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Journal of Music Theory Pedagogy
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  3. Vol. 29 No. 1 (2015)

Vol. 29 No. 1 (2015)

DOI: https://doi.org/10.71156/2994-7073.1181
Published: 2015-01-01

Full Issue

  • Requires Subscription Full Issue PDF

Articles

  • Why We Don’t Teach Meter, and Why We Should

    Richard Cohn (Author)
    • PDF
  • The Archaeologist’s Paradise: Digging Through Solo- Polyphonic Ambiguity in the Counterpoint Classroom

    Michael Callahan (Author)
    • PDF
  • Enhancing Learning in an Advanced Analysis Course: the Flipped Model, Peer Learning, and the Mode Effect

    Brenda Ravenscroft, Victoria Chen (Author)
    • PDF
  • Three Leçons in Harmony: A View from the Nineteenth-Century Paris Conservatory

    Michael Masci (Author)
    • PDF
  • Profiles, Perceptions, and Practices Related to Customizable Computer-Aided Instruction among Postsecondary Aural Training Instructors

    Sheila Clagg Cathey, Jay Dorfman (Author)
    • PDF

Book Review

  • Review of Music Theory for Beginners, by R. Ryan Endris

    Nicole E. DiPaolo (Author)
    • PDF

Resource

  • Getting Smarter in the Classroom- Interactive Whiteboards and Music Theory

    Brent Yorgason (Author)
    • PDF
  • Module 2 Exams

    Jan Miyake (Author)
    • PDF
  • Music Theory 2 Syllabus

    Jan Miyake (Author)
    • PDF
  • Resolving V7/V to V or V7

    Paula J. Telesco (Author)
    • PDF
  • Progressive Composition Assignments

    William G Harbinson (Author)
    • PDF

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The Journal of Music Theory Pedagogy is a publication of the University of Oklahoma Libraries and supported by the Gail Boyd de Stwolinski Center for Music Theory Pedagogy at the University of Oklahoma.

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