Engaging Students: Essays in Music Pedagogy

Table of Contents
Bibliography
Contributors

Table of Contents

Engaging Students: Essays in Music Pedagogy presents short essays on the subject of student-centered learning, and serves as an open-access, web-based resource for those teaching college-level classes in music.

This volume contains essays dealing with theory (Shaffer and Hughes, Jacobus), practice (Burke, Colletti, Johnson, Roust, Schubert), assessment (Alegant and Sawhill, Gawboy, Rifkin), and technology (de Clercq, Duker, Gosden, Ludwig, Peebles) as they relate to music pedagogy.

We hope that you enjoy reading this volume as much as we have enjoyed putting it together.

Front matter

Music Theory Pedagogy in the iPhone Generation
a foreword by L. Poundie Burstein

In theory

Grammatica, Dialectica, Rhetorica: the Trivium in Music Theory Pedagogy
Enoch S. A. Jacobus

Flipping the Classroom: Three Methods
Kris Shaffer and Bryn Hughes

In practice

Hacking the Listening Guides: Bloom’s Taxonomy and Aural Learning
Kevin R. Burke

The Silent Professor: Enhancing Student Engagement through the Conceptual Workshop
Carla R. Colletti

The film Philadelphia and Umberto Giordano’s opera Andrea Chénier: A Contextual Approach to Analytical Writing
Timothy A. Johnson

Creating Illusions: Practical Approaches to Teaching “Added Value” in Audiovisual Artworks
Colin Roust

My Undergraduate Skills-Intensive Counterpoint Learning Environment (MUSICLE)
Peter Schubert

Assessment

Making the Grade (Or Not): Thoughts on Self-Design, Self-Assessment, and Self-Grading
Brian Alegant and Barbara Sawhill

On Standards and Assessment
Anna Gawboy

From Distress to Success: Collaborative Learning in Music Theory Assessments
Deborah Rifkin

Technology

Towards a Flipped Aural Skills Classroom: Harnessing Recording Technology for Performance-Based Homework
Trevor de Clercq

Capturing Thinking in Time: Using “Clickers” to Measure Student Understanding
Philip Duker

The "Technology Tools" Session at FlipCamp Music Theory
Stephen Gosden

Using Twitter in the Music History Classroom
Alexander R. Ludwig

Using Audacity to Participate in Active Musical Listening
Crystal Peebles

Back matter

Bibliography

Editorial Board

Sean Atkinson, University of Texas–Arlington
Carla Colletti, Webster University
Philip Duker, University of Delaware
Gretchen Foley, University of Nebraska–Lincoln
Anna Gawboy, Ohio State University
Stephen Gosden, University of North Florida
Bryn Hughes, University of Miami, coordinator
Enoch Jacobus, Berea, Kentucky
Brian Moseley, Furman University
Meghan Naxer, University of Oregon
Deborah Rifkin, Ithaca College
Kris Shaffer, University of Colorado–Boulder, coordinator