Music theory instruction and pedagogy is relatively under-researched in terms of
method and accepted practices. Over the past decades, there has been an increased
interest and scholarly output in the area of music theory pedagogy. But this output has
come largely from within the field itself, not from academics in higher education at large.
The most noted scholarly journal in the field, The Journal of Music Theory Pedagogy,
was founded in the 1987 in an effort to create a forum where music theorists and teachers
could share their findings (Rogers, 1987). Apart from this journal and sporadic
contributions from tangentially related fields, music theory pedagogy still remains a fairly
insulated discipline.