The purpose of this thesis was to show that cooperative learning strategies are suitable teaching techniques for the instruction of undergraduate music theory. Literature in music theory pedagogy has concentrated primarily on content-based teaching issues and offers little information on the range of teaching techniques available for promoting student learning. Many instructors may be relying on traditional teaching methods with which they are familiar-lectures, lecture-demonstrations and teacher-led discussions-to instruct tonal theory classes and may not be aware of cooperative learning or its potential usefulness as another instructional strategy. The body of this thesis is divided into three main sections. The opening section demonstrates how traditional teaching methods alone fail to meet many learning needs of students and points to cooperative learning strategies as one alternative method that addresses these needs. In the next section, cooperative learning is further defined in order to differentiate it from traditional group work. The third and largest section contains ten sample lesson plans based on topics central to first- and second-year tonal harmony courses. Each lesson includes at least one cooperative learning technique and a discussion of why the particular technique was applied to the topic. Instructors of tonal harmony who are looking for additional teaching strategies that actively involve the learners should consider using cooperative learning. The sample lesson plans offered in this thesis illustrate how these techniques may be used either briefly in conjunction with more traditional methods or on their own in more extensive activities. Variety within cooperative learning strategies has also been demonstrated by providing techniques ranging from simple, user-friendly ideas for the inexperienced, to more complex and challenging activities requiring higher levels of experience and collaborative skills. A selected bibliography is included to assist readers in becoming familiar with some of the resources available to those who use cooperative groups for instruction.

The purpose of this thesis was to show that cooperative learning strategies are suitable teaching techniques for the instruction of undergraduate music theory. Literature in music theory pedagogy has concentrated primarily on content-based teaching issues and offers little information on the range of teaching techniques available for promoting student learning. Many instructors may be relying on traditional teaching methods with which they are familiar-lectures, lecture-demonstrations and teacher-led discussions-to instruct tonal theory classes and may not be aware of cooperative learning or its potential usefulness as another instructional strategy. The body of this thesis is divided into three main sections. The opening section demonstrates how traditional teaching methods alone fail to meet many learning needs of students and points to cooperative learning strategies as one alternative method that addresses these needs. In the next section, cooperative learning is further defined in order to differentiate it from traditional group work. The third and largest section contains ten sample lesson plans based on topics central to first- and second-year tonal harmony courses. Each lesson includes at least one cooperative learning technique and a discussion of why the particular technique was applied to the topic. Instructors of tonal harmony who are looking for additional teaching strategies that actively involve the learners should consider using cooperative learning. The sample lesson plans offered in this thesis illustrate how these techniques may be used either briefly in conjunction with more traditional methods or on their own in more extensive activities. Variety within cooperative learning strategies has also been demonstrated by providing techniques ranging from simple, user-friendly ideas for the inexperienced, to more complex and challenging activities requiring higher levels of experience and collaborative skills. A selected bibliography is included to assist readers in becoming familiar with some of the resources available to those who use cooperative groups for instruction. / Arts, Faculty of / Music, School of / Graduate