The Pedagogy Study Group evening session features presentations on three distinct topics. The session schedule is as follows:

First Hour:

"Artistic Research as Pedagogy in the Music Conservatory Classroom: Reconnecting Performers to the Outside World"

David Kjar, Roosevelt University

Sean Hussey, Roosevelt University

Artistic research is a proven tool for established artists and academics, especially in Europe, who employ auto-ethnographic methods and communicate facets of their artistic processes. However, the field of artistic research has rarely been employed in music conservatory curricula, even though students are hungry to make new connections with their art, their professional education, and the society in which they live. Drawing on examples of student work in a graduate seminar titled "On Performance," this presentation reveals how artistic research methodologies and perspectives employed in the classroom can empower conservatory performers to reconnect their art to the world around them.

"Gamifying Music History Teaching"

Nicholas Johnson, Butler University

Gamification, the integration of board or video game elements into other activities, has been proven to have a dramatic impact on learning outcomes and student development, as shown by Kevin Bell, Karl Kapp, and Patrick Felicia. I contend in this presentation that incorporating tabletop gaming in music history teaching increases retention, student engagement, and cultural consciousness. In this presentation I explore three types of gamified teaching methods that integrate party games, live action role-playing, and tabletop card games, leading to improvements in student test scores, writing quality, depth of discussions, problem solving, and creativity.

Second Hour:

"Promoting Equity through Care Pedagogy: The TA Perspective"

Elizabeth Massey, University of Maryland

James Ace, UCLA

Lacie Eades, University of Missouri, Kansas City

Hyeonjin Park, UCLA

This roundtable provides a forum for current and recent musicology teaching assistants to (1) examine the restricted, but important, role occupied by teaching assistants as it relates to care pedagogy and decolonization, (2) share best teaching assistant practices about these issues, and (3) provide insight for instructors of record on how to effectively employ and assist teaching assistants in achieving these inclusive goals of music history pedagogy within their individual classrooms and the overall course.