abstract
in a recent issue of this journal, gordon sly argues that typical undergraduate training in harmony and counterpoint fails to fully prepare students for upper-level analytical work: "...when we ask students to make an argument about a work's striking qualities, its particularly beautiful or eccentric events, about what gives it its special character...the typical freshman-sophomore sequence proves largely inadequate as a preparation for analysis." to address this problem, he proposes that we encourage students to develop "an analytical point of view" by telling the story of a particular "musical agent."
recommended citation
bailey-shea, matt
(2011)
"teaching agency and narrative analysis - the chopin preludes in e minor and e major,"
journal of music theory pedagogy: vol. 25, article 1.
available at:
https://digitalcollections.lipscomb.edu/jmtp/vol25/iss1/1
