ABSTRACT
The application of Problem-Based Learning (PBL) originated in science-based classrooms – typical in medicine. Known for problem-solving and active, engaged learning, PBL's success inspired other fields to follow suit, eventually trickling down to the K–12 music classrooms. Most of the larger issues with PBLs had little to do with music, but rather concerned the nature of group format. Student complaints focused on the idea of group work in general – mostly seen as an unfair or less effective pedagogical method to begin with. The instructors developed solutions that fit their course needs – either be creating a straight Project-based design or finding an "interstitial" solution, splitting both Problem- and Project-based approaches down the middle to create a hybrid Problem-/Project-based activity. It is safe to say that given this information, it might be difficult to achieve a fully transformative change in the college music curricula across all sub-disciplines, and PBLs may be relegated to remain as course-based activities.
