Enhancing Learning in an Advanced Analysis Course: the Flipped Model, Peer Learning, and the Mode Effect

Brenda Ravenscroft and Victoria Chen

This article presents the process and results of applying the flipped learning model and peer learning to an upper-year advanced analysis of post-tonal music course. Pedagogical and musical rationales for the course structure are presented, explaining how the analysis of music—traditionally a solitary activity—can be done collaboratively in groups to support the course objectives and student learning goals. A detailed discussion of in-class and out-of-class activities is provided with the focus on the mode effect and team-based learning. The effectiveness of the flipped model to teach the analysis of new music is supported by analysis of video footage from the class, and by results from a pre-post study conducted via student questionnaires. To conclude, a critical reflection on the flipped course is presented in the form of lessons learned.