James Gutierrez

Northeastern University | NEU · Department of Music

Music education at the college level conventionally requires studies in music theory. Given the accelerating shifts in modes of music production and consumption, diversification of teaching and learning technologies, and an increasingly globalized musical landscape, the value of this core study in its present form has been called into question. Thi...

Mood regulation has been shown to be among the most important reasons for musical engagement. The COVID-19 pandemic broadly presented a condition of emotional strain. Several studies have explored the role of music during the pandemic’s early stages of isolation, including in managing anxiety and depression1, and positive reframing and coping orien...

While music theory learning remains at the core of traditional music education, calls for more embodied and enactive approaches to music instruction rarely address theory pedagogy directly. This paper reconsiders theory teaching through a 4E lens, by (1) clarifying the obstacles that attend a legacy of Cartesian thought underlying conventional theo...

Undergraduate music programs are currently reexamining the place and value of theory study. While some have argued for this core subject to be dissolved and absorbed by related courses, others defend that music theory is a non-negotiable core of musicianship and not specialized enough. Amidst the scholarly debate over the curricular needs of the 21...

While the technology increasingly mediating music learning presents exciting alternatives to conventional teaching methods, thus far there exists a tendency to merely transfer the linguistic frames from traditional pedagogical interactions. This study explores fixed rule/punishment-governed, adjective/verb-based linguistic framing embedded within m...