Teaching Research and Writing Across the Music History Curriculum

Jeffrey Wright

Abstract


Teachers of music history often have many pedagogical aims. In addition to covering historical content, they are also responsible for teaching bibliographic skills, the process of scholarly inquiry, and writing. In the course of a single semester, it is nearly impossible to achieve all of these goals. But many teachers of music history instruct the same body of students across multiple semesters. This article argues for a multi-semester approach to the teaching of research and writing.

Keywords


pedagogy; music history; writing

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ISSN 2155-109X