About Music Theory Pedagogy Online

 

WHO WE ARE

 

In 2010, a collaborative effort was mounted, approval secured, and funding provided by the Center to develop a vital website that will serve as a repository for all things relating to music theory pedagogy. The comprehensive site will, in the months of 2012, contain a vast array of materials ranging from 25 years of back issues of the Journal, to ancillary materials for new Journal articles (e.g., scores, recordings, video demonstrations), to a growing collection of peer-reviewed E-articles, supplemental teaching materials (e.g., lesson plans, sample analysis and assignments, syllabi, etc.), and video teaching demonstrations. A textbook authors' helpdesk, and various inter-institutional initiatives will also be available (e.g., a peer tutoring program).

 

The Website Editorial Board, a group of diverse music-theory professionals includes:

  • Steven Laitz, Executive Editor (Eastman School of Music)
  • Jena Root, Co-Chair (Youngstown State University)
  • Jennifer Snodgrass, Co-Chair (Appalachian State University)
  • David Castro (St. Olaf College)
  • Frank Doyle (Northport High School, Long Island)
  • Melissa Hoag (Oakland University)
  • Jan Miyake (Oberlin College)

  • Daniel Stevens (University of Delaware)

  • Alan Theisen (Mars Hill College)

  • Ed Klorman (Juilliard)

  • John Check (University of Central Missouri)

Steven Laitz, Director

Gail Boyd de Stwolinski Center

    for Music Theory Pedagogy

 

Website architect: iSolution Services

Designer of the website header images: Madeleine Laitz

 

About the Center: History

The Gail Boyd de Stwolinski Center for Music Theory Pedagogy was established in 1985 at the University of Oklahoma to provide an international clearinghouse for information concerning the teaching and learning of music theory. In addition, the Center was established to honor Dr. Gail Boyd de Stwolinski for professional contributions over a 38-year teaching career and, especially, to perpetuate her intense commitment to excellence in teaching. The fundamental purpose of the Gail Boyd de Stwolinski Center is to foster the vital and creative contributions from outstanding teachers of music theory and share that information with the profession. In short, it is our desire to identify and elevate what is good about our profession--and in so doing, improve it.

 

In 1985, Mr. Louis de Stwolinski, Gail’s husband, provided the initial endowment for the Center through an arrangement with the University of Oklahoma Foundation. The OU music theory faculty worked closely with Gail to establish the initial concepts and purpose of the Center. Dr. James Faulconer, (then) Chair of Music Theory, was designated as the Director of the Center. Part of the initial work was to survey over 25 prominent music theorists from the U.S., to help determine the best, first efforts of the Center. There was strong sentiment in favor of establishing a refereed journal as the first step. To this end, the Center created and continues to underwrite the Journal of Music Theory Pedagogy. Dr. Michael Rogers took major responsibility as Editor (1987-92) and Dr. Alice Lanning began serving as Managing Editor with the first publication emerging in 1987.  Drs. Lanning and Faulconer have served in the above positions from conception of the Center to the present.

 

In 2000, the Center began awarding the Gail Boyd de Stwolinski Prize for Lifetime Achievement in Music Theory Teaching and Research. This biennial award is adjudicated by a commission of prominent scholars and pedagogues and is awarded in even-numbered years. The awardees usually present a lecture and master class on the OU campus in odd-numbered years following their award.

 

Gail Boyd de StwolinskiAt this writing, JMTP remains the peer-reviewed journal with focus on research and scholarship in music theory as it relates to the training of musicians in all areas of the profession. In 2011, the Journal celebrated its 25th year, helping to shape the teaching of music theory in the United States and abroad for a quarter of a century. The Journal serves two diverse readerships:  the non-specialist (typically a performer who is also responsible for teaching theory and aural skills) and the specialist (often a performer) whose primary role is teaching and scholarship in the field of music theory.

 

 

 For information about the Gail Boyd de Stwolinski Center for Music Theory Pedagogy, click here.