ABSTRACT
This chapter discusses the time spent in the movement lab was devoted to the implementation of the Problem-Based Learning (PBL) approach. Rather than producing a written product, students were asked to create movements to music as their culminating midterm and final assignments called "plastique." The chapter explores an interdisciplinary and integrative approach to the task, having students find their musical voice through movement. Movement is not a new component of music education. Allowing students enough time for movement exploration, experimentation, and improvisation is also essential for PBL. According to Hon-Lun Yang, PBL "uses problems as an initiative to set out the learning process that result in a vibrant and active learning environment, leading to the development of higher order cognitive skills". She highlights attributes of students working in a PBL atmosphere: heightened curiosity, a greater sense of curricular relevance, and an increased ability to comprehensively integrate the various elements of the course.
