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Undergraduate and graduate music students learn many tools beneficial for music analysis, and they practice applying these tools to music in their music theory classes. However, they often struggle to perform useful analysis on their own without the guidance of an instructor. They can have trouble understanding that analysis should communicate their personal interpretation of a work, and they may not realize that independent analysis usually requires some preparatory work (analytical research),such as discovering if others have analyzed the work and learning new analytical methods. This article shows that there is a strong connection between various steps in the music-analytical process and information literacy, as presented in the Association of College & Research Libraries’ Framework for Information Literacy for Higher Education(“Framework”). It takes several tenets from information literacy and demonstrate show they map onto analysis and analytical research, using the Framework to structure this discussion. Eight short, practical mini- lesson plans are included, along with brief discussions of their purposes and student feedback regarding their effectiveness.

Publication Title

Journal of Music Theory Pedagogy

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Music Commons



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