Teaching Approaches in Music Theory: An Overview of Pedagogical Philosophies

Teaching Approaches in Music Theory: An Overview of Pedagogical Philosophies

Teaching Approaches in Music Theory: An Overview of Pedagogical Philosophies

Teaching Approaches in Music Theory: An Overview of Pedagogical Philosophies

Synopsis

Drawing on decades of teaching experience and the collective wisdom of dozens of the most creative theorists in the country, Michael R. Rogers's diverse survey of music theory- one of the first to comprehensively survey and evaluate the teaching styles, techniques, and materials used in theory courses- is a unique reference and research tool for teachers, theorists, secondary and postsecondary students, and for private study. This revised edition ofTeaching Approaches in Music Theory: An Overview of Pedagogical Philosophiesfeatures an extensive updated bibliography encompassing the years since the volume was first published in 1984. In a new preface to this edition, Rogers references advancements in the field over the past two decades, from the appearance of the first scholarly journal devoted entirely to aspects of music theory education to the emergence of electronic advances and devices that will provide a supporting, if not central, role in the teaching of music theory in the foreseeable future. With the updated information, the text continues to provide an excellent starting point for the study of music theory pedagogy. Rogers has organized the book very much like a sonata. Part one, "Background," delineates principal ideas and themes, acquaints readers with the author's views of contemporary musical theory, and includes an orientation to an eclectic range of philosophical thinking on the subject; part two, "Thinking and Listening," develops these ideas in the specific areas of mindtraining and analysis, including a chapter on ear training; and part three, "Achieving Teaching Success," recapitulates main points in alternate contexts and surroundings and discusses how they can be applied to teaching and the evaluation of design and curriculum. Teaching Approaches in Music Theoryemphasizes thoughtful examination and critique of the underlying and often tacit assumptions behind textbooks, materials, and technologies. Consistently combining general methods with specific examples and both philosophical and practical reasoning, Rogers compares and contrasts pairs of concepts and teaching approaches, some mutually exclusive and some overlapping. The volume is enhanced by extensive suggested reading lists for each chapter.

Excerpt

In the twenty years since the first edition of this book appeared, an imposing number of new materials in music theory pedagogy have been published—an emerging industry. The purpose of this new edition is to identify and categorize these materials by presenting an extensive and updated bibliography encompassing the intervening years: 1984–2003/04. This new listing appears at the back of this volume as a self-contained section separate from the original chapter-by-chapter suggested reading list, which has been retained as well.

For several reasons (including the publication of this book, increased psychological research, appearance of a new specialty journal, plus the sheer wealth of related publications), the mid1980s marked a turning point toward heightened interest and momentum for the evolution of theory pedagogy. Separating the two bibliographies, then, provides a “before-and-after” picture as this discipline matured and also helps to spotlight the most recent trends. Combining everything into a single bulky mass would be unwieldy and could potentially obscure the newest developments, which sometimes require different categories in the newer list. These revised categories, by the way, often involve overlaps so that some books, for example, placed in one grouping could just as well have been placed in another.

The original main text of the earlier edition has been retained in unaltered form because it still provides, I believe, a basic and concise statement of values and issues, a framework for discussion, and a useful platform for launching a graduate-level theory pedagogy course—the main purpose of the book in the first . . .

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