Constructivist Peer Review in Music Theory and Composition Courses: Technologies and Practice

Authors

Brendan McConville, University of Tennessee, KnoxvilleFollow

Abstract

This article considers the supporting technologies and practices for effective semi-anonymous peer review in traditional music theory and composition-related courses: orchestration, arranging, and composition. A coordinated approach probes two questions nested within one broad case study: (1) does the use of peer review in music theory and composition-related courses create meaningful, constructivist-inspired learning experiences, and (2) what web technologies can efficiently and effectively accomplish its activities? The article first provides a constructivist theoretical framework; next, it explains the methodologies, technologies, and resulting feedback from using peer review in a three-course study; and finally it provides concluding remarks on the many benefits and manageable problems that can arise in the social constructivist peer review music classroom.

Recommended Citation

McConville, Brendan (2021) "Constructivist Peer Review in Music Theory and Composition Courses: Technologies and Practice," Journal of the Association for Technology in Music Instruction: Vol. 2 : No. 1 , Article 3.

Available at: https://trace.tennessee.edu/jatmi/vol2/iss1/3