Planning for Student Variability
Universal Design for Learning in the Music Theory Classroom and Curriculum
Bibliographic Data
| ID | 7928853 |
|---|---|
| Authors | Bruce W Quaglia (University of Utah), Bruce Quaglia (University of Utah, corresponding author) |
| 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.21.1.6 |
| OpenAlex | W1645415812 |
| Language | EN |
| Citations received | 7 |
| References cited | 23 |
Universal Design for Learning (UDL) embodies a set of principles for developing accessible curricula and inclusive classroom learning environments. It is a flexible framework that can be adapted to the individual needs and predilections of a diverse set of learners, including students with disabilities. UDL can reduce the need for individual accommodations for disabled students, but its goal is to enhance learning for all students. Research and practical applications have demonstrated that designing curricula that are intended to provide greater access to learners who are in the margins also benefits many other learners. The objective of UDL is to develop expert learners throughout a curriculum by providing multiple means for learning, engagement, and demonstration at each level of instruction. The core music theory and musicianship curriculum taught at most colleges and universities will benefit from the guidelines established for UDL, and these are adaptable to various forms of curricular content. This article provides an overview of the history of UDL and its guidelines, and then proposes strategies for their implementation that are specific to music theory and musicianship pedagogy at the planning phase of course design, including assessment. The discussion engages learning typologies as a means for addressing learner variability throughout the course design
Curriculum · Mathematics education · Pedagogy · Universal Design for Learning · Computer Science · Diverse Music Education Insights · Musicians’ Health and Performance · Neuroscience and Music Perception · Psychology
Innovative music learning in “Profil Pelajar Pancasila” development for students
Assessing accessibility
Do pre-service teachers develop a schema for inclusive classroom practice
Hacking, disability, and music education
Teaching nineteenth-century American history with music
Dyslexia and Post-Secondary Aural Skills Instruction
Teaching and Learning Undergraduate Music Theory at the Keyboard
Focus on variability
A review of rubric use in higher education
Dyslexia and Post-Secondary Aural Skills Instruction
Music Fundamentals
Our Common Uniqueness
Teaching Blind
Hacking the Music Theory Classroom
Reflections on and Some Recommendations for Visually Impaired Students
How Do You Hear That? Autism, Blindness, and Teaching Music Theory
Notational Systems and Conceptualizing Music
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,64 |
| Citation span | 2015 - 2024 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 6 |