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Introducing Project Based Learning in Music Education:

How it Works, Why it Helps, and How to Implement it in the Classroom

P. James Carroll

James Madison University

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Abstract

This paper attempts to draw a clear picture of project-based learning and how it fits into modern

music education. This approach places emphasis on creating experiences that allow students to

use their knowledge and skills in pursuit of new information and greater understanding. Students

play a larger role in their own learning and are given significant freedom as they progress toward

goals. Teachers act as facilitators, enacting the project and then offering individual aid and

suggestions to help students progress. The goal of this method is to help students develop a

greater understanding of subject matter through direct application. Through project-based

learning students are able to learn through experimentation and discovery, making connections

between what is new and what is already known. It allows students to learn in a more natural

way, using realistic scenarios and it promotes their development as creative thinkers and problem

solvers.

Keywords: Project-based learning, informal learning

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Introducing Project Based Learning in Music Education:

How it Works, Why it Helps, and How to Implement it in the Classroom

While project-based learning is becoming a commonly used method of education

throughout the world, there are limited studies on how we can implement it in music classrooms.

Much of the research focuses on specific educational experiences that utilize project-based

learning and their quantitative and qualitative outcomes. The question becomes, what elements

are required for it to be effective and how can we use these elements to create ongoing learning

experiences that foster student’s growth and provide tangible evidence of their acquisition of the

standards of learning. In this paper, I will explore some of the history of project-based learning

and then explain how it is being used in modern education. I will then focus on how these

experiences function in the classroom, including the roles of students and teachers, and their

benefits regarding student growth. Finally, I will explore how project-based learning can be

implemented in music classrooms, identifying successful methods and providing ideas for further

study.

Project-based learning has only recently come to the forefront of educational practice,

however, Grant (2002) explains that it is rooted “as far back as the early 1900s, [with] John

Dewey… constructivism and constructionism” (Grant, 2002). This approach considers how

students learn to be a process of creating knowledge, rather than one of adopting and memorizing

knowledge that is presented to them. In practice, teachers provide students with a structure and

materials that will help them explore subject matter, and then allow the students to experiment

and discover important information through goal-oriented application. Grant (2002) states

“individuals construct knowledge through interactions with their environment, and each

individual’s knowledge constructions is different” (Grant, 2002). Because project-based learning

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is a student-centered method, it gives students the opportunity to direct their learning in ways

that are helpful specifically to them. Furthermore, it helps them develop new strategies and

progress as problem solvers, and critical and creative thinkers.

Early advocates of project-based learning in music were focused on finding a teaching

method that would provide students with greater understanding. Edwards states that previously,

in depth comprehension was considered secondary to and separate from technical ability

(Edwards, 1971, p. 9). Furthermore, according to Edwards (1971), “a large majority of music

educators have continued a rather mechanistic stance in which practice was felt to be the cure-all

for musical development” (p. 6). This approach forces students through a progression of tasks to

achieve instrumental basics without regard to why or how to improve. Rather, simply doing and

repeating was considered a viable avenue for progress. In order to suggest goals for music

education, Edwards (1971) discusses “a program in instrumental music with a proper balance of

conceptual and traditional teaching method[s] at each stage of development” (p. 9). This more

concept driven approach provides the basis for project-based learning.

Today, project-based education is used more often to help students develop critical-

thinking skills and learn material through hands-on experiences. This approach creates an

environment in which students learn much like they would outside of an academic setting.

According to Rautianen (2017), within this design students acquire skills by discussing the

material with peers and by experimenting with it to make new discoveries (Rautianen, 2017, p.

71). Edwards (1971) describes the concept driven method as “teaching basic instrumental

concepts prior to any of the specifics or skills of instrumental performance” (p. 7). The project-

based approach provides students with broad goals and allows them to learn conceptual material

through their own process of achieving that goal. Concerning her project with beginning music
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students, Rautianen (2017) states, “concepts of music came up… when pupils got familiar with

different rhythms, melodies, tone shades, form structures and dynamics by experimenting,”

however, “concepts of music were only brought up when listening to the finished music” (p. 71).

