Presentation Type
Oral/Paper Presentation
Abstract
As music has evolved over time the education system has also been evolving. Unfortunately, this growth in music education has become stagnant in the last century and pedagogy has remained relatively steady. While there are important pedagogical techniques and approaches used in the classical history of music, there are also new approaches that should be given more heed. The music theory that is being taught in the classroom feels detached from the music students are producing and consuming.
As this problem has persisted two improvements can be made to music theory pedagogy. The first would be changing our approach to teaching music as the popular music being produced and consumed changes. We should take more time training student’s ears, and improvisation. Second, the classical tools of teaching should be reimplemented. Socratic discussion and teaching in ways that students come to conclusions on their own should be used more in university classrooms.
My research includes surveys of music theory students in intro, I, II and III, and also professors. It includes what students think music theory is and why it is important, along with what professors think music theory is and why it is important. Then I plan to explain how to bridge the gap between new and old ways of thinking about music theory and music education.
Faculty Mentor
Dr. Jenny Snodgrass
Recommended Citation
Williamsen, Kathryn, "Rethinking Music Theory Pedagogy" (2025). Student Scholar Symposium. 113.
https://digitalcollections.lipscomb.edu/student_scholars_symposium/2025/Full_schedule/113
Rethinking Music Theory Pedagogy
As music has evolved over time the education system has also been evolving. Unfortunately, this growth in music education has become stagnant in the last century and pedagogy has remained relatively steady. While there are important pedagogical techniques and approaches used in the classical history of music, there are also new approaches that should be given more heed. The music theory that is being taught in the classroom feels detached from the music students are producing and consuming.
As this problem has persisted two improvements can be made to music theory pedagogy. The first would be changing our approach to teaching music as the popular music being produced and consumed changes. We should take more time training student’s ears, and improvisation. Second, the classical tools of teaching should be reimplemented. Socratic discussion and teaching in ways that students come to conclusions on their own should be used more in university classrooms.
My research includes surveys of music theory students in intro, I, II and III, and also professors. It includes what students think music theory is and why it is important, along with what professors think music theory is and why it is important. Then I plan to explain how to bridge the gap between new and old ways of thinking about music theory and music education.