What the Effective Music Theory Instructors Do

Why should we learn from some of the most effective music theory instructors? Their years of teaching have challenged each to embrace new ideas, to rethink curricula and course outlines, and to better engage with the student populations in the 21st century. There are 10 characteristics that all effective teachers seem to share, but the most important is that they understand their “why,” and they question themselves regularly in order to better their classrooms and scholarship. They realize the importance of their role as a guide in the classroom and strive to create a safe environment for their students, a classroom full of questions and self-discovery, where students understand relationships and the meaning of why aural skills and music theory are essential skills for the complete musician.

Taking the First Steps into Academia

The learning curve is quite large when moving from the role of a graduate student to the role of a faculty member in academia. Preparation to move into full-time academia begins during one’s time in graduate school, and factors such as finding the right adviser and taking advantage of opportunities in research and teaching are imperative for success. Understanding the first steps in academia helps new PhD students not only to find the right position by creating a curriculum vitae and attending conferences, but also to the importance of surrounding oneself with a supportive network of scholars. A supportive environment embraces questions and celebrates both the successes and the learning opportunities that come from challenges that new faculty may face.

Assessment

Assessment is a vital part of the undergraduate experience, but there are more ways to be effective in gathering data on learning outcomes than just the traditional pencil-and-paper test. Assessment for the undergraduate music major begins well before the student arrives on the college campus in the form of auditions and performance juries. In many cases, this performance assessment begins at an early age. From placement exams to timed quizzes to final exams, college students are bombarded with assignments and tests. There are a multitude of other ways in which to gather information about student understanding, including low-stakes assessments, technology-based gaming, creative and collaborative projects, and even self-assessment. Standards-based grading also helps to shift the focus away from grades to a focus on mastering a set of level skills, which, in turn, gives students more ownership of their learning experiences and less anxiety than with traditional assessment methods.

Pedagogy of Fundamentals and Diatonic Harmony

The earliest levels of the undergraduate music theory core might be some of the more challenging courses to teach. Because students enter the undergraduate theory core with a variety of backgrounds, experiences, and knowledge, instructors face the challenge of inspiring some students with new material while keeping the more experienced students involved. How can educators make this material both relevant and engaging for all students? Teaching the lower levels of written theory is more than just memorization of patterns and rules; it is an opportunity to engage students in creative music making from the very first day with an introduction that helps them understand why a certain element of music works. By participating in engaging and creative methods of learning scales, key signatures, intervals, triads, harmonic function, and voice leading, students are immersed in a music experience that is more than just printed notes on the page.

Teaching Theory on the High School Level

Only 90 days separate a high school senior from a college freshman sitting in an 8:00 a.m. music theory course. However, in most cases, there is very little interaction between high school teachers and college-level music theory and aural skills instructors. High school music teachers are reaching hundreds of students each day in ensembles and classes and may be one of the greatest resources in better understanding freshmen music majors. These outstanding high school teachers are also extremely effective educators who place emphasis on material that goes well beyond music making and performance, instead focusing on literacy and listening and teaching to the masses. There is much to be learned from their time management skills, emphasis on aural skills and listening, methods of assessment, and integration of ensemble literature that can immediately be transferred to the undergraduate music core.

Pedagogy of Aural Skills

There is no academic class where the students and faculty can participate in an active musical experience like the traditional aural skills course. There is a new trend in aural skills pedagogy in that effective teachers are moving away from the focus on just sight singing and dictation to a focus on musical literacy. Topics such as improvisation and error detection are now being taught in the traditional aural skills core, and students are asked to engage with music through contextual listening and creative music making. Traditional methods of solmization and rhythmic reading are still considered to be effective in the aural skills classroom; however, instructors are using these systems in new ways, along with audiation, to create a musical experience that encourages sound before sight.

Pedagogy of Chromatic Harmony and Form

As the study of music theory becomes more advanced with the introduction of chromaticism and formal studies, there is an opportunity for instructors and students to create a dialogue based on interpretations and performance. Starting with sound is essential in teaching the more advanced topics, and students should be experiencing the music through singing, playing, and listening before analytical conclusions are made. Through visual interpretations, analogies, and incorporation of a multitude of genres, students are able to make meaningful connections between harmony and formal structures, harmony and textual references, and how formal structures are created within a musical context. These more advanced levels encourage students to become independent thinkers and to create their own understanding of “how” and “why” the music was composed by creating their own analytical discoveries.

The Classroom Environment

The classroom environment is more than just the way the desks are arranged and includes the conditions and circumstances that we bring, both as students and as educators. The effective classroom environment is a safe space that welcomes discussion, curiosity, dialogue, and discovery. The effective classroom is also not the setting for a power struggle between instructor and students as learning is shared in the positive classroom space. Several key elements help to create this safe environment, including respect and rapport, discussion and effective questioning, effective and meaningful collaboration, and appropriate technology. The effective classroom environment is established as soon as the first day of class, and how an instructor handles the first day is crucial for setting up a positive classroom experience.

Why and How

Administrators and faculty around the country are working together to examine teaching approaches that better meet the needs of the 21st-century music student. These conversations have led to many institutions redesigning their curriculum. However, before any specific curricular decisions are made, the question of “why” changes are needed should be addressed and discussed. Based on several research studies, there are new trends in topics that are taught in both music theory and aural skills, and the ordering of material and the pace vary between institutions. There is no one-size-fits-all curriculum, and it is up to administrators and faculty to better understand the curriculum design that best fits the needs of individual students in their program.

Empower the Undergraduate

Empowering all undergraduate music majors to go outside of their comfort zone with activities such as research and self-discovery will only help to sustain the field of music theory with strong, competent, thoughtful leaders. Today’s undergraduate students are motivated by a multitude of factors, including peers, effective classroom environments, parents, faculty, and knowing that what they are learning is applicable to a future career in music. Effective instructors motivate by teaching all students how to apply their academic studies to everyday musical experiences and seek to understand how they can evolve as the landscape of musical careers changes. These instructors continually share their musical excitement with their classes and challenge students to ask questions and become independent thinkers. Opportunities such as undergraduate research, teaching opportunities on the undergraduate level, and independent mentoring play a pivotal role in the undergraduate student’s journey.