Teaching Music Theory: The Liberal-Arts College

1974 ◽  
Vol 18 (1) ◽  
pp. 91
Author(s):  
Richard Chrisman
Author(s):  
Andrew Gades

The undergraduate music curriculum has been the subject of ongoing discussion with regards to technology, repertoire, pedagogy, and purpose. This article contributes to this continuing conversation by presenting a case study of a restructured music theory sequence at a small liberal arts college. Part of the liberal arts mission at the College of Idaho includes a commitment to interdisciplinary ways of knowing, effective written communication skills, and information literacy. The curriculum proposed in this article reflects the liberal arts identity of the instition and some of the practical realities faced by smaller programs. Although specific to the needs of the institution, this model provides one path forward to a more efficient and flexible core theory curriculum.


Author(s):  
Adam Zachary Newton

Hebrew school from the childhood years in New York City. Dickens and Tolkien, the social protests of 1968, experienced at eleven years of age in the Bronx. In the 1970s, liberal arts college, where mentors in music theory and composition and, later, literary studies, were teaching. Friendship with peers and teachers who were adolescents at the time of the Rosenberg affair, a vision, dazzling for a newcomer, of a fellowship that professes the Humanities and of a vocation to which one can attach oneself by spirit and heart as much as by training. A stay in the 1980s on the West Coast, and an apprenticeship in teaching composition. Harvard, Stanley Cavell. The theoretical ...


2011 ◽  
Vol 15 (1) ◽  
Author(s):  
Nanette P. Napier ◽  
Sonal Dekhane ◽  
Stella Smith

This paper describes the conversion of an introductory computing course to the blended learning model at a small, public liberal arts college. Blended learning significantly reduces face-to-face instruction by incorporating rich, online learning experiences. To assess the impact of blended learning on students, survey data was collected at the midpoint and end of semester, and student performance on the final exam was compared in traditional and blended learning sections. To capture faculty perspectives on teaching blended learning courses, written reflections and discussions from faculty teaching blended learning sections were analyzed. Results indicate that student performance in the traditional and blended learning sections of the course were comparable and that students reported high levels of interaction with their instructor. Faculty teaching the course share insights on transitioning to the blended learning format.


2017 ◽  
Vol 51 ◽  
pp. 84-107
Author(s):  
Il-Woo Park ◽  
Eun-Sook Bae ◽  
Ho-Young Ahn ◽  
Hae kyung Cho ◽  
Hyunmin Lee

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