Please use this identifier to cite or link to this item: http://hdl.handle.net/10125/55989

Multimodal Learning Strategies for Post-Secondary Music Theory: An Action Research Project

Item Summary

Title: Multimodal Learning Strategies for Post-Secondary Music Theory: An Action Research Project
Authors: Mercurio Santos, Mary
Instructor: Ho, Curtis
Keywords: supplemental instruction
Tutors and tutoring
music education
music theory
Issue Date: 01 May 2018
Abstract: Abstract: This action research project investigated the efficacy of a multimodal Supplemental Instruction strategies resource site for Music Theory Supplemental Instruction (SI) Leaders at a University in California. An accessible website containing both curated and original content on using multimodal SI strategies in Music Theory SI sessions was developed and provided to Music Theory SI Leaders as an optional resource to assist in the creation of resource-rich, constructivist, deep-learning environments in SI sessions. Bi-weekly SI lesson plans created by leaders with access to the website were collected, analyzed, and compared to lesson plans developed without access to the resource site. SI leaders who used the website planned more auditory, kinesthetic, and group learning strategies. The types of auditory and kinesthetic strategies used changed from discussion-based practices to strategies known to facilitate the development of internal audiation. Use of non-group “paper-based” strategies dropped by sixty-six percent. This paper reviews traditional Music Theory pedagogies and classroom practices, and investigates alternative strategies currently being explored in music theory classrooms. It explores the viability of Supplemental Instruction programs for Music Theory and suggests models for best practices based on qualitative and quantitative data from SI leaders. Areas for suggested further research on short and long term student performance and improvement are indicated.
Description: Research Paper, Archived Website, PowerPoint Presentation
Pages/Duration: 131 pages
URI/DOI: http://hdl.handle.net/10125/55989
Appears in Collections:LTEC 690, Spring 2018


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