期刊名称：Proceedings of the Symposium on Emerging Technology Trends in Higher Education
出版年度：2015
语种：English
出版社：University of Utah
摘要：Normal 0 false false false EN-US JA X-NONE /* Style Definitions */ table.MsoNormalTable {mso-style-name:"Table Normal"; mso-tstyle-rowband-size:0; mso-tstyle-colband-size:0; mso-style-noshow:yes; mso-style-priority:99; mso-style-parent:""; mso-padding-alt:0in 5.4pt 0in 5.4pt; mso-para-margin:0in; mso-para-margin-bottom:.0001pt; mso-pagination:widow-orphan; font-size:10.0pt; font-family:"Times New Roman";} Students often ask the question: "What is going to be on the final?" For the music instructor, as well as any other discipline, this is a vexing question. In this essay, I propose an alternative question: “How can the student effectively apply what they learned in relation to their own interests?” In this paper, I describe how I "flipped" my final exam for my students at the end of the semester for my 20th-Century Techniques course at the University of Utah School of Music. I describe how the final exam, a project, needs to meet the needs of modern music major students, describe how to channel student awareness in the course to help them design a final project, and describe some of the projects created for the final exam in the class. I also discuss how the "flipped" final is aligned to the learning objectives/outcomes for the course.
关键词：Music Theory Pedagogy, Instructional Design, Flipped Classroom
