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
