Teaching Music History in the Margins

James A. Davis; Jessica Lotyczewski; Henryk Lotyczewski

doi:10.6092/issn.2039-9715/10179

Authors

James A. Davis Fredonia, New York

Jim Davis is Professor of Musicology and Chair of the Music History Area at the School of Music, State University of New York at Fredonia. His primary research focuses on military music and musicians, and the American Civil War in particular. He is on the board of the Journal of Music History Pedagogy, and he is editor of a new series on music history in the classroom from Routledge. Davis is co-editor of a new collection of essays titled Listening Across Borders: Musicology in the Global Classroom to be released by Routledge in 2019. His articles on pedagogy have appeared in Music Docta, International Journal of Teaching and Learning in Higher Education, Journal of Aesthetic Education, and Philosophy of Music Education Review. He also edited the collection The Music History Classroom (Ashgate, 2012).
Jessica Lotyczewski Waterville, New York

Jessica Lotyczewski completed both her undergraduate and graduate degrees in Music Education at SUNY Fredonia, from which she graduated summa cum laude. During her time at Fredonia, she participated in the Jamaica Field Service Project where she taught music to primary students in Port Antonio, Jamaica. Jessica has been teaching secondary vocal and general music for 11 years, and for the past 10 years has been the choral director at Waterville Jr/Sr High School in Waterville, NY. Her responsibilities include Middle School Choir, High School (Mixed) Chorus, 7th Grade General Music, Music Theory, Musical Theatre, Songwriting, Voice Class, and numerous co-curricular ensembles such as a show choir, both men’s and women’s ensembles, and the yearly award-winning musical production. When she is not teaching, Jessica enjoys performing in community theater.
Henryk Lotyczewski Sauquoit, New York

Music history is often pushed to the margins of the public school curriculum. Faced with limited time and resources, teachers need to find concise, non-traditional ways to reintegrate history with performance and the other liberal arts. At the same time, they need to demonstrate, not just describe, the many ways in which music is intertwined with history and culture.

DOI:

https://doi.org/10.6092/issn.2039-9715/10179

Keywords:

Marginalization, General Music, Sports, Musicals, Blues, Saying vs Showing

Abstract

Music history is often pushed to the margins of the public school curriculum. Faced with limited time and resources, teachers need to find concise, non-traditional ways to reintegrate history with performance and the other liberal arts. At the same time, they need to demonstrate, not just describe, the many ways in which music is intertwined with history and culture.

Teaching Music History in the Margins

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