ABSTRACT
This chapter discusses traditional pedagogical practices in music theory and performance, recent revisions to these practices, and the emerging signature pedagogies that combine the strengths of traditional and contemporary approaches. It also provides a survey of research that has examined assumptions, frequently implicit, about student learning outcomes of both traditional and contemporary pedagogical practices and discusses the ways in which pedagogical research can aid in the development of disciplinary signature pedagogies. The Comprehensive Musicianship (CM) movement of the 1960s and 1970s sought to break down the compartmentalization of the sub-disciplines of music by combining aspects of music theory, musicianship, music history, composition, and performance in one class. Research that helps teachers develop students expressive musical thinking and shows how to structure effective practice strategies reaches the heart of the signature pedagogy of music performance, which investigates the process of becoming a professional performing musician.
