The AMS Pedagogy Study Group is a community of teacher-scholars who aim to think creatively and reflectively about all facets of teaching music history.
Pedagogy is rarely a focus of graduate training in musicology, and even seasoned instructors know that college-level teaching involves perpetual refinement and adaptation. AMS-PSG aims to equip, challenge, and inspire musicologists from all career stages to grow as effective teachers.
AMS-PSG supports a number of forums for the exchange of ideas and resources among musicologists. Recognized officially by the American Musicological Society since 2006, AMS-PSG sponsors panel sessions and breakout discussions at each AMS meeting that focus on pedagogical issues of current importance to the discipline. It promotes further dialogue through the annual Teaching Music History Conference, The Journal of Music History Pedagogy, and the AMS-PSG Facebook group. Seeking to be as inclusive and relevant as possible, AMS-PSG focuses on active dialogue among instructors who serve a wide range of institutions and curricula.
Please contact Louis Epstein (email@example.com) if you are interested in service within the Pedagogy Study Group.
Louis Epstein, St. Olaf College (chair)
Alex Ludwig, Berklee College of Music (secretary/treasurer)
AMS 2021 Chicago Evening Panel Program Committee
Mary Natvig, Bowling Green State University (chair)
Kirsten Speyer Carithers, University of Louisville
T.J. Laws-Nicola, University of Kansas
Marjorie Roth, Nazareth College
Kelly Huff, Washburn University
Diversity and Inclusion Committee
Esther Morgan-Ellis, University of North Georgia (chair)
Kirsten Carithers, University of Louisville
Ana Alonso-Minutti, University of New Mexico
Melanie Lowe, Vanderbilt University
Daniel Barolsky, Beloit College
Lacie Eades, University of Missouri-Kansas City
Sarah Day-O’Connell, Skidmore College
PSG Liaison to the AMS CCRI
Reba Wissner, Columbus State University
Caitlin Schmid, St. Olaf College (chair)
Jacob A. Cohen (webmaster)
Brooke McCorkle Okazaki, Carleton College
S. Andrew Granade, University of Missouri-Kansas City
Paula Bishop, Bridgewater State University
Liz Massey, University of Maryland
Sarah Kane, Clark University