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