Dr. Jacquelyn Sholes

ShoalesThe Department of Music at Central Connecticut State University welcomes Dr. Jacquelyn Sholes as the new professor of music history. She will be teaching the music history courses, as well as the Listening to Classical Music courses.

Dr. Sholes comes to CCSU after serving in a fixed-term faculty appointment in musicology at Boston University. She has also served as visiting faculty at Brown University, Williams College, and Wellesley College, among others. She is President of the New England Chapter of the American Musicological Society, Book Review Editor for College Music Symposium, and an incoming member of the AMS Council and Phi Beta Kappa Triennial Council. She holds a Ph.D. and M.F.A. in musicology from Brandeis University and a B.A. in music and mathematics from Wellesley College and trained in piano and choral studies at New England Conservatory.

Her work as a musicologist focuses on musical meaning and narrative and issues surrounding repertorial canons, especially in music of the past two centuries. She is also interested in connections between music and the other arts, national identity, math, and technology. Her first book, Allusion as Narrative Premise in Brahms’s Instrumental Music, was published by Indiana University Press in May 2018, and she hasauthored articles and reviews in journals including 19th-Century Music, Nineteenth-Century Music ReviewJournal of Musicological Research, and Notes.She has done interdisciplinary consulting work with neuroscientists at MIT resulting in a co-authored publication in Proceedings of the National Academy of Sciences. She is currently guest editing an issue of Nineteenth-Century Music Reviewfocusing on the influence of Beethoven on Brahms and his circle, a project resulting from a symposium she organized for Boston University’s Center for Beethoven Research, where she served as Acting Co-Director with Lewis Lockwood in Spring 2018.

Dr. Sholes is passionate about teaching on a wide range of topics and time periods. Her pedagogy is driven by the aim of providing students with resources to develop as creative, self-aware, and socially aware thinkers and communicators. Her hope is that students leave her classroom with an appreciation for the value of digging deep, questioning received modes of understanding, listening and speaking up, and finding connections across disciplinary and other socially constructed divides.