A Conceptual Framework for Curriculum Development Utilizing the FCM Module in a Flipped Classroom for Music Theory

Zhu Qisen; Khairul Azhar Jamaludin; Nurfaradilla Mohamad Nasri; Li  Jinglong

doi:10.61707/hk54ks06

Authors

Zhu Qisen Faculty of Education, University Kebangsaan Malaysia, Selangor, Malaysia
Khairul Azhar Jamaludin Faculty of Education, University Kebangsaan Malaysia, Selangor, Malaysia
Nurfaradilla Mohamad Nasri Faculty of Education, University Kebangsaan Malaysia, Selangor, Malaysia
Li Jinglong Department of Industrial Design, Faculty of Design and Architecture, Universiti Putra Malaysia, Serdang, Malaysia

DOI:

https://doi.org/10.61707/hk54ks06

Keywords:

Music Theory, Flipped Classroom, Self-Directed Learning, Collaborative Learning Theory, Curriculum Development Theory

Abstract

Traditional music theory teaching methods are challenged by evolving student needs due to technological advancements and updated educational concepts. There is a need to address current limitations, such as single curriculum teaching, and propose a conceptual framework for integrating new technologies in a flipped classroom environment. This study aims to enrich course content, enhance practical integration, and update educational concepts, the study improves students' comprehensive understanding and application of music theory. A five-step pedagogical approach was adopted to take a comprehensive literature review, key findings highlight the need for diverse course content, integration of practice theories, and modern educational resources to stimulate student interest and creativity. The proposed framework offers a structured approach to music theory education, meeting modern societal needs and promoting students' musical literacy and creativity.