Free music theory tutoring for students on both high school and collegiate level
Date: October 18, 2011
Location: North Carolina, USA
We are pleased to announce that the Journal of Music Theory Pedagogy, under the auspices of the Gail Boyd DeStwolinski Center for Music Theory Pedagogy at the University of Oklahoma, is currently building a new and vital website that will serve as a repository for all things relating to music theory pedagogy. The site will benefit instructors of all stripes, including those teaching theory at the high school level (e.g., AP, IB.), those working in the trenches of a school’s undergraduate core, faculty who focus on graduate level instruction ranging from matriculating (and quite possibly, remediating) MM and MA students, and advanced students in their final semesters of DMA and Ph.D. programs.
The robust site is scheduled to go live December 31, 2011, in tandem with the publication of Volume 25 of the Journal (thus marking a quarter century of contributions to the pedagogy of music theory).
It is our hope that music theory students from across the country will have the opportunity to work together through the site's Inter-Institutional Initiatives. Among these is an innovative peer tutoring program for music theory. Both undergraduate and graduate student tutors from universities across the United States have agreed to make themselves available via Skype for two hours per week. Access to these tutors is free of charge, and the service will be available to any student studying music theory at the high school or college level.
We ask that you announce the launch of the website to your music theory classes. Until the JMTP site goes live in December, we have created an informational site with tutor names and information. The tutors listed on this site will be available starting on October 17, 2011.
If you have a student who is interested in becoming a JMTP tutor , please send their name and email to Jennifer Snodgrass at firstname.lastname@example.org. We would like to have as many universities and students involved as possible. At this time the tutors receive no monetary compensation for their time; however, we hope this provides a venue for students to gain valuable real-world teaching experience and to practice their own teaching techniques.