survey cannot teach everything about every piece students will encounter, but it can offer an overarching framework into which they can fit each new piece. That framework consists of knowledge of other pieces to which they can ...

The End of the Undergraduate Music History Sequence?
Journal of Music History Pedagogy (2015) Vol. 5, No. 2

The Pedagogy Study Group of the American Musicological Society hosted a roundtable on "The End of the Undergraduate Music History Sequence?" at the 2014 annual meeting of the Soceity. The roundtable published here includes revised versions of the papers delivered ...

A Note from the Editor
Journal of Music History Pedagogy (2015) Vol. 5, No. 2

The incoming editor of the Journal thanks his predecessor and shares his vision for the future.

Review of Walter Frisch, Music in the Nineteenth Century
Journal of Music History Pedagogy (2015) Vol. 5, No. 2

This text on music of the nineteenth century is impressive for its integration of contexts and its flexibility. Instructors will be able to use it in various ways, depending on their needs.

The Curricular Standards of NASM and Their Impact on Local Decision Making
Journal of Music History Pedagogy (2015) Vol. 5, No. 2

This essay seeks to clarify the extent to which the standards articulated in the NASM Handbook shape local decisions concerning specific content in and time allocations dedicated to the undergraduate curricular area of music history. A review of the sections ...

Review of Rice, Music in the Eighteenth Century
Journal of Music History Pedagogy (2015) Vol. 5, No. 2, pp. 77-81

John Rice’s new textbook and score anthology offer instructors of Classical-period music courses a fresh and long-awaited alternative to the existing text-with-anthology pairs providing a comprehensive view of the century (of which Philip G. Downs’s Classical Music: The Era of ...

Rethinking the Undergraduate Music History Sequence in the Information Age
Journal of Music History Pedagogy (2015) Vol. 5, No. 2

This essay presents a case study of the new undergraduate music history curriculum at Vanderbilt University’s Blair School of Music. While one course in the sequence is a chronological survey, the other courses adopt a variety of approaches. The result ...

A Snapshot of Music History Teaching to Undergraduate Music Majors, 2011–2012: Curricula, Methods, Assessment, and Objectives
Journal of Music History Pedagogy (2015) Vol. 5, No. 2

A survey of 232 music history teachers representing 204 institutions in the U.S. and Canada gathered descriptive data on the design, teaching methods, assessment and objectives for music history for undergraduate music majors in 2011–2012. On average, 8.5% (i.e. nine ...

About

The Journal of Music History Pedagogy is a bi-annual, peer-reviewed, open-access, on-line journal dedicated to the publication of original articles and reviews related to teaching music history of all levels (undergraduate, graduate, or general studies) and disciplines (western, non-western, concert and popular musics). The JMHP holds no single viewpoint on what constitutes good teaching and endorses all types of scholarship on music history pedagogy that are well-researched, objective, and challenging. The JMHP is a publication of the Pedagogy Study Group of the American Musicological Society.

Publisher American Musicological Society
Country United States of America
ISSN (Print) 2155-109X
Year started 2010
Indexed 120 articles
Website
Licence CC BY

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