How Can We Use Music to Think About How History Works?
By Tim Cochran, Eastern Connecticut State University The purpose of an intro-level music history course is not always straightforward. I imagine if we polled our colleagues, we would find…
By Tim Cochran, Eastern Connecticut State University The purpose of an intro-level music history course is not always straightforward. I imagine if we polled our colleagues, we would find…
By John Spilker[1], Nebraska Wesleyan University (Lincoln, NE) During the “unconference” seminar discussion at the 2016 Teaching Music History Conference, participants spent considerable time discussing questions, challenges, and opportunities related…
At the recent Teaching Music History conference, I presented a research project that my Music History III (1900-present) students complete every year. In this post I will describe…
By Trudi Wright, Regis University (Denver, Colorado) I come from a long line of hostesses. All of the women in my family are seasoned party-throwers and like nothing…
A few years ago, when I was putting together my first two-semester music history sequence, I referred to the syllabi of my predecessors for guidance. Their precedent was…
By Colin Roust, University of Kansas This year marks the tenth anniversary of the AMS Pedagogy Study Group. With that auspicious date and the new website, I want…
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