Skip to main content

David J. Heetderks

Title: Chair

Department: Music History, Theory and Ethnomusicology

College: College of Music

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, University of Michigan, 2011
    Major: Music Theory
    Dissertation: Transformed Triadic Networks: Hearing Harmonic Closure in Prokofiev, Copland, and Poulenc.

Current Scheduled Teaching

MUTH 5375.001Analytical Techniques for Popular MusicSpring 2025
MUTH 5080.002Pedagogy of TheoryFall 2024 Syllabus
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

MUTH 1350.001Explorations in Music 2Spring 2024 Syllabus SPOT
MUTH 5680.001Proseminar in Music TheoryFall 2023 Syllabus SPOT
MUTH 6680.001Proseminar in Music TheoryFall 2023 Syllabus SPOT
MUTH 4910.701Special ProblemsFall 2023 Syllabus
MUGC 6950.703Doctoral DissertationSummer 5W2 2023
MUGC 6950.705Doctoral DissertationSpring 2023
MUTH 1350.001Explorations in Music 2Spring 2023 Syllabus SPOT
MUGC 5930.702Research Problem in Lieu of ThesisSpring 2023
MUGC 6950.701Doctoral DissertationFall 2022
MUTH 1300.001Explorations in Music IFall 2022 Syllabus SPOT
MUTH 3530.001Form in 20th and 21st Century Popular SongFall 2022 Syllabus SPOT
MUGC 5930.703Research Problem in Lieu of ThesisFall 2022
MUTH 4920.702Advanced Colloquium in Music TheorySpring 2022
MUTH 5375.001Analytical Techniques for Popular MusicSpring 2022 Syllabus SPOT
MUGC 6950.705Doctoral DissertationSpring 2022
MUGC 6950.701Doctoral DissertationFall 2021
MUTH 3530.001Form in 20th and 21st Century Popular SongFall 2021 Syllabus SPOT
MUTH 5080.002Pedagogy of TheoryFall 2021 Syllabus SPOT
MUTH 4910.701Special ProblemsFall 2021
MUTH 5375.001Analytical Techniques for Popular MusicSpring 2021 Syllabus SPOT
MUGC 6950.712Doctoral DissertationSpring 2021
MUTH 1350.001Explorations in Music 2Spring 2021 Syllabus SPOT
MUMH 5440.001Music in the United StatesSpring 2021 Syllabus SPOT
MUTH 4910.703Special ProblemsSpring 2021 Syllabus
MUTH 4910.704Special ProblemsSpring 2021
MUGC 6950.729Doctoral DissertationFall 2020
MUTH 3530.001Form in 20th and 21st Century Popular SongFall 2020 Syllabus SPOT
MUTH 5080.002Pedagogy of TheoryFall 2020 Syllabus SPOT
MUTH 6900.705Special ProblemsFall 2020 Syllabus
MUGC 5930.702Research Problem in Lieu of ThesisSpring 2020
MUTH 4910.702Special ProblemsSpring 2020 Syllabus
MUTH 2400.001Theory IIISpring 2020 Syllabus
MUTH 4520.002Twentieth Century TechniquesSpring 2020 Syllabus
MUTH 3510.001Form AnalysisFall 2019 Syllabus SPOT
MUTH 5080.002Pedagogy of TheoryFall 2019 Syllabus SPOT
MUTH 4920.702Advanced Colloquium in Music TheorySpring 2019
MUTH 5680.001Proseminar in Music TheorySpring 2019 SPOT
MUTH 6680.001Proseminar in Music TheorySpring 2019 SPOT
MUTH 2400.001Theory IIISpring 2019 Syllabus SPOT
MUTH 4520.002Twentieth Century TechniquesSpring 2019 Syllabus SPOT
MUTH 5370.001Analytical Techniques IIIFall 2018 SPOT
MUTH 3510.001Form AnalysisFall 2018 Syllabus SPOT
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Book Chapter

  • Heetderks, D.J. (2020). "It’s an N, Bro": Teaching Enharmonic Reinterpretations of Fully Diminished Seventh Chords by Ear. The Routledge Companion to Music Theory Pedagogy.
  • Heetderks, D.J. (2019). A Tonal Axis to Grind: Central Dyads and Centric Tension in Sonic Youth's Divergent Textures. The Routledge Companion to Popular Music Analysis: Expanding Approaches. 14. Routledge.

