Thinking beyond curriculum and pedagogy

Abstract

All of us who belong to CMS are intimately familiar with curriculum development. This engagement varies on differing levels; many who teach in studios and lead ensembles may see the repertoire as the curriculum, some of us inherit curriculum and are in essence told not to veer from “what’s on the page,” many of us are encouraged to take these same courses and tweak them to make them our own, and some of us design courses from the ground up. What follows is the collective engagement and reflection of the CMS Advisory Committee for Music Education as to the challenges and possibilities of thinking beyond curriculum and pedagogy. The committee consists of representation spanning late career professors/administrators to undergraduate/doctorate candidates who come together to think in and through matters of most import from the space and time in which we each find ourselves. We offer our thinking not as a blueprint or a how to, but rather as a framing for consideration and action.