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An investigation of pedagogical methods for increasing the perceived relevance of music theory courses to undergraduate music students.

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dc.contributor.advisor McKinney, Timothy R.
dc.contributor.author Ripley, Angela N.
dc.date.copyright 2011-08
dc.identifier.uri http://hdl.handle.net/2104/8242
dc.description.abstract This thesis investigates three pedagogical avenues toward increasing the perceived relevance of music theory to undergraduate music students. These avenues include exploring the relation of analysis to performance, the use of questions that stimulate critical thinking by allowing multiple analytical interpretations, and the incorporation of a variety of types of assignments and musical genres into the music theory curriculum. In addition to surveying a wide range of literature on these topics, this thesis presents a three-fold assignment that addresses aspects of all three avenues. en_US
dc.publisher en
dc.rights Baylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission. en_US
dc.subject Music theory. en_US
dc.subject Music theory pedagogy. en_US
dc.subject Teaching music theory. en_US
dc.subject Analysis and performance. en_US
dc.subject Multiple analytical interpretations. en_US
dc.subject Variety in types of assignments. en_US
dc.subject Variety in musical genres. en_US
dc.subject Popular music examples. en_US
dc.title An investigation of pedagogical methods for increasing the perceived relevance of music theory courses to undergraduate music students. en_US
dc.type Thesis en_US
dc.description.degree M.M. en_US
dc.rights.accessrights Worldwide access en_US
dc.contributor.department Music. en_US
dc.contributor.schools Baylor University. School of Music. en_US


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