Abstract
This article presents the process and results of applying the flipped learning model and peer learning to an upper-year advanced analysis of post-tonal music course. Pedagogical and musical rationales for the course structure are presented, explaining how the analysis of music—traditionally a solitary activity—can be done collaboratively in groups to support the course objectives and student learning goals. A detailed discussion of in-class and out-of-class activities is provided with the focus on the mode effect and team-based learning. The effectiveness of the flipped model to teach the analysis of new music is supported by analysis of video footage from the class, and by results from a pre-post study conducted via student questionnaires. To conclude, a critical reflection on the flipped course is presented in the form of lessons learned.
Recommended Citation
Ravenscroft, Brenda and Chen, Victoria
(2015)
"Enhancing Learning in an Advanced Analysis Course: the Flipped Model, Peer Learning, and the Mode Effect,"
Journal of Music Theory Pedagogy: Vol. 29, Article 3.
Available at:
https://digitalcollections.lipscomb.edu/jmtp/vol29/iss1/3
