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

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.

Keywords:

• constructivism Keyword: constructivism
• technology Keyword: technology
• peer review Keyword: peer review
• music theory Keyword: music theory
• arranging Keyword: arranging
• orchestration Keyword: orchestration
• composition Keyword: composition
• pedagogy Keyword: pedagogy
• assessment Keyword: assessment

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