Course Websites

Paul Klee, Ad Parnassum (1932)
MUSC 116Music Theory II
MUSC 215Music Theory III
MUSC 216Music Theory IV
MUSC 336Introduction to Computer Music
MUSC 525Post-Tonal Theory
MUSC 540 Projects in Computer Music
MUSC 725Contemporary Styles II (1945-80)
MUSC 726BMusic and Mathematics
MUSC 726CThe Counterpoint of J.S. Bach
MUSC 729Contrapuntal Techniques
MUSC 737Advanced Projects in Computer Music

Outreach

Duke TIP CourseMusic, Math & Computers


Resources


Lautzenheiser (1992) identifies some qualities of successful teachers:

  1. They are CARING.
  2. They show tremendous DEDICATION.
  3. They always HAVE TIME for their students.
  4. They have a good SENSE OF HUMOR.
  5. They can COMMUNICATE well.
  6. They ENJOY teaching.
  7. They show PERSONAL DISCIPLINE.
  8. They are FAIR.
  9. They demonstrate PERSISTENCE.
  10. They RESPECT their students.

— Tim Lautzenheiser, The Art of Successful Teaching


The only source of knowledge is experience.

— Albert Einstein

All genuine learning is active, not passive. It involves the use of the mind, not just the memory. It is a process of discovery, in which the student is the main agent, not the teacher.

— Mortimer Adler

The role of the teacher is to create the conditions for invention rather than provide ready-made knowledge.

— Seymour Papert


...Fux truly realized that teaching means to impart learning and that in order to assume his role as interpreter of the past, the teacher himself must assume the role of disciple.

— Alfred Mann


...20 percent of the children in a certain elementary school were reported to their teachers as showing unusual potential for intellectual growth. The names of these 20 percent of the children were drawn by means of a table of random numbers, which is to say that the names were drawn out of a hat. Eight months later these unusual or 'magic' children showed significantly greater gains in IQ than did the remaining children who had not been singled out for the teachers' attention. The change in the teachers' expectations regarding the intellectual performance of these allegedly 'special' children had led to an actual change in the intellectual performance of these randomly selected children.

— Robert Rosenthal and Lenore Jacobson, Pygmalion in the Classroom


Teaching & Learning Resources

  • Columbia, Center for Teaching and Learning, Teaching Resources {Columbia}
  • Cornell Center for Teaching Excellence {Cornell}
  • Harvard
  •      Great Teachers Video Channel {YouTube}
  •      Writing Project {Harvard}
  • Stanford Teaching Commons, Teaching Resources {Stanford}
  • University of California, Berkeley, Learning: Theory & Research {Berkeley}
  • University of Chicago, Teaching Guides {Chicago}
  • University of Michigan, Center for Research on Learning and Teaching {Michigan}
  • University of South Carolina, CTE Resources {USC}
  • Vanderbilt, Center for Teaching, Teaching Guides {Vanderbilt}
  • Yale, Center for Teaching and Learning {Yale}

Active Learning

  • Cornell, Active Learning {Cornell}
  • Yale, Active Learning {Yale}

Frameworks

  • Bloom's Taxonomy, by Patricia Armstrong {Vanderbilt}
  • Artificial Intelligence {Wikipedia}
  • Gardner's Theory of Multiple Intelligences (MI) (Gardner 1983)
  •      The components of MI {MI Oasis}
  • HoTEL (HOlistic approach to Technology Enhanced Learning)
  •      Richard Millwood, Learning Theory v6, a hypertextual concept map of established learning theories {Hotel-project.eu}
  • Learning Theory (Education) {Wikipedia}
  • Universal Design for Learning {CAST.org}
  •       Learning Guidelines {CAST.org}

Teaching Music Theory

  • AP Music Theory {College Board}
  • Engaging Students: Essays in Music Pedagogy Journal {Flipcamp.org}
  • IB Music {IBO}
  • Journal of Music Theory Pedagogy {App State}
  • Lumsden and Swinkin, eds., The Norton Guide to Teaching Music Theory {GBd}
  • Michael Rogers, Teaching Approaches in Music Theory {GB}
  • Society of Music Theory, Music Theory Online {MTO}

By forming and developing a set of consistent conceptual principles and a personalized belief system for teaching theory from an awareness of the similarities/differences and strengths/weaknesses of competing systems, we simultaneously solidify our own values and open our minds and ears to additional possibilities.

