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 Esther Morgan-Ellis (firstname.lastname@example.org) if you are interested in service within the Pedagogy Study Group.
Esther Morgan-Ellis, University of North Georgia (co-chair)
Reba Wissner, Columbus State University (co-chair)
Alex Ludwig, Berklee College of Music (secretary/treasurer)
PSG Liaison to the AMS CCRI
Reba Wissner, Columbus State University
Liz Massey, Towson University & Peabody Conservatory (webmaster)
Brooke McCorkle Okazaki, Carleton College
Jessica Getman, California State University, San Bernardino
S. Andrew Granade, University of Missouri-Kansas City