The Problem

Most subject matter experts (SMEs) in higher education do not have an education background or previous pedagogical knowledge. 

The Solution

Create a guide for SMEs to understand how to implement adult learning principles into their teaching. My research focuses on connecting current research in higher education to standard pedagogical practices from general education. This dissertation is geared towards the field of music theory, for SMEs teaching core music classes. There are multiple chapters that together create a foundation of pedagogical practice including: establishing objectives, student centered curriculum & assessment, Bloom's Taxonomy, and a plan for implementing these practices into the discipline. 

Chapter 1: Literacy in Music Theory 

Establishing the main objective of the discipline, while also explaining how to establish objectives for learners. 

Chapter 2: The Six Domains of Bloom's Taxonomy

A detailed explanation of Bloom's Taxonomy, its six domains and their example verbs, while applying each to the disicipline for subject matter expert's understanding. 

Chapter 3: Developing a Student Centered Curriculum 

Using the Tyler Model to outline creating a curriculum, which includes conducting needs assessments, selecting content, creating objectives,  selecting & creating learning experiences, and checking for understanding. 

Chapter 4: Developing Student Centered Assessment

Describing summative & formative assessment (including qualitative & quantitative assessment) and alignment with objectives. 

Chapter 5: A Plan for Music Theory 

Outlines the next steps for subject matter experts to implement these adult learning techniques into their teaching. 

An Interdisciplinary Approach to Music Theory Pedagogy: How Bloom's Taxonomy Promotes Music Literacy in the First Year Music Theory Sequence for Undergraduates 

Abstract

This dissertation argues for the importance of prioritizing the student experience in music theory discourse, both in teaching practice and content. To achieve this, a student centered curriculum and methodology are proposed, using learning objectives that align with student experiences. The concept of music literacy is defined as the sum of undergraduate music theory experience. Bloom's Taxonomy is proposed as a means of delivery to ensure a student centered experience. The methodology and curriculum are based on the principles of student centered learning with an emphasis on personalized instruction and collaborative learning. The use of Bloom's Taxonomy as a framework for instruction and assessment ensures that learning objectives are aligned with student experiences. This approach aims to promote student success, enhance the relevancy of undergraduate music theory for contemporary students, and facilitate interdisciplinary learning from cognate disciplines. The dissertation concludes by highlighting the importance of prioritizing the student experience in music theory discourse and suggests further research to explore the potential of student centered learning in music theory education.