Spring 2022 Pedagogy Fridays

The Pedagogy Study Group warmly invites all teachers of music history to attend “Pedagogy Fridays” approximately every other week during the academic year. At these virtual gatherings, we discuss varied teaching-related topics, share resources, and provide support to each other. There’s no need to register in advance; all are welcome to attend, even if only for part of a session. This spring, Pedagogy Fridays will take place on the dates below from 4 to 5 p.m. EST via Zoom at this link. Topics include:

January 21: Assessment Round-up – tests, quizzes, papers, oh my! How do we figure out what our students are learning – and give them credit for it? (See Resources page for notes)
February 4: The Case Study Approach | Music history through problem-solving. Experienced teachers present and lead participants through musicological cases they’ve used in class. (See Resources page for notes)
February 18: On Notation | How can we effectively teach non-notated music to students with differing aural skills? What are the advantages and disadvantages of teaching notated music to non-majors, and what are the most effective, supportive techniques for using notation in non-major classes? (See Resources page for notes)
March 4: Divulging Positionality and Intersectionality as Teachers and Students | Creating a dynamic, trusting classroom requires vulnerability and sometimes requires us to share information about ourselves – but how much sharing is too much? (See Resources page for notes)
March 18: Popcorn Pedagogy | Bring an example of something that’s gone well – or poorly – for you in class this semester. 
April 1: Public Musicology/Musicological Community Engagement | What are the benefits of community engagement to music students? What do public musicology projects and programs look like at both undergraduate and graduate levels? (See Resources page for notes)
April 15: No Pedagogy Friday due to Easter/Passover
April 29: Musicological Skills | What should we be teaching undergrads (or masters students in performance)? Should we or how should we center skills in classes or curriculum? Can skills be independent from content? (See Resources page for notes)
May 13: Upper Level & Graduate Courses | What challenges come with these courses? How do you find materials? How do you build community? (See Resources page for notes)