Hacking the Music Theory Classroom
Standards-Based Grading, Just-in-Time Teaching, and the Inverted Class
Bibliographic Data
| ID | 4390767 |
|---|---|
| Authors | Philip Duker (University of Delaware), Anna Gawboy (The Ohio State University), Bryn Hughes (University of Miami), Kris P Shaffer (University of Colorado Boulder), Kris Shaffer (0000-0002-9074-7524, University of Colorado Boulder) |
| Year | 2015 |
| Volume | 21 |
| Issue | 1 |
| Publication date | 2015-03-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | Music Theory Online (JOURNAL) |
| Journal identifiers | ISSN: 1067-3040 • E-ISSN: 1067-3040 |
| Publisher | Society for Music Theory (PUBLISHER • US) |
| DOI | 10.30535/mto.21.1.2 |
| OpenAlex | W1579456963 |
| Language | EN |
| Citations received | 4 |
| References cited | 30 |
This article focuses on three "hacks" to the traditional model of music theory instruction:standards-based grading(SBG),just-in-time teaching(JiTT), andthe inverted classroom. In SBG, students receive multiple grades in reference to clearly defined learning objectives rather than a single grade that may mask weaknesses by averaging them with strengths. JiTT assesses students' understanding before class so that the instructor can adjust the lesson plan according to their needs. In the inverted classroom, students acquire a basic understanding of the material outside of class so that class time may be used for active engagement rather than lecture. These tools and the technologies that support them have the potential to help strengthen curricula, increase the impact that an instructor can have on undergraduate theory students, and in some cases reduce the amount of time an instructor must devote to achieving that impact. Any one of these hacks can be incorporated within an otherwise traditional music theory course and can work together synergistically. Both their modularity and their compatibility give them potential to increase instructor efficiency and effectiveness in a wide range of class settings. After describing the scholarly literature surrounding the three hacks as they have been incorporated in a variety of academic disciplines, the authors present four testimonials describing how the three hacks have been incorporated into four diverse music programs: a traditional school of music within a large state university, a large private institution with a focus on jazz and commercial music, a department of music in a mid-sized university, and a small, private university with music classes that combine theory and aural skills
Art · Curriculum · Mathematics education · Music theory · Musical · Pedagogy · Visual arts · Computer Science · Diverse Music Education Insights · Engineering · Experimental Learning in Engineering · Innovative Teaching Methods · Psychology · Artificial Intelligence
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| Unique citing works | 4 |
|---|---|
| Citations per year | 0,36 |
| Citation span | 2015 - 2025 (11) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 2 |