Engaging Students: Essays in Music Pedagogy, vol. 2

Table of Contents

Engaging Students: Essays in Music Pedagogy presents short essays on the subject of student-centered learning, and serves as an open-access, web-based resource for those teaching college-level classes in music. This is the second volume of Engaging Students. You can find the original collection and read more about the vision behind this project here.

This volume contains essays dealing with teaching philosophy (Alegant, Graybill, Hausmann, Kulma and Naxer, and Stamatis), practice (Duker/Shaffer/Stevens, Johnson, Knyt, Michaelsen, Rifkin, Schubert, and Ziegel), writing (Bakker and Chenette, Miyake, and Strovas), assessment (Bourne and Moseley), and technology (de Clercq, McCandless, Miyake, and Stephan-Robinson) as they relate to music pedagogy.

We hope that you enjoy reading this volume as much as we have enjoyed putting it together.

Front matter

Nancy Rogers


On “scuba diving,” or the advantages of a less-is-more approach
Brian Alegant

Thinking “in” and “about” Music: Implications for the Theory Curriculum
Roger Graybill

Content in the Learner-centered Non-major Classroom: Thinking and Listening Like a Musicologist
John Hausmann

Beyond Part Writing: Modernizing the Curriculum
David Kulma and Meghan Naxer

Towards a Philosophy of Student-Centered Music and Social Justice Learning
Yona Stamatis


Problem-Based Learning in Music: A Guide for Instructors
Philip Duker, Kris Shaffer, and Daniel Stevens

Recomposition as Low-Stakes Analysis
Shersten Johnson

Student Performance as Pedagogy in the Music History Survey Course
Erinn Knyt

Improvising to Learn/Learning to Improvise: Designing Scaffolded Group Improvisations for the Music Theory Classroom
Garrett Michaelsen

Cultivating Creativity in the Music Theory Classroom: Telling Tales with Texture and Timbre
Deborah Rifkin

Teaching Music Analysis through Improvisation
Peter Schubert

Active Listening, Aural Imagination, and 19th-Century Program Music: An In-Class “Experiment”
Aaron Ziegel


Writing Across the Music Theory Curriculum
Sara Bakker and Timothy Chenette

Weekly (or more) Writing in the Music Theory Classroom
Jan Miyake

Making Writing Matter: Two Rhetorical Scenarios for the Music History Term Paper
Scott M. Strovas


CAT got your tongue? Adapting Classroom Assessment Techniques (CATs) for the Music Classroom
Janet Bourne

Using Criterion-Referenced Assessment to Encourage Active Analytical Listening
Brian Moseley

(See also Assessing Problem-Based Learning.)


Grooves, Drones, and Loops: Enhancing Aural Skills Exercises with Rock Music Contexts
Trevor de Clercq

On the Assessment of Technological Competence in Online Music Courses
Gregory R. McCandless

A Mini-Flip of the Music Theory Classroom
Jan Miyake

Enhanced Podcasts as a Tool for the Academic Music Classroom
Anna Stephan-Robinson

Back matter


Editorial Board

Sean Atkinson, Texas Christian University
Carla Colletti, Webster University
Philip Duker, University of Delaware, coordinator
Dave Easley, Oklahoma City University
Anna Gawboy, Ohio State University, coordinator
Philip Gentry, University of Delaware
Stephen Gosden, University of North Florida
Bryn Hughes, University of Miami, coordinator
Enoch Jacobus, independent scholar, Berea, Kentucky
Daniel Jenkins, University of South Carolina
Brian Moseley, The University at Buffalo, SUNY
Meghan Naxer, University of Oregon
Colin Roust, Roosevelt University
Kris Shaffer, University of Colorado–Boulder, coordinator
Daniel Stevens, University of Delaware