Dr. Jesse Pierson, NCTM

Dr. Jesse Pierson, NCTM, is a professor of music theory, piano, and academic writing at the University of Northern Colorado and Colorado State University. He also serves as a chamber music coach for various Summer festivals in Northern Colorado and maintains a private piano studio where his students are regularly recognized in local and state-level competitions and festivals. He is heavily involved in community music in Northern Colorado as the president of the Fort Collins Music Teachers Association, faculty advisor for the Northern Colorado Collegiate Chapters of MTNA, and treasurer for the Health and Wellness Community Orchestra. Jesse received his Doctorate of Arts from the University of Northern Colorado in 2020 with a focus in Piano Performance and a secondary emphasis in Music Theory. Since that time, Jesse has been active as a performing collaborative pianist and concerto soloist, all while continuing to teach and earn recognition as a Nationally Certified Teacher through MTNA. ​

In addition to performing, Jesse is an active researcher in Piano Pedagogy and Music Theory. He has given formal presentations of his research at the local, state, and national levels on topics ranging from technology in the piano studio to unique piano practicing logs modeled after sports science. In addition, his reviews of pedagogical materials can be seen in the American Music Teacher Magazine, and his most recent article, “Indexed Piano Repertoire in Support of Music Theory and Aural Skills Reinforcement,” was published in the MTNA eJournal (2025). In his recent article, Jesse proposes a piano curriculum for teachers to help them select piano repertoire that enhances the reinforcement of music theory and aural skills concepts. Within the article is a compendium of nearly 200 pieces of elementary to intermediate-level piano repertoire that is indexed for level of difficulty and the various music theory concepts that are present therein. The curriculum includes recommendations for implementation, especially the inclusion of repertoire written by underrepresented women composers. Cross-curricular collaboration like this is a common theme in Jesse’s formal work. 

Jesse’s current research expands this work by examining how structured practice systems support the development and retention of performance-based skills in undergraduate musicianship training. Drawing on models from sports science and motor learning research, these projects explore how systematic repetition, measurable practice targets, and automated practice logs can improve the efficiency and retention of performance-based musical skills. In addition to analyzing existing practice habits, this project introduces a series of automated digital sheets designed to support specific stages of performance preparation, including familiarization, memorization, maintenance, and the development of virtuosic tempi.