Research in music perception has typically focused on common-practice music (tonal music from the Western European tradition, ca. 1750-1900) as a model of Western musical structure. However, recent research indicates that different styles within Western tonal music may follow distinct harmonic syntaxes. The current study investigated whether listeners can adapt their harmonic expectations when listening to different musical styles. In two experiments, listeners were presented with short musical excerpts that primed either rock or classical music, followed by a timbre-matched cadence. Results from both experiments indicated that listeners prefer V-I cadences over bVII-I cadences within a classical context, but that this preference is significantly diminished in a rock context. Our findings provide empirical support for the idea that different musical styles do employ different harmonic syntaxes. Furthermore, listeners are not only sensitive to these differences, but are able to adapt their expectations depending on the listening context.

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This article focuses on three “hacks” to the traditional model of music theory instruction:standards-based grading(SBG),just-in-time teaching(JiTT), andthe inverted classroom. In SBG, students receive multiple grades in reference to clearly defined learning objectives rather than a single grade that may mask weaknesses by averaging them with strengths. JiTT assesses students’ understanding before class so that the instructor can adjust the lesson plan according to their needs. In the inverted classroom, students acquire a basic understanding of the material outside of class so that class time may be used for active engagement rather than lecture. These tools and the technologies that support them have the potential to help strengthen curricula, increase the impact that an instructor can have on undergraduate theory students, and in some cases reduce the amount of time an instructor must devote to achieving that impact. Any one of these hacks can be incorporated within an otherwise traditional music theory course and can work together synergistically. Both their modularity and their compatibility give them potential to increase instructor efficiency and effectiveness in a wide range of class settings. After describing the scholarly literature surrounding the three hacks as they have been incorporated in a variety of academic disciplines, the authors present four testimonials describing how the three hacks have been incorporated into four diverse music programs: a traditional school of music within a large state university, a large private institution with a focus on jazz and commercial music, a department of music in a mid-sized university, and a small, private university with music classes that combine theory and aural skills.

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