D. A. Kolb’s Theory of Experiential Learning: Implications for the Development of Music Theory Instructional Material

Description:

This research project evaluates the effectiveness of specific music theory instructional strategies in terms of D. A. Kolb’s theory of experiential learning and Kolb’s typology of individual learning style. The project provides an original methodology for the adaptation of music theory instructional material to the individual learning style types described in Kolb’s typology. The study compares the relative effectiveness of two music theory instructional sequences, one of which is adapted for all of the learning style modalities described in Kolb’s typology, and the other adapted for only a limited number of Kolb’s learning style types. In order to compare the potential “learning outcomes” produced by these instructional sequences, a detailed study is proposed, in which computer based instruction (CBI) will deliver the instructional sequences to research participants and electronically record the participants’ responses. The current study demonstrates the effective aspects of the original methodology and suggests methods for the successful adaptation of music theory instructional material to individual student learning styles.

Creator(s): Lively, Michael
Creation Date: August 2001
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 3,304
Past 30 days: 35
Yesterday: 1
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Place of Publication: Denton, Texas
Date(s):
  • Creation: August 2001
  • Digitized: June 24, 2008
Description:

This research project evaluates the effectiveness of specific music theory instructional strategies in terms of D. A. Kolb’s theory of experiential learning and Kolb’s typology of individual learning style. The project provides an original methodology for the adaptation of music theory instructional material to the individual learning style types described in Kolb’s typology. The study compares the relative effectiveness of two music theory instructional sequences, one of which is adapted for all of the learning style modalities described in Kolb’s typology, and the other adapted for only a limited number of Kolb’s learning style types. In order to compare the potential “learning outcomes” produced by these instructional sequences, a detailed study is proposed, in which computer based instruction (CBI) will deliver the instructional sequences to research participants and electronically record the participants’ responses. The current study demonstrates the effective aspects of the original methodology and suggests methods for the successful adaptation of music theory instructional material to individual student learning styles.

Degree:
Level: Master's
Discipline: Music Theory
Department: College of Music
Note:

Problem in Lieu of Thesis.

Language(s):
Subject(s):
Keyword(s): music theory | instructional material | Kolb | experiential learning | typology of individual learning style
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • ARK: ark:/67531/metadc5813
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
License: Copyright
Holder: Lively, Michael
Statement: Copyright is held by the author, unless otherwise noted. All rights reserved.