An investigation of pedagogical methods for increasing the perceived relevance of music theory courses to undergraduate music students.

Ripley, Angela N.

Sangam Home
→
Institutional Repositories
→
Baylor Electronically Accessible Research Documents (BEAR docs) - Baylor University
→
View Item

dc.contributor	McKinney, Timothy R., 1956-
dc.contributor	Music.
dc.contributor	Baylor University. School of Music.
dc.creator	Ripley, Angela N.
dc.date	2011-09-14T13:05:47Z
dc.date	2011-09-14T13:05:47Z
dc.date	2011-08
dc.date	2011-09-14
dc.date.accessioned	2022-05-18T12:29:23Z
dc.date.available	2022-05-18T12:29:23Z
dc.identifier	http://hdl.handle.net/2104/8242
dc.identifier.uri	http://localhost:8080/xmlui/handle/CUHPOERS/31766
dc.description	This thesis investigates three pedagogical avenues toward increasing the perceived relevance of music theory to undergraduate music students. These avenues include exploring the relation of analysis to performance, the use of questions that stimulate critical thinking by allowing multiple analytical interpretations, and the incorporation of a variety of types of assignments and musical genres into the music theory curriculum. In addition to surveying a wide range of literature on these topics, this thesis presents a three-fold assignment that addresses aspects of all three avenues.
dc.description	M.M.
dc.format	application/pdf
dc.format	application/pdf
dc.language	en_US
dc.publisher
dc.rights	Baylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission.
dc.rights	Worldwide access
dc.subject	Music theory.
dc.subject	Music theory pedagogy.
dc.subject	Teaching music theory.
dc.subject	Analysis and performance.
dc.subject	Multiple analytical interpretations.
dc.subject	Variety in types of assignments.
dc.subject	Variety in musical genres.
dc.subject	Popular music examples.
dc.title	An investigation of pedagogical methods for increasing the perceived relevance of music theory courses to undergraduate music students.
dc.type	Thesis