Show simple item record

dc.contributor.advisorMcKinney, Timothy R.
dc.contributor.authorRipley, Angela N.
dc.date.accessioned2011-09-14T13:05:47Z
dc.date.available2011-09-14T13:05:47Z
dc.date.copyright2011-08
dc.date.issued2011-09-14
dc.identifier.urihttp://hdl.handle.net/2104/8242
dc.description.abstractThis thesis investigates three pedagogical avenues toward increasing the perceived relevance of music theory to undergraduate music students. These avenues include exploring the relation of analysis to performance, the use of questions that stimulate critical thinking by allowing multiple analytical interpretations, and the incorporation of a variety of types of assignments and musical genres into the music theory curriculum. In addition to surveying a wide range of literature on these topics, this thesis presents a three-fold assignment that addresses aspects of all three avenues.en_US
dc.language.isoen_USen_US
dc.publisheren
dc.rightsBaylor University theses are protected by copyright. They may be viewed from this source for any purpose, but reproduction or distribution in any format is prohibited without written permission. Contact librarywebmaster@baylor.edu for inquiries about permission.en_US
dc.subjectMusic theory.en_US
dc.subjectMusic theory pedagogy.en_US
dc.subjectTeaching music theory.en_US
dc.subjectAnalysis and performance.en_US
dc.subjectMultiple analytical interpretations.en_US
dc.subjectVariety in types of assignments.en_US
dc.subjectVariety in musical genres.en_US
dc.subjectPopular music examples.en_US
dc.titleAn investigation of pedagogical methods for increasing the perceived relevance of music theory courses to undergraduate music students.en_US
dc.typeThesisen_US
dc.description.degreeM.M.en_US
dc.rights.accessrightsWorldwide accessen_US
dc.contributor.departmentMusic.en_US
dc.contributor.schoolsBaylor University. School of Music.en_US


Files in this item

Thumbnail
Thumbnail

This item appears in the following Collection(s)

Show simple item record