Desequencing the Music Theory Core: A Liberal Arts Model

Abstract

The undergraduate music curriculum has been the subject of ongoing discussion with regards to technology, repertoire, pedagogy, and purpose. This article contributes to this continuing conversation by presenting a case study of a restructured music theory sequence at a small liberal arts college. Part of the liberal arts mission at the College of Idaho includes a commitment to interdisciplinary ways of knowing, effective written communication skills, and information literacy. The curriculum proposed in this article reflects the liberal arts identity of the instition and some of the practical realities faced by smaller programs. Although specific to the needs of the institution, this model provides one path forward to a more efficient and flexible core theory curriculum.