Nikita Mamedov
ABSTRACT
Instructors at all levels face the need to adapt to the increased demand in e-learning. There are different pedagogical challenges to overcome when dealing with performative and academic music fields’ teaching practices. Previous works on the use of e-learning and blended education emphasize the necessity to incorporate digital literacy into the music classroom (Ruokonen et al., 2019.) This research focuses on understanding music theory as an interdisciplinary study rather than purely analytical, and offers an insight into a revised version of Bloom's taxonomy to motivate students to pursue academic music-making by using a novel three-step framework with the assistance of technology that – within the scope of fundamental knowledge, the practical application of analysis, and the usage of music arrangement and composition – allows teachers to incorporate the higher-order components of evaluation and creation at the start of the course study.
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