Journal of Music Theory Pedagogy publishes article by Allison Wente

Wente's article in the December 2019 issue presents a group presentation-based model for teaching in the aural skills classroom.

Assistant Professor Allison Wente in the Department of Music had an article published in the December 2019 issue of the Journal of Music Theory Pedagogy.

Allison Wente, assistant professor of music

Wente’s article, “Search-Solve-Sing: A Group Presentation Model to Strengthen Practice and Performance Techniques in Upper-Level Aural Skills Classes,” presents an aural skills lesson model that puts small groups of students in charge of analyzing, performing, and teaching in the aural skills classroom.

The article abstract is:

“Whether in a high school or college, from conservatories to liberal arts colleges, singing prepared melodies in upper-level aural skills classes presents unique challenges that differ from those of lower levels. While lower-level aural skills melodies tend to incorporate strings of predictable tonal gestures, upper-level aural skills melodies are often complex and require audiation and pre-analysis even for the most accomplished students. This article presents an aural skills lesson model titled Search-Solve-Sing: a three-part plan for preparing and presenting aural skills melodies that puts small groups of students in charge of analyzing, performing, and teaching in the aural skills classroom.

In Search-Solve-Sing students work in groups to identify simple sections and troubleshoot challenging ones in a melody (the search and solve portions of the process) as they prepare a lesson plan to present to the class. This is followed by a group performance, and subsequent whole-class performance, of the melody (sing!). Through small group work, students engage more deeply with course materials, develop stronger sight-singing abilities, and reap the benefits of learning from one another. Search-Solve-Sing is a student presentation model that flips the aural skills classroom and allows students to teach and learn from one another.”

The full article is located here:

Wente wrote the majority of this article at the CATL Faculty Writing Residency in June 2019. She is thankful to her group members, Sophie Adamson, Jennifer Eidum, Michael Strickland and Nicole Triche for sharing their advice, encouragement, and ideas, and to CATL and Elon for providing a beautiful, productive work environment.