Problem-Based Learning in the College Music Classroom explores the core tenets of Problem-Based Learning (PBL). 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
- 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.
Table of Contents
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)
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.