— Michael Rogers, Teaching Approaches in Music Theory


Teaching Post-Tonal Theory

  • Brian Alegant, Teaching Post-Tonal Aural Skills (Lumsden and Swinkin 2018, 147-160)
  • Julian Hook, Teaching Mathematical Techniques in Music Theory (Lumsden and Swinkin 2018, 88-104)
  • Joseph N. Straus, Ten Tips for Teaching Post-Tonal Theory (Lumsden and Swinkin 2018, 79-87)

Mathematics, rightly viewed, possesses not only truth, but supreme beauty—a beauty cold and austere, like that of sculpture, without appeal to any part of our weaker nature, without the gorgeous trappings of painting or music, yet sublimely pure, and capable of a stern perfection such as only the greatest art can show.

— Bertrand Russell, Mysticism and Logic


Advancing Communication, Teaching & Learning

  • Alan Alda Center for Communicating Science {Stony Brook}
  • Carnegie Foundation for the Advancement of Teaching {Carnegie}
  • Cornell Center for Teaching Excellence {Cornell}
  • Derek Bok Center for Teaching & Learning {Harvard}
  • Edutopia {Edutopia}
  • From STEM to STEAM {Stemtosteam.org}
  • Ted Talks on Music {TED}

Music, Art, Science & Technology

Making Connections

  • Leonard Bernstein, The Unanswered Question: Six Talks at Harvard {GB}
  • Brian Greene, The Elegant Universe {GB; PBS}
  • Douglas Hofstadter, Gödel, Escher, Bach {Wikipedia}
  • Edward O. Wilson, Consilience: The Unity of Knowledge {GB}
  • PBS America, Frank Lloyd Wright by Ken Burns (1998) {YouTube}
  • Martin Gardner {martin-gardner.org; MMA Focus}

References

Bernstein, Leonard. 1976. The Unanswered Question: Six Talks at Harvard. Cambridge: Harvard University Press. {GB}

Bonwell, C., & Eison, J. 1991. "Active learning: Creating excitement in the classroom." ASHE–ERIC Higher Education Report No. 1. Washington, DC: The George Washington University, School of Education and Human Development. {Eric.ed.gov}

Gardner, Howard. 1983. Frames of Mind: The Theory of Multiple Intelligences
      New York: Basic Books. {GB}

Greene, Brian. 2003. The Elegant Universe: Superstrings, Hidden Dimensions, and the Quest for the Ultimate Theory.
      New York: Norton. {GB}

Hofstadter, Douglas. 1979. Gödel, Escher, Bach. New York: Vintage Books. {GB}

Lautzenheiser, Tim. 1992. The Art of Successful Teaching: A Blend of Content & Context.
      Chicago: GIA Publications. {GB}

Lumsden, Rachel and Jeffrey Swinkin, eds. 2018. Norton Guide to Teaching Music Theory. New York: Norton. {GB; Table of Contents}

Mann, Alfred. 1958. The Study of Fugue. Mineola, NY: Dover. {GB}

McKeachie, Wilbert and Marilla Svinicki. 2013. McKeachie's Teaching Tips, 14th ed. Belmont, CA: Cengage. {GB}

Papert, Seymour. 1980. Mindstorms: Children, Computers, and Powerful Ideas..
      New York: Basic Books. {GB}

Rogers, Michael R. 2004. Teaching Approaches in Music Theory: An Overview of Pedagogical Philosophies, 2nd ed.
      Carbondale, IL: Southern Illinois University Press. {GB}

Rosenthal, Robert and Lenore Jacobson. 1968/1993. Pygmalion in the Classroom: Teacher Expectation and Pupils' Intellectual Development.
      New York: Crown House Publishing. {GB}

Russell, Bertrand. 1918. Mysticism and Logic and Other Essays. {Gutenberg.org}

Wilson, Edward O. 1999. Consilience: The Unity of Knowledge. New York: Vintage Books. {GB}

Credit: Word clouds created with Jonathan Feinberg's Wordle


Updated: September 29, 2018