The Texas Tech Music Theory Department blog has some recent posts with interesting perspectives of ways to approach approaches music theory classes. They are definitely worth reading, especially for those of you who teach High School level music theory classes.
The first post discusses two main philosophical approaches being discussed in their department.
The second post includes some great questions to consider.
I found the end of the post particularly exciting. Three philosophical orientations are presented as alternatives to traditional approaches to teaching music theory:
- Music perception
- Performance studies
- Semiotics
The third post focuses on a music cognition approach.
I’m not so much suggesting we replicate these particular approaches as described but rather consider the ways these philosophical orientations might inform and possibly shift the way music theory is taught in secondary music programs. Many music educators probably haven’t had the opportunity to take classes in these three particular areas. It might be a fascinating project though, to work with some colleagues to learn more about them or even invite an expert in one of the areas if possible as an in service or professional development guest.
For some interesting perspectives on music cognition take a look at Henkjan Honing’s Music Matters blog on the topic.
I don’t have time to add my own perspective to the discussion of approaches to theory classes right this moment but I’m looking forward to reading the TTTU’s next post on what a performance studies approach to a theory class might look like.
Speaking of performance studies, I had the opportunity to read some of Dwight Conquergood’s work this past quarter and am glad I did. He unfortunately passed away several years ago but his work still lives on. You can get a sense of it from taking a look at the Performance Ethnography chapter of Critical Ethnography: Method, Ethic, and Performance by Soyini Madison.