ABSTRACT
This chapter explores the exciting new approach by applying Problem-Based Learning (PBL) methodology to an ethnomusicology course. It shows that the PBL framework can be incorporated through both ongoing day-to-day modes of inquiry and interaction in the classroom, as well as larger-scale research projects that span the semester. PBL is an innovative teaching method with great potential for student learning in the ethnomusicology classroom. Rather than simply introducing content, and designing research around a given topic or prescribed final project, many teachers adopting PBL emphasize the open-ended and student-driven learning that can unfold. Projects were assessed based on groups' response to the research problem, feasibility of design, depth of information, breadth and validity of sources, clarity and organization of ideas, creativity, and critical thinking. At the end of the semester, students evaluated each other's projects and presentations by way of peer-feedback forms.