In this case, students were able to gain an understanding of musical ideas prior to labeling them

with a name. Rautianen (2017) explains that using the knowledge they already possess in pursuit

of a specific goal, students expand their current understanding into new areas and acquire new

skills through experience (Rautianen, 2017, p. 71).

Learning Process

Stemming from the idea that project-based learning encourages students to use and

expand on the skills and knowledge they already possess; these experiences push students into

areas of uncertainty in a structure that helps them progress. Munakata and Vaidya (2015)

describe a physics project that challenges students to apply what they previously learned to

create working video cameras for the arts department. They explain that “the project turned out

to be an elaborate collaborative effort between various disciplines… aimed at bringing the

playful side of science to the forefront” (Munakata and Vaidya, 2015, p. 49). This highlights an

element of education that is often overlooked, creativity. Within traditional test-based education,

it is easy to consider learning as the acquisition of knowledge through memorization, rather than

through discovery and application. Often, material is simply presented, any questions are

answered on a purely theoretical level, and students prove their understanding by restating

acquired knowledge. Projects such as creating video cameras instead encourage students to

carefully consider the problems they encounter and search for solutions through goal-oriented

experimentation. Munakata and Vaidya (2015) state, “by basing the project on an open problem

and one with applications, we tried to engage students in team work and problem solving, while
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reinforcing the notion that ‘doing’ science entails uncertainty and flexibility, and creativity” (p.

52). This process introduces students to new avenues to explore and allows students to apply

and expand on their understanding much like they would outside of school.

Project-based learning focusses on facilitating student growth in a way that is natural and

applicable in real life scenarios. It is common for these experiences to involve an

interdisciplinary aspect to draw students away from a single-subject classroom approach and

toward a more realistic, open mindset. Brenner (2011) discusses “a format for a collaborative,

real-world learning experience for students from a variety of disciplines” (p. 39). She further

explains, “the purpose of the project was to provide a learning experience for students in visual

arts, drama, and dance that mimics the collaboration that is regularly practiced by working

professional artists” (Brenner, 2011, p. 40). This encourages students to think about their work

from multiple angles. Projects that require different pieces to function together introduce an

overarching collaborative element that pushes students to consider how their creations relate to

other aspects and to the whole. This process allows students to make creative decisions with

clear but open goals. It also helps students gain a deeper understanding, encouraging them to

think about their work from multiple angles. Furthermore, students are able to see the effect of

their work in the final result and make individual reflections about what was successful and what

they might do differently.

Role of the Student

Project-based learning alters the typical role of students and teachers in the classroom.

Rather than absorbing information from lectures or textbooks, students work with the new

material directly in goal-oriented experiences. Lindvang and Beck (2015) state that “the idea is

to provide students with an active role in the acquisition and creation of knowledge” (p. 3). The
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initial benefit of this approach arises from the students’ use of the knowledge and skills they

already possess. When students begin to work toward a new goal, they must apply previously

learned material in new and different ways. As they progress through new material, they can

quickly begin making connections between what they already know and what they discover.

This results in students gaining a much broader understanding of both new and old material,

helping them to identify overarching concepts and preparing them to expand further.

Lindyang and Beck (2015) explain that a major objective of project-based learning is to

help students “become self-directed, self-regulated and responsible learners” (p. 3). Using

learned material as a foundation for branching into new concepts helps students to remain more

independent in their learning processes by encouraging them to use tools and strategies they are

already familiar with. Furthermore, incorporating more freedom and choice helps students

identify the strategies that work best for them and allows them to approach projects in ways that

align with their individual learning styles. This enables students to take more initiative in their

work and supports their development as independent learners.

