This text demonstrates presentation styles for developing aural, keyboard and writing skills, as well as examining the theoretical and pedagogical conventions of musical education. This revised edition, coming 20 years after publication of the first, responds to the new trends in pedagogical study, highlights the transcendence of the canon by international music styles and popular music, and takes a fresh look at the current state of American academia. It also features an additional chapter by William E. Lake on the benefits of technology in the classroom.

Today's computers provide music theorists with unprecedented opportunities to analyze music more quickly and accurately than ever before. Where analysis once required several weeks or even months to complete¿often replete with human errors, computers now provide the means to accomplish these same analyses in a fraction of the time and with far more accuracy. However, while such computer music analyses represent significant improvements in the field, computational analyses using traditional approaches by themselves do not constitute the true innovations in music theory that computers offer. In Hidden Structure: Music Analysis Using Computers David Cope introduces a series of analytical processes that¿by virtue of their concept and design¿can be better, and in some cases, only accomplished by computer programs, thereby presenting unique opportunities for music theorists to understand more thoroughly the various kinds of music they study.Following the introductory chapter that covers several important premises, Hidden Structure focuses on several unique approaches to music analysis offered by computer programs. While these unique approaches do not represent an all-encompassing and integrated global theory of music analysis, they do represent significantly more than a compilation of loosely related computer program descriptions. For example, Chapter 5 on function in post-tonal music, firmly depends on the scalar foundations presented in chapter 4. Likewise, chapter 7 presents a multi-tiered approach to musical analysis that builds on the material found in all of the preceding chapters. In short, Hidden Structure uniquely offers an integrated view of computer music analysis for today¿s musicians.

Drawing on decades of teaching experience and the collective wisdom of dozens of the most creative theorists in the country, Michael R. Rogers's diverse survey of music theory--one of the first to comprehensively survey and evaluate the teaching styles, techniques, and materials used in theory courses--is a unique reference and research tool for teachers, theorists, secondary and postsecondary students, and for private study. This revised edition of Teaching Approaches in Music Theory: An Overview of Pedagogical Philosophies features an extensive updated bibliography encompassing the years since the volume was first published in 1984. In a new preface to this edition, Rogers references advancements in the field over the past two decades, from the appearance of the first scholarly journal devoted entirely to aspects of music theory education to the emergence of electronic advances and devices that will provide a supporting, if not central, role in the teaching of music theory in the foreseeable future. With the updated information, the text continues to provide an excellent starting point for the study of music theory pedagogy. Rogers has organized the book very much like a sonata. Part one, "Background," delineates principal ideas and themes, acquaints readers with the author's views of contemporary musical theory, and includes an orientation to an eclectic range of philosophical thinking on the subject; part two, "Thinking and Listening," develops these ideas in the specific areas of mindtraining and analysis, including a chapter on ear training; and part three, "Achieving Teaching Success," recapitulates main points in alternate contexts and surroundings and discusses how they can be applied to teaching and the evaluation of design and curriculum. Teaching Approaches in Music Theory emphasizes thoughtful examination and critique of the underlying and often tacit assumptions behind textbooks, materials, and technologies. Consistently combining general methods with specific examples and both philosophical and practical reasoning, Rogers compares and contrasts pairs of concepts and teaching approaches, some mutually exclusive and some overlapping. The volume is enhanced by extensive suggested reading lists for each chapter.