Volume 56
Articles
- Reading, Interpreting, Translating: Three transcriptions of a Bach Chorale
- The Pedagogy of Early, Twentieth-Century Music: Ideas for a Classroom Discussion based on a Multi-Faceted Analysis of Scriabin's Op. 31, No. 4.
- Seizing the Menotti Moment: Opera meets McLuhan meets Millennials
- Facilitating Community Engagement in a University School of Music: A Self-Evaluation
- Creativity in the College Music Classroom: Guidelines for Effective Integration
- Reflections on Reflections of Serialism: Using Metaphors of Language, Visual Arts, and Nature as Pathways to Appreciation
- Gender Composition and Salary of the Music Faculty in NASM Accredited Universities: 2000–2014
- Evaluation of Two Undergraduate Research Courses in Music Education: Senior Capstone Project and Teacher Work Sample
- A Web of Words: Elliott Carter’s End of a Chapter
- Tacit Knowledge in Orchestral Performance: an application of H. H. Clark’s (1997) “Dogmas of Understanding” to the analysis of performed music
- Laptop Usage in the Classroom
- Video Direction as an Application of the Study of Music
- The Development, Implementation, and Supervision of Online Music Theory Courses
- What Would Beethoven Google? Primary Sources in the Twenty-First Century Classroom
- Implementing Game Pedagogy into Music Business Curriculum: The Music Industry Immersion
- Five Mangled Expressions by David DeBoor Canfield
Reviews
- New From Norton: Two Undergraduate Theory Textbooks
- CD Review: A Mozart Soirée: Divertimenti, Arias, and Nocturnes. Clarinet Classics, CC0069
- The Birth of the Cool of Miles Davis and his Associates by Frank Tirro - CMS Sourcebooks in American Music No. 5
- Bernstein Meets Broadway: Collaborative Art in a Time of War by Carol J. Oja
- Music Theory Through Musical Theatre: Putting It Together by John Franceschina
- Experiencing Leonard Bernstein: A Listener’s Companion by Kenneth LaFave
- Anthology for Analysis and Performance for Use in the Theory Classroom by Matthew Bribitzer-Stull
- Take Note by Robin Wallace
Forum Essays
- Before the Blacklist: The Role of the New York Jazz Community Between the Harlem Renaissance and the McCarthy Era in Promoting Social Change through Radical Politics
- The Manifesto in Motion: Change Comes to Undergraduate Music Studies
- An Earful of Africa: Insights from Tanzania on Music and Music Learning
- Teaching Embodied Musickmaking: Pedagogical Perspectives from South Asian Music and Dance
- CMS Forum Survey Summary: Designing a Music and Technology Degree
- CMS Forums Monthly Discussion: December Survey Summary
- Remembering American Composer Arthur Farwell and His Family: An Interview with His Son, Jonathan
- CMS Forums Monthly Discussion - January/February 2016
- Low Budget Music Computer Experiment
Reflections on the Manifesto
- Reflections on the Manifesto
- Overview and Content of the Manifesto
- Current Status of Music Theory Teaching
- Current Pressure Points, Curriculum, and Moving Forward
- Integration, Diversity, and Creativity in Current Music Theory Pedagogy Research
- Poking the Pillars: A Preliminary Evaluation of Integration, Diversity, and Creativity
The College Music Society is dedicated to the advancement of music teaching, learning, scholarship, performance, and creative activity. Rooted in higher education, CMS serves as an inclusive forum for dialogue and collaboration among music professionals across all disciplines and career paths. We support faculty, students, independent scholars, and industry partners by fostering innovation, promoting diversity, and encouraging the exchange of ideas to shape the future of music in society. Through advocacy, professional development, and community engagement, CMS empowers its members to lead and inspire in academic, artistic, and entrepreneurial contexts.
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