abstract
this article presents the “mini-lesson,” an assignment in which undergraduate students teach classmates theoretical concepts in excerpts of their own choosing. by presenting and observing mini-lessons, students actively engage with course material, start to grasp the relevance of theory study, and encounter a diverse corpus of examples including some familiar music. in this article, i address the problems mini-lessons solve, describe procedures for implementing them, enumerate benefits, and finally consider potential pitfalls for instructors who choose to include them in their own classrooms.
recommended citation
stephan-robinson, anna
(2018)
"the mini-lesson: active learning and engagement in the undergraduate classroom,"
journal of music theory pedagogy: vol. 32, article 6.
available at:
https://digitalcollections.lipscomb.edu/jmtp/vol32/iss1/6
