Table of Contents
Articles
| Inverting Bloom’s Taxonomy: The Role of Affective Responses in Teaching and Learning | |
| Robert C. Lagueux | 119–50 |
Reports and Practices
| The Monochord in the Medieval and Modern Classrooms | |
| Kathryn Buehler-McWilliams, Russell E. Murray | 151–72 |
Roundtable
| Leeds International Jazz Education Conference (2012): Global Perspectives on the Practice and Pedagogy of Jazz History in the Twenty-First Century | |
| Katherine Williams, Guest Editor | 173–74 |
| Dan Morgenstern and Teaching the Early History of Jazz | |
| Brian Priestley | 175–77 |
| The Relevance of Jazz History in the Twenty-First Century: Jazz Practice and Pedagogy in Canada | |
| Jeremy Hepner | 179–81 |
| Jazz Education and the Jazz Periphery: An Example from Estonia | |
| Heli Reimann | 183–85 |
| The Relevance of Jazz History in Twenty-First Century British Jazz Practice and Pedagogy | |
| Katherine Williams | 187–90 |
| A Model Jazz History Program for the United States: Building Jazz Audiences in the Twenty-First Century | |
| Anthony J. Bushard | 191–94 |
| (Leeds Roundtable as a Single PDF) | |
| The Editors | (173–94) |
Reviews
| Richard Taruskin and Christopher H. Gibbs, The Oxford History of Western Music, College Edition | |
| Robin Elliott | 195–201 |
| Jazz: The Smithsonian Anthology | |
| Patrick Warfield | 203–6 |
| The State of the Academy: A Review Essay | |
| Robin Wallace | 207–12 |
ISSN 2155-109X