[Commlist] CfP: Screen Music Pedagogies – Study Day

*Reminder: Call for Papers: Screen MusicPedagogies– Study Day*

Wednesday, 3rd September 2025

School of Music, University of Leeds, UK

What is distinctive and discipline-specific about teaching and learning 
in screen music? And how might pedagogic practices relating to screen 
music inform — and be informed by — teaching and learning in other areas 
of the curriculum (both within Music, Film and Media Studies, and other 
disciplines)?

Despite the popularity of screen music as an area of study in higher 
education (from both analytical and practical perspectives), it remains 
a relatively neglected topic of pedagogic research, notwithstanding 
important work from, among others, Elsie Walker (2012, 2024) and the 
late Philip Tagg (2013). For this study day, we seek to open out the 
study ofscreen-musicteaching and learning across diverse curricular, 
institutional, and disciplinary perspectives, and to chart areas of 
continuity and change inscreen-musicpedagogiesacross a variety of 
historical and geographical contexts.

We invite proposals relating to all aspects of teaching and learning as 
they relate to the histories, theories, and practices of music and 
screen media (comprising film, TV, streaming, videogames, advertising, 
social media, music videos, etc.). While our primary focus is higher 
education, we also welcome proposals that 
explorescreen-musicpedagogiesin other educational contexts.

We would be delighted to hear from academics, composers, and industry 
professionals spanning a broad range of disciplinary perspectives, whose 
work engages withscreen-musicpedagogiesin any form. We welcome proposals 
from postgraduate and early career researchers and would be pleased to 
receive submissions from those working outside of traditional academic 
institutions. 

Possible topics may include, but are not limited to: 

  * aspects of curriculum and programme design relating to screen music
  * (authentic) approaches toscreen-musicassessment
  * global and decolonised approaches to screen-music teaching and learning
  * the relationship between practice and research inscreen-musiccurricula
  * inter- and multi-disciplinarity in screen-musicteaching
  * studio- and industry-based teaching practices
  * the relationship between music, sound, and dialogue in curriculum 
design
  * employability and skills-based approaches toscreen-musicteaching and
    learning
  * inclusivity and accessibility inscreen-musicpedagogies
  * practical considerations in teaching screen music (e.g. copyright;
    captioning)
  * resources forscreen-musicteaching (e.g. access to, and availability
    of audiovisual files; creation, identification, and dissemination of
    materials)
  * informal approaches to learning in screen music (e.g. YouTube 
tutorials)
  * digital pedagogic practices inscreen-musicteaching and learning
  * transitions between screen-music teaching at different curriculum
    levels (e.g. between secondary and higher education)

Proposals can take the form of either individual 20-minute research 
papers or 5-minute ‘snap’ sessions sharing an example of pedagogic 
practice. We strongly encourage participation from those engaged with 
teaching and supporting learning in screen music at all levels.

To propose a 20-minute research paper, please submit a 250-word abstract 
explaining the premise of the presentation and key points for 
discussion. To propose a 5-minute ‘snap’ session, please submit either a 
short (100-word) outline of the pedagogic example, or a brief audio or 
video precis (c. 2 mins) in .mp3 or .mp4 format. Your proposal and a 
100-word biography should be sent (tot.huelin /at/ leeds.ac.uk) 
<mailto:(t.huelin /at/ leeds.ac.uk)>by *Friday, 28th March 2025*. 

Though we encourage in-person participation in Leeds, there will also be 
scope to present in a virtual format; if you would prefer to participate 
virtually, please state this on your submission. Following the study 
day, selected presenters will be invited to contribute to a forthcoming 
edited volume.

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