Student Performance in the Music History Sequence: Current Practices and Suggested Models

  • Amanda Lalonde Mount Allison University
Keywords: student performance, music history survey, performance-presentations

Abstract

While the suggestion that student performances can enrich the music history classroom is common in the scholarship of teaching and learning, the details of how to implement these performances are seldom addressed. This article accepts Sandra Sedman Yang’s (2012) argument that the learning outcomes of student performances can align with existing course, department, and university objectives, and offers practical advice for incorporating performance-presentations in the music history survey for majors. The author suggests ways to create an environment conducive to student performances, addresses how the course evaluation structure can include the evaluation of performance-presentations, and reflects on how including performances in the classroom contributed to her music history surveys.

Author Biography

Amanda Lalonde, Mount Allison University

Amanda Lalonde is a visiting assistant professor at Mount Allison University. Previously, she taught courses at Wilfrid Laurier University, the University of Toronto, and the University of Guelph. She has published on the nineteenth-century conception of the musical instrument as a “living-dead thing†in Music & Letters and on the early hip hop flyers of Buddy Esquire in Popular Music. She received her PhD from Cornell University in 2014. 

Published
2017-01-31
Section
Articles