Response to "Rethinking Primary Sources in the Music History Classroom" Roundtable
Abstract
The roundtable contributors' advocacy for sustained, iterative primary source study in music history classrooms echoes recent trends in the disciplines of History and Information Science. But these other fields have moved beyond merely calling for more attention to primary sources in the classroom; they have begun assessing the learning outcomes associated with such work, and they have generated substantial repertories of assignments, teaching methods, and assessments. This response to the roundtable calls for similar efforts within musicology.
Published
2019-02-02
Section
Roundtable
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