Malleable Mindsets: Rethinking Instructional Design in Undergraduate Music Theory
This dissertation explores why undergraduate music theory students may not be motivated in their classes and how we can begin to improve music theory pedagogy by addressing the negative preconceptions surrounding the subject and changing student motivation. I will investigate student motivation in t...
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| Language: | en_US |
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University of Oregon
2016
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| Online Access: | http://hdl.handle.net/1794/20487 |