MODEL OF DIVERSE UNDERGRADUATE PERCUSSION CURRICULUM FOR THE REPRESENTATION OF WOMEN COMPOSERS

Abstract

The purpose of this research is to develop an undergraduate percussion curriculum basedon repertoire and resources composed by women. The study aims to promote a more equitable distribution of diverse programming within the percussion community, with the potential to increase the number of women who pursue advanced education and professional careers in the field. This document proposes and analyzes a model undergraduate curriculum that includes detailed repertoire lists for marimba, vibraphone, snare drum, and timpani, all featuring works by women composers. I thereby address the longstanding gender imbalance in percussion repertoire, offering practical tools that place the work of women composers at the center of undergraduate study. A curriculum grounded in these works provides educators with accessible resources to diversify their pedagogical approaches. This curriculum seeks to broaden students’ musical horizons by introducing them to a variety of perspectives and encouraging the growth of both technical skill and expressive artistry. A comprehensive overview of foundational techniques for each primary percussion instrument highlights essential elements for achieving technical command and musical fluency. The curated repertoire is thoughtfully matched to these core competencies, offering a sequential approach that supports the development of both technical precision and expressive interpretation. It amplifies underrepresented voices and fosters a more inclusive learning environment—one that has the potential to inspire and empower more women to continue in the discipline. The inclusion of women’s voices in percussion pedagogy also supports the development of male allies and strengthens a studio culture rooted in equity. This work contributes to long-term cultural change within the percussion field, challenges traditional gender norms, and expands the range of repertoire studied and performed.