Michael Lively


Undergraduate students often find music theory courses to be among the most difficult and sometimes most frustrating experiences of their early college careers. The difficulty may stem from the tendency of music theory instruction to rely heavily upon the learner's ability to process information with abstract modes of cognition. Many students have either limited experience with abstract intellectual tasks or limited aptitude for cognitive abstraction. This essay will explore the process of adapting music theory instructional material for the learning styles of individual students.