• Bespoke Music Theory: A Modular Core Curriculum Designed for Audio Engineers, Classical Violinists, and Everyone in Between

    Author(s):
    Megan Lavengood (see profile)
    Date:
    2020
    Group(s):
    Open Music Theory — Instructor Community, Society for Music Theory (SMT), Society for Music Theory – Jazz Interest Group, Society for Music Theory – Popular Music Interest Group (SMT PMIG)
    Subject(s):
    Teaching, Music theory
    Item Type:
    Article
    Tag(s):
    modular curricula, music theory pedagogy, Pedagogy
    Permanent URL:
    http://dx.doi.org/10.17613/t5k4-4837
    Abstract:
    Traditional music theory curricula are increasingly scrutinized. Students regularly misunderstand the scope of epistemology and scope of theory, find theory intimidating and difficult, and fail to see its relevance to their career goals. In this essay, I outline a modular music theory curriculum, which works to address these negative perceptions through a combination of redesigned coursework and empowerment of students. After taking a 100-level course covering fundamentals and species counterpoint, students may take our three style-based 200-level courses in any order (18th-c music, 20th-/21st-c. music, and Pop/Jazz). We also offer a 300-level course in Baroque and Classical Forms. The content of these courses could and should be altered to fit the expertise of a given school's faculty and the needs of its students. This is especially beneficial to students who do not need four semesters of theory for their degree, such as music technology BAs, who can now take Intro and Pop/Jazz instead of learning strict chorale voice leading. This curriculum relates more clearly and obviously to each student's particular goals, clarifies the scope and context of each course, and reduces the gatekeeping aspects of the theory sequence to improve recruitment and retention.
    Notes:
    URL: https://engagingstudentsmusic.org/article/view/7362
    Metadata:
    xml
    Published as:
    Journal article     Show details
    Pub. DOI:
    http://dx.doi.org/10.18061/es.v7i0.7362
    Publisher:
    The Ohio State University Libraries
    Pub. Date:
    2020-9-2
    Journal:
    Engaging Students: Essays in Music Pedagogy
    Volume:
    7
    ISSN:
    2689-2871
    Status:
    Published
    Last Updated:
    3 years ago
    License:
    All Rights Reserved
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