ABSTRACT
Music Appreciation texts tend to focus on a broad span of music history, teaching students to recognize characteristic musical ideas, both conceptually and aurally. Students experienced multiple cycles of discovery, lecture, interaction, research, and exploration during the unit's class meetings and assessments. After completing the Group/Solo Assessment, each student was instructed to complete a Self-Assessment Survey on their own. Interestingly, not everyone who completed the Group/Solo Assessment also completed the Self-Assessment Survey, and not everyone who completed the Self-Assessment Survey answered all six questions. Of the 43 final grades, one student did not complete the Group/Solo Assessment leaving only 42 recorded Problem-Based Learning experiences. The topics students choose beyond the specified topics of music and text, and their investigative choices within topics signal a degree of willingness, comfort, and skill in developing a tight web of appreciation for the song.
