Perspectives from the Outside: The Value of Cross-disciplinary Team Teaching
College Music Symposium
Having team-taught a course in Music and History with an esteemed colleague across campus for over six years, I thought it high time to pause and reflect on the value-added factor of such an endeavor. Additionally, I was curious to find out what current pedagogical research had to say about cross-disciplinary instruction and team-teaching. Although I admit I should have researched the scholarship on such pedagogies before launching into our experimental course, I confess to being one of those “fools [who] rush in where angels fear to tread.”
It all happened rather serendipitously. One day at an all-university faculty meeting, I leaned over to one of my History colleagues, and said, “I’m interested in teaching a course that merges music and nationalism. Would any of you be interested?” He smiled and said, “That would be me.” Long story short, we turned out to be a great team and have run our course three times now.
My goal in this short essay is to make a case for cross-disciplinary and team-taught courses in Music plus non-music disciplines. I will briefly survey one pertinent study on cross-disciplinary teaching, and two on team-teaching, comparing the results with my own in-the-trench experiences.
Team teaching, cross discipline, collaboration, forums
Yang, Sandra S., "Perspectives from the Outside: The Value of Cross-disciplinary Team Teaching" (2018). Music and Worship Faculty Publications. 44.