Julien article published in Journal of Music Theory Pedagogy

 Volume 26 of the Journal of Music Theory Pedagogy

    A pair of articles share a common inspiration: Prof. Mary Arlin, the 2010 winner of the Gail Boyd de Stwolinski Prize for Lifetime Achievement in Music Theory Teaching and Scholarship, awarded by the Gail Boyd de Stwolinski Center for Music Theory Pedagogy at the University of Oklahoma.  In an attempt to create a more visible and permanent presence, the Journal instituted a new policy, which still carries a significant monetary award, but also highlights the winner’s legacy of influence on his or her students. In consultation with the winner, two former students in the field are each invited to write an article on a pedagogical topic of their choosing, sharing how the winner’s pedagogical approach enhanced their own.

Patricia Julien’s contribution “How to Write a Jazz Composition’s Chord Progression” begins with form, phrases, and cadences, explains standard jazz progressions, harmonic rhythm, and closes with chordal extensions and substitutions. In “Formalism in the Music Theory Classroom” Roger Grant is optimistic from the outset: “Music theory pedagogy is ahead of the game” in that “while many in the Humanities are searching for alternatives to... contextual scholarship of the past few decades, our discipline—and particularly our pedagogical practice—finds itself in the unexpected position of having anticipated the newest trend.”

   
Steve Laitz, Editor, Journal of Music Theory Pedagogy
Executive Editor, Music Theory Pedagogy Online

Last modified March 07 2013 10:27 AM