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Professional Development
Nov 20, 2021 05:00 PM - 06:50 PM(America/Chicago)
20211120T1700 20211120T1850 America/Chicago 360 Degree Undergraduate Music History Pedagogy

Rather than a chronological survey of European classical music, today, universities, faculties, and individual teachers approach their undergraduate music classes in different formats, systems, and chronologies, covering myriad musics of the world. Many instructors in applied and academic roles are increasingly asked to teach well beyond their principal expertise. The result has been that music faculty are not only expected to teach a wide variety of genres and musical traditions, but new methodological approaches and the need for more inclusive and diverse curricula have required them to reimagine existing traditional survey courses and create entirely new classes. While these demands can stimulate exciting innovations, they can also present challenges for teachers in gathering resources and investing time in redesigning everything from the musicological component of degree programs to preparing daily class lessons. Responding to current vigorous dialogues in the field of music history pedagogy, the new _Modern Musicology in the College Classroom_ series of books and collected editions published by Routledge Press and edited by Jim Davis will provide instructors with practical resources to help them incorporate new materials, methods, and topics into their undergraduate course offerings. 

This ninety-minute panel brings together authors of three guides in the series to demonstrate the practical applications of the information and methodological approaches envisioned in their forthcoming books: Jacqueline Warwick (_A Teacher's Guide to Music, Gender, and Sexualities_), Kristy Swift (_A Teacher's Guide to Music History Materials_), and Horace Maxile and Kristen M. Turner (_A Teacher's Guide on Race and Gender in the Music History Survey_). Davis will int ...

AMS 2021 ams@amsmusicology.org

Rather than a chronological survey of European classical music, today, universities, faculties, and individual teachers approach their undergraduate music classes in different formats, systems, and chronologies, covering myriad musics of the world. Many instructors in applied and academic roles are increasingly asked to teach well beyond their principal expertise. The result has been that music faculty are not only expected to teach a wide variety of genres and musical traditions, but new methodological approaches and the need for more inclusive and diverse curricula have required them to reimagine existing traditional survey courses and create entirely new classes. While these demands can stimulate exciting innovations, they can also present challenges for teachers in gathering resources and investing time in redesigning everything from the musicological component of degree programs to preparing daily class lessons. Responding to current vigorous dialogues in the field of music history pedagogy, the new _Modern Musicology in the College Classroom_ series of books and collected editions published by Routledge Press and edited by Jim Davis will provide instructors with practical resources to help them incorporate new materials, methods, and topics into their undergraduate course offerings. 


This ninety-minute panel brings together authors of three guides in the series to demonstrate the practical applications of the information and methodological approaches envisioned in their forthcoming books: Jacqueline Warwick (_A Teacher's Guide to Music, Gender, and Sexualities_), Kristy Swift (_A Teacher's Guide to Music History Materials_), and Horace Maxile and Kristen M. Turner (_A Teacher's Guide on Race and Gender in the Music History Survey_). Davis will introduce the rationale for the series and each panelist will outline their goals, explain their approach, and offer a short lesson on Florence Price. Using Price as a case study, these lessons will demonstrate the practical applications of the methodological lens each book supports and show how a multiplicity of approaches can provide students with a holistic, or 360-degree, understanding of a topic. The session will end with time devoted to questions and conversations about 360 degree undergraduate music history pedagogy.

State University of New York, Fredonia
Baylor University
University of Cincinnati College-Conservatory of Music
North Carolina State University
Dalhousie University
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