I was particularly drawn to the final section of the article, which cited Randolph Coleman on musical pedagogy.

Before World War I, musical pedagogy at all levels had stressed the ability to read music, to play an instrument, to perceive musical forms.

Founded in 1919, it has various sections, including musicology, musical pedagogy, canto, coregraphic pedagogy, and opera.

"I hate pompous, didactic approaches to musical pedagogy," he explained.

During the late 1680s, Loulié became involved in musical pedagogy and wrote a series of coordinated method books for music teachers.

Purandara Dasa was a vaggeyakara (performer), a lakshanakara (musicologist), and the founder of musical pedagogy.

In prior generations, as Joseph Horowitz noted, "musical pedagogy at all levels had stressed the ability to read music, to play an instrument, to perceive musical forms."

He also had an outstanding career as a practitioner and theorist in musical pedagogy.

This work made a reputation in Europe for Leopold, and his name begins to appear around this time in music dictionaries and other works of musical pedagogy.

He also became increasingly interested in musical pedagogy.