Problem-Based Learning in the College Music Classroom

ISBN-13: 9781138578166 / Angielski / Twarda / 2018 / 206 str.

Natalie R. Sarrazin

Opis

Problem-Based Learning in the College Music Classroom explores the core tenets of Problem-Based Learning. PBL is an effective, student-centered approach in which students learn higher-order thinking skills and integrative strategies by solving real-world challenges—not often employed in music classrooms. Yet such courses are uniquely situated to advance this innovative pedagogical approach. This volume sheds light on PBL best practices in survey and topic-based music courses while integrating general education content, discussing implementation, materials, methods, and challenges, and encouraging readers to think creatively to develop flexible solutions for large-scale issues.

Bookended by introductory and concluding chapters that delve into the history, theory, application, and assessment of PBL, the text collects classroom-tested case studies from eleven contributing authors in:

• Music History and Appreciation
• Ethnomusicology
• Music and Movement
• Music Theory and Education

Problem-Based Learning in the College Music Classroom paves the way for pedagogical discovery in this unexplored area, encouraging teachers and graduate students to move curricula goals forward—and ultimately to move students toward innovation and engagement.

Spis treści

Foreword (Merryl Goldberg) / Preface / Introduction / 1. The Essence of Problem-Based Learning and Music (Natalie Sarrazin) / 2. Teaching and Learning in Higher Education Music Classes: It Don't Mean a Thing if It Ain't Got That Swing (Merryl Goldberg) / Part I: Music History and Appreciation / 3. Open Classrooms, Problem-Based Learning and Adjunct Instructors (John Thomerson) / 4. Problem-Based Learning in the Music Appreciation Course (Margaret Leenhouts) /  5. Heightening Music Appreciation via Problem-Based Learning (Rodney Garrison) / Part II: Ethnomusicology / 6. Towards Integrating Problem-Based Learning in an Ethnomusicology Curriculum: Case Study with the Music Traditions of Africa Course (Gavin Webb) / 7. Diversity and Collaboration in Modern Africa and in the (Mostly) Online Classroom (Tiffany Nicely) / 8. Designing and Implementing Collaborative Student-Driven Research Projects: A New Framework for Learning in the Ethnomusicology Classroom (Julie E. Hunter) / Part III: Music and Movement / 9. Kinesics and Music Performance in the Introductory Music Class (Scott Horsington) / 10. Using Movement as a Vehicle for Problem-Based Learning in Introductory Music Courses (Tamara Wilcox) / Part IV: Music Theory and Education / 11. Problem-Based "Projects" in the Music Education Class (Natalie Sarrazin) / 12. Using Problem-Based Learning to Address Behavior and Curricular Issues in the Self-Contained Music Classroom (Tracy S. Wanamaker) / 13. Problem-Based Learning and the Musician’s Role of ‘Educator’ in First Semester Aural Skills (Rodney Garrison) / Conclusion / 14. Best Practices for Problem-Based Learning in the College Music Classroom (Natalie Sarrazin)

O autorze

Natalie Sarrazin is Associate Professor of Music at The College at Brockport, SUNY, with a dual position in the Department of Theatre and Music Studies and the Arts for Children Interdisciplinary Program.