CFP: Cripping the Music Theory/Music History Curriculum
Special session of the AMS and SMT groups on Music and Disability, AMS and SMT Joint Conference in Vancouver, 3–6 November 2016
The Oxford Handbook on Music and Disability Studies (2015) demonstrates how disability studies is a lens to understand music and cultural studies throughout music history, and how music and disability informs analyses of music. The book brings music and disability studies to a wider audience of music scholarship, and many contributors have entertained questions from peers who wish to bring music and disability into general music courses.
The AMS Study Group and SMT Interest Group on Music and Disability will sponsor a special session on music pedagogy and disability at the 2016 joint conference in Vancouver. We seek proposals on new ways to integrate music and disability as a common perspective within the standard core curriculum in music history and music theory, rather than relegate music and disability to special topics and seminar courses. We seek presentations from colleagues who already utilize this perspective in their routine teaching responsibilities, and we welcome submissions from younger scholars who would like to workshop their ideas for syllabi. We encourage submissions in a variety of formats, including duo presentations, short position papers, longer research papers, workshops, interviews, demonstrations, testimonials, videos, Skype presentations, surveys, and more.
Proposals should clearly describe (1) the argument you will make or the information you will convey, (2) the format you will use, and (3) the estimated duration of your presentation. Please limit proposals to 250 words. Send proposals to firstname.lastname@example.org no later than 4 April 2016. Submissions (with identifying information removed) will be read by the organizers and chairs of the AMS and SMT music and disability study group and interest group: Samantha Bassler and Bruce Quaglia.
The American Musicological Society’s announcements site for the AMS/SMT 2014 joint meeting in Milwaukee features an accessibility pledge, and a list of accessibility features for the 2014 conference. The pledge, which can be read on the conference web site and the conference accessibility page, is copied below:
Recognizing the contributions that scholars with disabilities have made and continue to make to the field of musicology, and in keeping with its commitment to the principles of inclusiveness and equal access, every effort will be made to meet the unique requirements of all attendees. Click here for more information and a list of accessibility features at the conference facilities.
The list of accessibility features also includes links to the AMS and SMT Guidelines on Accessibility and Accommodations for Members with Disabilities. The features listed are specific to the Milwaukee conference venues.
Many thanks to the ad-hoc committee on accessibility, which works towards improving accessibility for all conference delegates of AMS and SMT meetings.
I am happy to report that the DISMUS interest group has a special session on the upcoming SMT conference (Charlotte, Nov. 2013). The plan, which includes short papers and time for audience participation and discussion, and abstract are below. Hope you will be able to attend!
Universal Design in the Music Theory and Aural Skills Classrooms (Jennifer Iverson, University of Iowa, moderator)
- “Best Practices for Navigating the Campus Disability Services Office” (Jon Kochavi, Swarthmore College)
- “Aural Skills and the Dyslexic Music Major” (Laurel Parsons, North Vancouver, BC)
- “An Introduction to Universal Design for Learning and its Application to the Music Theory Classroom and Curriculum” (Bruce Quaglia, University of Utah)
- “Hands-on Music Theory: A Kinesthetic Approach to Teaching Music Theory Fundamentals” (Kati Meyer, University of Iowa)
- “Schenkerian Analysis in Multiple Modalities” (Robert Gross, Rice University)
- Small-group discussion and workshopping (to be facilitated by moderator and panelists; 30-45 min.)
Universal design, according to the Center for an Accessible Society, suggests that architectural spaces should be designed so as to be “usable by all people to the greatest extent possible.” This special session applies universal design principles to music theory and aural skills instruction in five short papers (each ten to twenty minutes long), with a forty-five minute small group discussion and syllabus workshop at the end of the session.
The session traces a trajectory from the usual practice of offering accommodations to “disabled” students, toward a more radical re-envisioning of pedagogy to serve multiple abilities. We begin with a survey report summarizing a qualitative study of best practices for navigating the campus disability services offices. The second paper, on teaching aural skills to music-dyslexic students, only reinforces how critical it is for instructors to be well informed about different abilities and accommodations. The session then asks, “How can we minimize our partitions between “abled” and “disabled”? We hear a paper contextualizing the concepts of universal design for learning (UDL) within the music theory curriculum, and then hear two case studies—on kinesthetic fundamentals teaching and on Braille for Schenkerian analysis—that challenge and extend traditional pedagogy. The discussion and workshop period will allow session participants to apply and integrate these new ideas into their own syllabi and pedagogy. This panel provides both research and pedagogical provocation for instructors who are increasingly mindful of varied and differing abilities.