Dear AMS membership,

We are pleased to announce the publication of the fourth volume of Engaging
Students: Essays in Music Pedagogy. This is a special volume
titled Engaging Students through Jazz. In it, we have collected ten essays
that address the myriad ways of bringing jazz music and pedagogical methods
into the traditional music theory classroom. These essays are organized
around the following topics: (1) Rhythm, Meter, and Form; (2) Canonic Jazz
Works and Schemata; (3) Transcription and Its Analysis; (4) Harmony and
Harmonic Nomenclature. Our goal with this issue is not only to broaden the
study of jazz repertoire discussed in music theory classrooms, but also to
help instructors engage students authentically and creatively with concepts
of music theory by applying music-making practices derived from jazz to any
musical repertoire.

The issue may be accessed at the following link:

Special thanks goes to Kris Shaffer, Meghan Naxer, Philip Duker, Anna
Gawboy and Bryn Hughes—the regular editors of Engaging
Students—for agreeing to hand us the reins and for production help, to our
amazing editorial and review board for all their hard work over the summer
months, and to Keith Waters for providing an excellent forward to the issue.


Garrett Michaelsen, University of Massachusetts–Lowell
Chris Stover, The New School
Dariusz Terefenko, Eastman School of Music


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