For many instructors in the process of flipping their courses, the creation of online videos and JiTT assignments requires a substantial initial investment of time and energy, and can be all-consuming. But successful implementation of the flipped model requires a rethinking of how time is spent both outside and inside the classroom. In this session, … Continue reading 2014 Session Proposal: Whew! I’ve created my video. Now what?
As music theory educators, we strive to instill within our students a curious and critical approach to music, such that students continue to explore and speculate about musical organization outside of the classroom and throughout their lives. This lifelong desire to think critically is a hallmark of what Ken Bain (2012) calls deep learning, and … Continue reading 2014 Session Proposal: Encouraging deep learning in a flipped music theory course
Short instructional videos hosted online are a great way to deliver content to your students outside of class time. Appropriately, many tech-savvy practitioners of flipped pedagogy incorporate instructional videos as part of their teaching. On the other hand, some teachers are avoid this alternative means of content delivery because it poses a technological hurdle, is too time-consuming, or … Continue reading 2014 Session Proposal: What makes a good instructional video? A workshop in two parts
Hearing classical music through the prism of form involves attending to ever-changing melodic and harmonic demands. Not only do we need to recognize basic melodic organization, cadential points, and modulations in-time, but we also have to organize those units hierarchically and reinterpret earlier events. For the instructor, our attempts to grasp student understanding is complicated by the same problems that … Continue reading 2014 Session Proposal: A Flipped, Category-Based Approach to Teaching Classical Form
I propose a build session where we develop the framework for a resource that will help music instructors with “traditional” pedagogical methods and textbooks make connections to pop, rock, and jazz music. Textbooks are now virtually required to include popular music, but they seldom draw on ideas that are outside of the mainstream of traditional music theory … Continue reading 2014 Session Proposal: Making Connections to Pop, Rock, and Jazz
This open discussion session will consider a potential solution to a glaring hole in Hepokoski and Darcy’s Elements of Sonata Theory. For authors concerned with cataloguing every possible “default” and “deformation,” H&D assign certain compositional procedures as first- or second-level defaults while insisting that the reader trust the authors. In short, they neglect to show … Continue reading 2014 Session Proposal: “Crowd-Sourcing Sonata Theory”
Engaging Students 2015 