ABSTRACT
In this chapter, I propose incorporating a performed component, recorded using a smartphone or computer, into weekly music theory assignments, showing how video-capture technology empowers instructors to forge a closer connection between page and sound. I present a sample assignment, outlining some of its practicalities and advantages. I also consider the potential drawbacks of this method, and suggest tweaks for those who wish to avoid keyboard skills and/or incorporate four-part chorale writing. I conclude with some thoughts about the relationship between this methodology and my philosophy of music theory curriculum building as a whole.
