Music Analysis and Accessibility in the Music Theory Classroom
Typical means of analyzing music in general and fugues in particular often depend on annotated scores and diagrams or tables that are primarily visual and thus monomodal. Relying exclusively on them, however, can disable a curriculum by limiting accessibility for some learners. These lesson plans build on the traditional learning outcomes of a unit on fugues to include greater accessibility of material for students with a variety of learning styles and abilities, more options for student responses to the material, and more affective (and thus intrinsically motivating) engagement with the subject.
The Routledge Companion to Music Theory Pedagogy
Johnson, S. (2020). Music Analysis and Accessibility in the Music Theory Classroom. In The Routledge Companion to Music Theory Pedagogy (pp.407-412).