MTO21.3Examples:Callahan,TeachingandLearningUndergraduateMusicTheoryattheKeyboard
(Note: audio, video, and other interactive examples are only available online)
http://www.mtosmt.org/issues/mto.15.21.3/mto.15.21.3.callahan.php
Example 1. Week-1 video tutorial on the features of SmartMusic
5:00
Example 5. Aural learning and self-accompanying activity
Example 6. Fill-in-the-blanks activity for second-species counterpoint
Example 7. Transposition activity with second-species counterpoint
Example 9. Aural learning activity on modulation
Example 10a. Provided framework for ground-bass improvisation
Example 10b. Transcription of upper-voice exemplars presented aurally
Example 11. Two-voice passage provided aurally for play-and-talk activity
Example 12. On-screen guidance for fill-in-the-blanks activity on parallel interrupted periods
Example 13. On-screen guidance for fill-in-the-blanks activity on sentences
Example 14. On-screen guidance for fill-in-the-blanks activity on applied-chord resolution
Example 15. On-screen guidance for fill-in-the-blanks activity on diatonic modulation
Example 16. On-screen guidance for fill-in-the-blanks activity on enharmonic reinterpretation of diminished-seventh chords
Example 17. Notated score for play-along reduction activity
Example 18. Contrapuntal framework provided on screen for echoing activity
Example 19. Transcription of exemplars presented aurally
Example 20. On-screen guidance for fill-in-the-blanks activity in mixed values
Example 21. On-screen guidance for fill-in-the-blanks activity on first-species improvisation
Example 22. On-screen guidance for fill-in-the-blanks activity on invertible counterpoint
Example 23. On-screen score for repertoire immersion activity on evaded cadences
Figure 1. Student demographics
Figure 2. Quantitative data from Likert-scale questions
Text 1. Student comments on the level of difficulty of PlayIt assignments
Text 2. Student comments on the challenges faced by non-pianists on PlayIt assignments
Text 3. Non-pianists’ comments on the value of PlayIt assignments
Text 4. Non-pianists’ comments on their improvement at the keyboard itself
Text 5. Student comments on the unwritten nature of PlayIt assignments
Text 6. Student comments on how their experiences completing PlayIt assignments changed over time
Figure 3. Amount of time spent per assignment by pianists vs. non-pianists
Text 7. Student comments on the amount of time they spent completing PlayIt assignments
Text 8. Student comments on the benefits of hands-on work
Text 9. Student comments comparing PlayIts explicitly with written work
Text 10. Student comments on what they learned from completing PlayIt assignments
Text 11. Student comments on the aural benefits of PlayIt assignments
Text 12. Student comments on specific activity types within PlayIt assignments
Text 13. Student comments on open-ended vs. constrained activity types
Text 14. Student comments on the effects of PlayIt assignments on their attitudes toward music theory
Text 15. Student comments on the applicability of PlayIt assignments to their musicianship outside the course
Text 16. Student quotations suggesting refinements to the PlayIt curriculum
