abstract
how can we move our students from answering questions that we pose to them, towards developing their own avenues of inquiry? in this paper we make the case for teaching students how to ask meaningful questions about music. we argue that asking questions can be a crucial activity that motivates students’ development as thoughtful and effective musicians. the question formulation technique (qft) is a pedagogical tool that teaches students how to develop their own questions, centers those questions in learning activities, and lastly encourages reflection on the entire process. this method foregrounds students’ ideas and agency, motivates them to engage creatively with the topic, and thereby increases their confidence with and interest in the course material. we will share strategies for using the qft, highlighting how this approach can create deeper learning and ultimately challenge students in ways that are meaningful for their own musical pursuits.
recommended citation
burt, patricia and duker, philip
(2022)
"student-driven music theory: how the question formulation technique can promote agency, engagement, and curiosity,"
journal of music theory pedagogy: vol. 36, article 2.
available at:
https://digitalcollections.lipscomb.edu/jmtp/vol36/iss1/2
