This paper examines the efficacy of collaborative and creative learning models in undergraduate music theory courses, using as comparative case studies group projects I assigned in three consecutive Form and Analysis classes from 2011 through 2014. I make the case that creative group projects, when executed correctly, have a net benefit for students, and that we as educators should make more effective use of them in our courses.


Paper presented at the 2015 College Music Society South Central Regional Conference, Northeastern State University, Tahlequah, OK.

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Unpublished Paper



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