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Surviving Set Theory: A Pedagogical ...

Ripley, Angela N.

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Surviving Set Theory: A Pedagogical Game and Cooperative Learning Approach to Undergraduate Post-Tonal Music Theory.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Surviving Set Theory: A Pedagogical Game and Cooperative Learning Approach to Undergraduate Post-Tonal Music Theory./
Author:	Ripley, Angela N.
Description:	184 p.
Notes:	Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
Contained By:	Dissertation Abstracts International77-04A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3734670
ISBN:	9781339233055

Surviving Set Theory: A Pedagogical Game and Cooperative Learning Approach to Undergraduate Post-Tonal Music Theory.
Ripley, Angela N.

Surviving Set Theory: A Pedagogical Game and Cooperative Learning Approach to Undergraduate Post-Tonal Music Theory. - 184 p.

Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.

Thesis (Ph.D.)--The Ohio State University, 2015.

Undergraduate music students often experience a high learning curve when they first encounter pitch-class set theory, an analytical system very different from those they have studied previously. Students sometimes find the abstractions of integer notation and the mathematical orientation of set theory foreign or even frightening (Kleppinger 2010), and the dissonance of the atonal repertoire studied often engenders their resistance (Root 2010).

ISBN: 9781339233055Subjects--Topical Terms:

3168367
Music education.

Surviving Set Theory: A Pedagogical Game and Cooperative Learning Approach to Undergraduate Post-Tonal Music Theory.
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100 1 $a Ripley, Angela N. $3 3190884
245 1 0 $a Surviving Set Theory: A Pedagogical Game and Cooperative Learning Approach to Undergraduate Post-Tonal Music Theory.
300 $a 184 p.
500 $a Source: Dissertation Abstracts International, Volume: 77-04(E), Section: A.
500 $a Adviser: David Clampitt.
502 $a Thesis (Ph.D.)--The Ohio State University, 2015.
520 $a Undergraduate music students often experience a high learning curve when they first encounter pitch-class set theory, an analytical system very different from those they have studied previously. Students sometimes find the abstractions of integer notation and the mathematical orientation of set theory foreign or even frightening (Kleppinger 2010), and the dissonance of the atonal repertoire studied often engenders their resistance (Root 2010).
520 $a Pedagogical games can help mitigate student resistance and trepidation. Table games like Bingo (Gillespie 2000) and Poker (Gingerich 1991) have been adapted to suit college-level classes in music theory. Familiar television shows provide another source of pedagogical games; for example, Berry (2008; 2015) adapts the show Survivor to frame a unit on theory fundamentals. However, none of these pedagogical games engage pitch-class set theory during a multi-week unit of study.
520 $a In my dissertation, I adapt the show Survivor to frame a four-week unit on pitch-class set theory (introducing topics ranging from pitch-class sets to twelve-tone rows) during a sophomore-level theory course. As on the show, students of different achievement levels work together in small groups, or "tribes," to complete worksheets called "challenges"; however, in an important modification to the structure of the show, no students are voted out of their tribes. Challenges are graded individually, and these grades are averaged together to yield a score for each tribe. At the end of the unit, each member of the tribe that earned the highest cumulative average score on the challenges receives a modest gift card as a non-academic prize. While students' grades are based solely on their own work, the game element promotes peer mentoring through cooperative learning (Johnson and Johnson 1999; Slavin 2012) and inspires constructive peer pressure that motivates all students to do their best. Aspects of the game designed to enhance student enjoyment and build tribe unity include tribe names, a customized logo, and an opening credits video.
520 $a I present empirical results of implementing Set Theory Survivor in the classroom and discuss student responses to questionnaires exploring their attitudes toward post-tonal music, their self-perceived abilities to use set-theoretical analysis to study post-tonal music, and their views of Set Theory Survivor as a framework for studying pitch-class set theory. The self-reported ability of students to perform specific set-theoretical operations increased to a statistically significant extent during the unit, and the majority of students enjoyed the game-like format. By combining the peer support of cooperative learning with the motivational force of constructive competition and the fun of a pedagogical game, Set Theory Survivor provides an innovative approach to a subject that often sparks student resistance and presents a valuable tool with which to enhance the pedagogy of pitch-class set theory.
590 $a School code: 0168.
650 4 $a Music education. $3 3168367
650 4 $a Higher education. $3 641065
650 4 $a Music. $3 516178
650 4 $a Pedagogy. $3 2122828
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710 2 $a The Ohio State University. $b Music. $3 1672701
773 0 $t Dissertation Abstracts International $g 77-04A(E).
790 $a 0168
791 $a Ph.D.
792 $a 2015
793 $a English
856 4 0 $u http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3734670