Toward a Skills-Based Curriculum: Recent Trends in Music History Pedagogy

Colin Roust

doi:10.6092/issn.2039-9715/6575

Toward a Skills-Based Curriculum: Recent Trends in Music History Pedagogy

Autori

Colin Roust

Colin Roust is Assistant Professor of Musicology at the University of Kansas and is the former Chair of the American Musicological Society’s Pedagogy Study Group. His areas of research interest include the French composer Georges Auric, music history pedagogy, music and politics, and the intersection of music and the other arts in multimedia genres (song, film, opera, ballet, etc.).

DOI:

https://doi.org/10.6092/issn.2039-9715/6575

Parole chiave:

Music history, Pedagogy, Curriculum, Information Age

Abstract

The Information Age poses a crucial dilemma for musicologists. If our courses value the dissemination of knowledge as a primary goal, then we must find a way to compete with the vast oceans of knowledge at our students’ fingertips. However, if we rethink our curricula, we can make our courses about more than simply the acquisition of knowledge, transforming them into courses about the use of knowledge.

Downloads

PDF (English)

Pubblicato

2016-12-30

Come citare

Roust, C. (2016). Toward a Skills-Based Curriculum: Recent Trends in Music History Pedagogy. Musica Docta, 6(1), 105–108. https://doi.org/10.6092/issn.2039-9715/6575