I have been fascinated by institutional discipline and its normalizing effects ever since I began teaching composition at a summer music camp in New Hampshire. I am interested, first, in exposing this discipline to provoke dialog about its implicit necessity, and second, in encouraging experimentation with less coercive pedagogies. As a theory instructor in the music department for the last three years, I have assumed two principal roles, in line with these two interests. On one hand, I have helped to make the standard undergraduate theory curriculum more explicit, and to provide new teachers with the materials they need to teach a standard theory class. On the other, I have promoted alternative material and methods, both through my own teaching and through teacher training.
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