Multimodal Learning Strategies for Post-Secondary Music Theory: An Action Research Project

A functional knowledge of western musical notation can be a difficult tool for students to acquire. Supplemental Instruction (SI) is an academic assistance program that utilizes peer-assisted study sessions to help students master course content through multimodal (auditory, visual, tactile, kinesthetic) activity facilitation. Due to the uniqueness of music theory learning, SI leaders at a University in California have expressed difficulty in creating and modifying multimodal learning strategies for music theory learners. This action research project investigated the efficacy of a multimodal SI strategies resource site developed for Music Theory SI Leaders using Wix. This accessible website contains curated and original content, and was provided to Music Theory SI Leaders as an optional resource to assist in the creation of constructivist, collaborative learning environments in SI sessions. SI lesson plans created by leaders with access to the website were collected, analyzed, and compared to lesson plans developed without access to the resource site. SI leaders who used the website planned more auditory, kinesthetic, and group learning strategies. The types of auditory and kinesthetic strategies used changed from discussion-based practices to strategies known to facilitate the development of internal audiation. A significant reduction (66%) in the use of “paper-based” individual activities not consistent with effective SI pedagogy occurred. This paper explores the viability of Supplemental Instruction programs for Music Theory and suggests models for best practices based on qualitative and quantitative data from SI leaders. Areas for suggested further research on short and long term student performance and improvement are indicated.