Table of Contents
Editorial
| Introducing “Reports and Practices” and “Roundtables” | |
| 1–3 |
Reports and Practices
| Literacy Loops and Online Groups: Promoting Writing Skills in Large Undergraduate Music Classes | |
| Nancy Rachel November | 5–23 |
| Encouraging Empirical Research: Findings from the Music Appreciation Classroom | |
| Scott Dirkse | 25–35 |
| Papers Presented at Teaching Music History Day 2011 | |
| The Editors | 37–38 |
Roundtable
| New Models for Teaching Music History in the Online Age: Introduction and Session Abstract | |
| The Editors | 39–41 |
| Rethinking Technology outside the Classroom | |
| José Antonio Bowen | 43–59 |
| Publishing Student Work on the Web: The Living❂Music Project and the Imperatives of the New Literacy | |
| Mark Clague | 61–80 |
| The Online Challenge: Why Not Teach Music History Unconventionally? | |
| Jocelyn R. Neal | 81–98 |
Reviews
| James R. Briscoe, ed., Vitalizing Music History Teaching | |
| Andrew Dell’Antonio | 99–102 |
| Keeping Score, Michael Tilson Thomas with the San Francisco Symphony | |
| Daniel Barolsky | 103–5 |
| Nicole Biamonte, ed., Pop-Culture Pedagogy in the Music Classroom | |
| Matthew Baumer | 107–10 |
| Review Essay: Guides to Writing about Music | |
| Kendra Leonard | 111–16 |
ISSN 2155-109X