Ibero-American Music and the Music History Curriculum: Reform, Revolution and the Pragmatics of Change

Susan Thomas


In the fall of 2015, the Ibero-American Music Study Group hosted a roundtable panel at the annual meeting of the American Musicological Society.  Titled “Strategies and Opportunities for Greater Inclusion of Ibero-American Music in the Curriculum” the roundtable was organized as a response to discussions about the future of the core curriculum for both the undergraduate music major and the graduate musicology student that took place at the 2014 AMS/SMT national meeting. The roundtable, and this resulting collection of essays, addresses the challenges and benefits of incorporating Latin American and Iberian musics across the undergraduate and graduate curriculum and considers best practices for their inclusion.

The introductory essay to this collection contextualizes this conversation within a longer history of advocacy for increased engagement with Ibero-American musical cultures and repertories, noting that there has been far from universal agreement on what this change would look like and what its ultimate goals would be.   This collection emerged in a period of particular political ferment, and the essay considers the individual authors’ contributions at a moment when the connections between epistemology, politics, and power seem especially relevant.


Latin American, Iberian, pedagogy, curriculum, politics

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ISSN 2155-109X