    • Book Review

  • Heetderks, D.J. (2023). Review of David Temperley, The Musical Language of Rock (Oxford, 2018). Music Theory Online.
  • Heetderks, D. (2021). Review of Drew Nobile, Form as Harmony in Rock Music (Oxford University Press, 2020). Popular Music. https://www.cambridge.org/core/journals/popular-music
  • Heetderks, D.J. (2019). Review of Christopher Doll, Hearing Harmony: Towards a Tonal Theory for the Rock Era. Popular Music. 38 (1) 165–168. Cambridge University Press. https://www.cambridge.org/core/journals/popular-music/article/hearing-harmony-toward-a-tonal-theory-for-the-rock-era-by-christopher-doll-ann-arbor-mi-university-of-michigan-press-2017-320-pp-isbn-0472073524/62D9F2F5A0135B1A52D524DB7393E912
  • Heetderks, D.J. (2016). Review of Michael Brocken, The Twenty-first Legacy of The Beatles: Liverpool and Popular Music Heritage Tourism (Ashgate: 2015). NABMSA Reviews. 3 (1) 1-2. https://nabmsa.org/pdfs/nabmsa-reviews/NABMSAReviews3.1.pdf
  • Heetderks, D.J. (2014). Review of S. Alexander Reed, Assimilate: A Critical History of Industrial Music. Music Theory Online. 20 (2) http://www.mtosmt.org/issues/mto.14.20.2/mto.14.20.2.heetderks.php

    • Journal Article

  • Heetderks, D. (2023). The “Rebuff Chorus” in 1960–2000 Pop Music. Gamut: Online Journal of the Music Theory Society of the Mid-Atlantic.
  • Heetderks, D. (2021). Norms of Textual Scansion and Rhyme in Beatles AABA Forms. Music Theory Spectrum. https://academic.oup.com/mts
  • Heetderks, D.J. (2020). What Happens after the Primal Burn? Dissonance in Sonic Youth’s Middle Period. Music Theory Online. mtosmt.org
  • Heetderks, D.J. (2019). Play with Closing Markers: Cadential Multivalence in 1960s Prechoruses and Related Forms. Music Theory Spectrum. Oxford Academic Journals.
  • Heetderks, D.J. (2017). Slanted Beats, Enchanted Communities: Pavement’s Early Phrase Rhythm as Indie Narrative. Popular Music. 36 (3) 216–232. Cambridge University Press.
  • Heetderks, D.J. (2015). From Uncanny to Marvelous: Poulenc's Hexatonic Pole. Theory and Practice. 40 177–204.
  • Heetderks, D.J. (2015). Hipster Harmony: The Hybrid Syntax of Seventh Chords in Post-millennial Rock. Music Theory Online. 27 (1) http://www.mtosmt.org/issues/mto.15.21.2/mto.15.21.2.heetderks.html
  • Heetderks, D.J. (2013). Semitonal Succession-Classes in Prokofiev’s Music and Their Influence on Diatonic Voice-leading Backgrounds in the Op. 94 Scherzo. Intégral. 27 159–212.
  • Heetderks, D.J. (2013). Hardcore Re-visioned: Reading and Misreading in Sonic Youth 1987–8. Music Analysis (Wiley Online Library). 32 (3) 363–403.
  • Heetderks, D.J. (2011). A Tonal Revolution in Fifths and Semitones: Aaron Copland’s Quiet City. Music Theory Online. 17 (2) http://www.mtosmt.org/issues/mto.11.17.2/mto.11.17.2.heetderks.html

    • Magazine/Trade Publication

  • Heetderks, D.J. (2016). 12 Hymns, Recast: Review of Kate Eaton, King of Love. 1. https://livingchurch.org/2016/04/21/12-hymns-recast/
  • Heetderks, D.J. (2015). Rhythms of Catholicism: Review of Stephen Schloesser, Visions of Amen: The Early Life and Music of Olivier Messiaen. https://livingchurch.org/2015/04/21/rhythms-catholicism/

Contracts, Grants and Sponsored Research

    Grant - Research

  • Heetderks, D., "SMT Subvention Grant (declined)," sponsored by Society for Music Theory, National, $1500 Funded. ( - 2019).
  • Heetderks, D.J., "UNT Small Grant," University of North Texas, $720 Funded. ( - 2018).
  • Heetderks, D.J. (Principal), "Student Research Assistant Grant," sponsored by Oberlin Research and Development Committee, Oberlin College, Other, Funded. (2016 - 2016).
  • Heetderks, D., "SMT Subvention Grant (declined)," sponsored by Society for Music Theory, National, Funded. ( - 2019).
,
Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
CLOSE