The Society for Music Theory promotes the development of and engagement with music theory as a scholarly and pedagogical discipline. We construe this discipline broadly as embracing all approaches, from conceptual to practical, and all perspectives, including those of the scholar, listener, composer, performer, teacher, and student. The Society is committed to fostering diversity, inclusivity, and gender equity in the field.

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Popular Music Interest Group Award Winners 2020

0 replies, 1 voice Last updated by  Christine Boone 11 months, 1 week ago
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    Christine Boone
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    @christineboone

    The SMT Popular Music Interest Group has two awards to recognize recent research in pop music. The Outstanding Publication Award was established in 2012, and exists to acknowledge the best article, essay, or book involving the theory and/or analysis of popular music by a senior scholar. Since 2013, the PMIG also grants the Adam Krims Award to a junior scholar with an outstanding publication.

    This year’s Adam Krims Award winner is William O’Hara, for his article, “Music Theory and the Epistemology of the Internet; or, Analyzing Music Under the New Thinkpiece Regime,” published in Analitica: Rivista online di studi musicali in 2018. This piece examines the phenomenon of recent articles in the popular press that use music theory, treating it simultaneously as scientifically rigorous, and arcane and mysterious. O’Hara shows that these writings offer fascinating reflections upon music theory as it is practiced in the academy, particularly as it relates to the growing movement to engage with non-specialist audiences.

    This year’s Outstanding Publication Award winner is Robin Attas, for her article, “Music Theory as Social Justice: Pedagogical Applications of Kendrick Lamar’s To Pimp A Butterfly,” published in Music Theory Online in 2019. This article offers core music theory instructors opportunities to engage with popular music, to discuss theoretical topics not usually considered in the music theory core, and to diversify the range of composer identities included in classroom repertoire. In this widely applicable work, Attas encourages instructors of all backgrounds, abilities, and institutional settings to consider ways of incorporating social justice into their own classrooms.

    Congratulations, Robin and William!

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