Carolyn Wilson Digital Collections (Lipscomb Univ.)
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A Guide to Advanced Harmony
Get PDFThis booklet serves as a general study guide of advanced harmony introduced in core music-theory courses. It is intended as a resource for undergraduate students who are preparing for a final exam, or for incoming graduate students of all fields of music who are preparing for a music-theory diagnostic exam. The guide presents a brief introduction to each topic, showing basic concepts students must demonstrate fluency in comprehensive examinations. This guide, however, is not a substitute for an in-depth study of chromatic and other advanced harmonies.The topics detailed in this guide include: secondary dominants and leading-tone chords, the neapolitan sixth-chord, modal mixture, chromatic mediants and submediants, augmented-sixth chords, altered dominants, common-tone diminished-seventh chords, and chordal extensions (ninths, elevenths, and thirteenths) of the dominant-seventh chord. Each topic receives a discussion in chordal spelling, labeling, doubling, harmonic context, 4-part writing, and figured bass. To reinforce the topics from this guide, some exercises have been developed that focus on analysis, figured bass, and 4-part writing. The exercises take on a systematic approach that encourages students to narrow down their responses by considering the distinguishing features of each type of harmony
Serving Musicians With Visual Impairment in the College Classroom - Building Bridges Toward Understanding
Get PDFThis article provides an important addition to the new field of Disability Studies. In it, Gillespie begins: Music instructors at the college level are often at a disadvantage when teaching students who have disabilities, because we tend to lack sufficient knowledge and training in how to best serve their needs. With an ever-increasing number of students with disabilities entering our classrooms, it is crucial that we learn as much as possible about the pedagogical issues surrounding such students... Furthermore, most of the advice shared in this article on teaching students with visual impairment may be applied more broadly to teaching all students
Playing With Motives - Aural Skills Exercises for Tonal Structure
Get PDFDavid Castro presents in his Playing With Motives: Aural Skills Exercises for Tonal Structure a type of musical comprehension that is the goal of dictation exercises, [one that] depends entirely on the cognitive systems that are available to students in order for them to make sense of what they are hearing... It is just this sort of meaning that the discipline of music theory engages and it is this sort of meaning that we want our students to learn... The primary purpose of this article is to present a few aural skills exercises that focus directly on students\u27 schematic familiarity with the diatonic scale, enabling them to recognize and/or reproduce scale degrees quickly and accurately
Hearing What Might Have Been - Using Recomposition to Foster Music Appreciation in the Theory Classroom
Get PDFThis article lays out an exciting path that enhances the relevance of music theory to today\u27s students. In this article Hoag presents the idea of recomposition, an activity that sensitizes students to the fact that composers could have taken any number of musical paths instead of the one they ultimately took
Revisiting Theory Camp - Improving Student Success in Freshman Theory
Get PDFDue to the emphasis placed on performing in many high school music programs, a large number of music majors enter college with limited knowledge of music theory. Some university programs require a remedial theory course while others place underprepared students into freshman theory without remediation. Many of us who teach in and/or coordinate the two-year theory sequence are looking for better ways to help students with deficiencies in theory be successful in their first year and beyond while avoiding adding courses and credit hours to their already full degree programs. The Music Department at Missouri State University administers a basic theory entrance exam to all prospective music majors. Those unable to pass the exam at their audition are given the opportunity to learn fundamentals on their own and re-take the exam prior to the start of the fall semester. The department makes instructional materials available online, and offers suggestions for other materials to assist independent preparation on the part of the student. Many still enter the course unprepared however, and struggle through the first semester, causing difficulties with later courses or dropping the major altogether. To help address this issue, we began offering a four- day “Theory Camp” for incoming freshman in the summer of 2008. In light of its initial success in preparing students to perform better in freshman theory, and as music majors in general, the camp has continued every year since its inception. We were inspired to develop our camp from Butler University’s successful intensive “Elements of Music” course described by Jeff Gillespie in his article Welcome to Theory Camp! More Than Simple Remediation (Journal of Music Theory Pedagogy, Vol. 14, 2000). Our department faced different challenges from those at Butler, requiring several modifications in our approach. In 2011, the campers at MSU improved their scores an average of 23 points (min=8pts, max=57pts, median=18pts) when retaking the entrance exam. In addition, the camp improved academic performance in theory and provided social benefits through opportunities to work with classmates, staff, and faculty prior to beginning the academic year. Theory Camp 2 began offering a four- day “Theory Camp” for incoming freshman in the summer of 2008. In light of its initial success in preparing students to perform better in freshman theory, and as music majors in general, the camp has continued every year since its inception. We were inspired to develop our camp from Butler University’s successful intensive “Elements of Music” course described by Jeff Gillespie in his article Welcome to Theory Camp! More Than Simple Remediation (Journal of Music Theory Pedagogy, Vol. 14, 2000). Our department faced different challenges from those at Butler, requiring several modifications in our approach. In 2011, the campers at MSU improved their scores an average of 23 points (min=8pts, max=57pts, median=18pts) when retaking the entrance exam. In addition, the camp improved academic performance in theory and provided social benefits through opportunities to work with classmates, staff, and faculty prior to beginning the academic year