Deadline: March 15, 2018
Interdisciplinarity is an important component of many music courses, whether aimed at the general education student, music majors, or graduate students. The “music and” survey course such as “music and disability,” “music and the sacred,” or “music and politics” require teachers to integrate the methodologies and sources from musicology and other areas of study. In some cases, interdisciplinarity is built into a specialization such as ecocriticsm or feminist musicology. Teaching classes on such interdisciplinary topics involves special challenges. In some cases, we may choose to work with a colleague from another subject area or department in order to facilitate deeper engagement with multiple disciplines. These relationships can be difficult to manage as two people who may come from different departments, backgrounds, and pedagogical traditions must work closely together. Even without a co-teacher, an interdisciplinary course demands that the instructor budget enough time for multiple disciplines, build a syllabus that includes readings that draw from multiple perspectives, and frame the musical repertoire in ways that often subverts conventional pedagogical approaches.
The Pedagogy Study Group program committee welcomes papers that explores questions and issues surrounding interdisciplinarity in the classroom for the Evening Session sponsored by the PSG during the 2018 American Musicological Society meeting in San Antonio, TX. We encourage presenters to think of interdisciplinarity broadly including different disciplines within the study of music such as theory, performance, musicology, and ethnomusicology. Topics could include but are not limited to….
- The advantages and challenges of co-teaching
- Classroom or course experiences which include significant engagement between performance and musicological study
- Hints for constructing the syllabus for an undergraduate “music and” survey course
- Methods to integrate multiple disciplinary perspectives in one lesson
- Interdisciplinarity at the graduate level
The program committee will accept proposals for complete panels or individual papers. Panel proposals may be for a traditional format with formal paper presentations followed by discussion and questions. The program committee, however, encourages proposals for alternative formats that fosters audience participation such as a workshop or demonstrations, or a hybrid format that includes different approaches in one session. The program committee also welcomes panel proposals for topics other than interdisciplinarity.
All proposals should be sent to Pedagogy Study Group chair, Paula Bishop, at paulajbishop AT gmail DOT com with the subject line AMS PSG 2018. For individual papers, please submit an abstract of 250 words by March 15, 2018. Include the title of the presentation and contact information in the proposal. In the case of panel proposals, please include a 250-word description of the panel topic as well as 250-word abstracts for the individual papers. If the panel proposal is for a format other than a traditional paper presentation with time for questions/comments/discussion from the audience, please include information on the proposed format and details on the role of each participant in the panel as appropriate. Individual abstracts are not required if participants are not planning to give papers.
Please direct questions to Kristen Turner, the chair of the program committee, at turnerk1 AT bellsouth DOT net.