Journal of Music Theory Pedagogy Journal Articles

Volume Year Author(s) Title Material
30
2016
Volume 30
30
2016
Angela Ripley
What Did the West Wind See? Teaching Whole-Tone Scales through Debussy's "Ce qu'a vu le vent d'ouest"
30
2016
Anna Ferenc
Promoting Metacognitive Reflection in Music Theory Instruction
30
2016
Benjamin K. Wadsworth
Schenkerian Analysis for the Beginner
30
2016
Daniel Stevens
Symphonic Hearing: Mastering Harmonic Dictation Using the Do/Ti Test
30
2016
Morgan Markel & Nicholas J. Shea
Report on the 2016 Workshops in Music Theory Pedagogy at the University of Massachusetts Amherst
30
2016
Robin Attas
Teaching What We Do and How We Do It: Using a Miniconference Assignment to Dig Deep into Musical Analysis
30
2016
Sarah Marlowe
Counterpoint in the Classroom: Pedagogical Considerations and a Detailed Review of Two Textbooks
29
2015
Volume 29
29
2015
Brenda Ravenscroft and Victoria Chen
Enhancing Learning in an Advanced Analysis Course: the Flipped Model, Peer Learning, and the Mode Effect
29
2015
Michael Callahan
The Archaeologist’s Paradise: Digging Through Solo- Polyphonic Ambiguity in the Counterpoint Classroom
29
2015
Michael Masci
Three Leçons in Harmony: A View from the Nineteenth-Century Paris Conservatory
29
2015
Nicole E. DiPaolo
Review of Music Theory for Beginners, by R. Ryan Endris
29
2015
Richard Cohn
Why We Don’t Teach Meter, and Why We Should
29
2015
Sheila Clagg Cathey and Jay Dorfman
Profiles, Perceptions, and Practices Related to Customizable Computer-Aided Instruction among Postsecondary Aural Training Instructors
28
2014
JMTP Volume 28
28
2014
Carla R. Colletti
A Comparative Review of Five Music Fundamentals Textbooks
28
2014
David Beach
The Analytic Process - A Practical Demonstration The Opening Theme from Beethoven's Op. 26
28
2014
Gregory Ristow
Kathy Thomsen
Diane Urista
Dalcroze's Approach to Solfège and Ear Training for the Undergraduate Aural Skills Curriculum
28
2014
Gregory Ristow
Kathy Thomsen
Diane Urista
Dalcroze's Approach to Solfège and Ear Training for the Undergraduate Aural Skills Curriculum
28
2014
Guy Capuzzo
The Backcycle Progression - A Supplement to the Omnibus Progression for the Study of Chromatic Harmony
28
2014
John Check
Back to School - A Report on the Institute for Music Theory Pedagogy
28
2014
Gregory Ristow
Kathy Thomsen
Diane Urista
Dalcroze's Approach to Solfège and Ear Training for the Undergraduate Aural Skills Curriculum
28
2014
Mark Yeary
Computer-Assisted Instruction and Remedial Music Fundamentals
28
2014
Nancy Rosenberg
Bach, Beck, and Bjork Walk into a Bar - Reclassifying Harmonic Progressions to Accommodate Popular Music Repertoire in the Traditional Music Theory Class
28
2014
Samuel Ng
Recorded Performances as Text in the Music Theory Classroom
28
2014
Scott Dirkse
Effective Questioning Strategies for the Music Theory Classroom
27
2013
JMTP Volume 27
27
2013
Austin Gross
The Improvisation of Figuration Preludes and the Enduring Value of Bach Family Pedagogy
27
2013
Chris Stover
Analysis as Multiplicity