ABSTRACT

This chapter discusses a general history and background of Problem-Based Learning (PBLs), defining it within the context of learning theory in general. It provides an overview of the various types of PBLs, distinguishing between Project- and Problem-Based learning and paying particular attention to the application of this method in higher education music classroom. PBL began in the medical field in the 1950s to train physicians. The thought behind its use was its effectiveness in clinical contexts, which would aid in future recall, and to encourage medical education away from rote memorization and "fragmented biomedical knowledge" and "equip students with clinical problem-solving and lifelong learning skills. The PBL approach has eventually made its way into higher and even secondary education as well. The approach remains a staunch underpinning for all of the art forms that perhaps pre-empts an exploration of the real-life application of PBL. The chapter also presents an overview of the key concepts discussed in this book.