Engage in the Wrestle: Breadth, Depth, and Modality Need not Fight for Dominance
Concurrent Session 1
In this session, participants will learn about strategies to teach music appreciation online, approaching diverse methods that have been used over time, as well as adaptations made by faculty who had not previously taught online but had to rapidly transition. Although music is the subject of focus, considerations for scope and breadth addressed apply to all subject areas and introduce considerations for transitioning varaious subjects online, based on research and practice.
College music appreciation courses are widely considered to be liberal arts, rather than true music courses. However, research indicates that students come away with musical and artistic learning, as well as the factual and historical understandings. As this subject matter is largely intended for the non-musician, approaches and curriculum vary widely and are the subject of much debate. This poster presents a review of the literature on curriculum approaches and related teaching methods, highlighting the polar views of broad brush and limited, in-depth studies alongside the focus on a history of Western Art Music contrasted with approaches that involve an array of popular, contemporary, and world musics. Considerations for narrowing, determining the course approach, content, and teaching methodes, and other concerns will be shared in ways that allow participants to consider their own subject matter and content uniquely and revisit curricular and teaching decisions.
Selected sample literature upon which this review is based include the following:
Bugos, J.A. (2008). The effects of Podcasting on academic achievement and intrinsic motivation in a music appreciation course. College Music Symposium, Volume 48. Available at: http://symposium.music.org/index.php?option=com_k2&view=item&id=9774:the...
Eakes, K. (2009). A comparison of a sociocultural and a chronological approach to music appreciation in face-to-face and online formats (doctoral dissertation). Retrieved from ProQuest Dissertations and Theses Database (UMI No. 3365532).
Gordon, L. (1996). College music appreciation: Pedagogical approaches and preliminary findings. College Music Symposium, 36. Retrieved from http://symposium.music.org/index.php?option=com_k2&view=item&id=2126:col....
Hafer, E. (2012). A pedagogy of the pedagogy of music appreciation. Journal of Music History Pedagogy, 3(1), 57-75. Retrieved from: http://www.ams-net.org/ojs/index.php/jmhp/article/viewFile/34/100.
Hund, J.L. (2010). Teaching the general student: A modular method. College Music Symposium Abstract, 50. Retrieved from http://symposium.music.org/index.php?option=com_k2&view=item&id=9230:tea....
Johnson, C. (Nov. 2017). Teaching music online: Changing pedagogical approach when moving to the online environment. London Review of Education, 15(3), 439-456.
Keast, D.A. (2009). A constructivist application for online learning in music. Research and Issues in Music Education, 7(1), Article 8, 1–9.
Lowe, M. (2015). Rethinking the undergraduate music history sequence in the information age. Journal of Music History Pedagogy, 5(2), 65-71. ISSN 2155-1099X (online).
Neal, J.R. (2011). The online challenge: Why not teach music history unconventionally? Journal of Music History Pedagogy, 2(1), 81-98. Retrieved from http://www.ams-net.org/ojs/index.php/jmhp/article/viewFile/42/86.
Pierce, D.L. (2015). Redefining music appreciation: Exploring the power of music. College Music Symposium. 55. Retrieved from http://symposium.music.org/index.php?option=com_k2&view=item&id=10871:re....
Silverman, M. (2009). Rethinking music “appreciation.” Visions of Research in Music Education, 13. Retrieved from http://www-usr.rider.edu/~vrme/.
VanLeer, J. & Barnsfather, S. (2017). Active and Cooperative Learning in the College Music Classroom. Faculty Recognition: Success Stories. Santa Fe College. Retrieved from: https://www.sfcollege.edu/ct3/faculty-recognition/success-stories/active....