Role of the Teacher

Project-based learning requires teachers to step away from the front of the classroom into

a more organizational and supportive role. While the teacher is responsible for setting

parameters and identifying the essential steps or element needed to progress, the process taken

and the interpretation of the project is largely left up to the students. Campbell, Greco, and

Tobias (2015) indicate that projects “often [emerge] out of students learning needs or interests”

(Campbell, Greco, and Tobias, 2015). Therefore, the teachers first task when approaching

project-based learning is to design an experience that will interest the students in their class,

emphasize the material being covered, and allow room for students to incorporate and share their
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own ideas. To help do this, Campbell, Greco, and Tobias recommend “attention to structure,

topic selection, context, questions, critical thinking, dispositions, scope, and the nature of the

experience” (Campbell, Greco, and Tobias, 2015). Deciding on this framework will help

teachers facilitate students’ progress through each step of the project.

Post-Project Benefits

Project-based experiences set up opportunities for further student growth once projects

are completed. The final product students create serves as an example of their progress through

the project which they can then reflect on. Russell-Bowie (2007) identifies the importance of

students’ “reflection on their experiences, [to] analyze what they had learned” (p. 54). Through

project-based learning, students explore concepts to discover the most important facets, and how

it applies to the subject matter being studied. However, because this approach focuses mainly on

the application of skills and knowledge to enhance understanding, students may not consider the

theoretical meanings of what is covered. Therefore, it is important for them to look back on their

work to identify what the most important facets are for each concept.

Russell-Bowie (2007) explains that through “reflective activities in which [students]

critically reflect on their experiences they are able to gain a deeper understanding of themselves

as well as make informed steps to future actions” (p. 51). In addition to considering what they

learned about the content, it is also important for students examine their process during the

project to identify strategies they found effective or unhelpful. Project-based experiences place

more responsibility on students and allow them to learn in ways that are most beneficial to them.

However, students are often unaware of the practices that will aid them most. The process of

reflection is highly beneficial for students to progress as independent learners. As students

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develop an understanding of how they learn, they can use this knowledge to help them in all

areas of their studies and their lives.

Suggestions for Practice

In early instrumental education, project-based experiences could be a great way to

introduce musical concepts including dynamics, articulation, tone, and many others. Once

students acquire some fundamental playing skills, they can use these skills to begin

experimenting with new ideas. After a brief discussion of a new topic, students could explore it

by using learned pitches or pieces of songs to make their own compositions and arrangements.

This process will help students develop a better understanding of the topic and its effect on their

music, while also practicing the techniques they already know. Furthermore, this method allows

students to learn through creating music rather than recreating it.

An important component of any music class is the opportunity for students to be creative.

By utilizing open-ended goals, project-based learning allows students to express personal ideas

and interests. While the intention may be to work with a specific new concept, students are able

to apply the concept in a way that is meaningful to them. Projects may prompt students to

consider how to reflect extra-musical ideas in a musical way. This approach pushes students to

think critically and make connections between music and the world around them. This helps

students grow not only as independent learners, but also as thoughtful musicians.

Another great outcome of project-based learning is the development of complete musical

creations. After projects are complete, students can present what they make. This opens an

avenue for students to share what they learn and receive feedback from both peers and teachers.

They then have the opportunity to reflect on their work, revise it, or even expand on it. As a
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result, students develop a repertoire of their own music which they can use to track their

progress. Moving outside of the classroom, traditional concerts could be transformed into a

showcase students’ original creations.

Suggestions for Future Research

While there is ample research on project-based learning, there is very little specifically

relating to instrumental music. I believe a study on how project-based experiences effect

students' acquisition of musical knowledge, development of technical skills, and motivation

would be highly beneficial to the music education field. This could take the form of a

compositional project in which students are introduced to a few musical concepts and then asked

to explore how these concepts could be used to reflect an image, scene or story. Parameters may

pertain to the form of the compositions and the concepts that need to be present, but the choice of

how to apply these ideas should be left up to the students. Students culminating performances

would reflect their understanding of how the new material is used in music and any

improvements they make in technical ability. Additionally, students’ processes through the

project and subsequent reflections could provide additionally evidence of their musical

knowledge, as well as insight regarding their motivation during the experience.

Conclusion

I believe project-based learning could be a great addition to instrumental music. By

implementing this approach, we can provide students with more opportunities to be creative

while guiding them to create tangible evidence of their growth. Additionally, this method will

help students develop as independent, inquisitive learners by allowing them to explore concepts,

make inferences, and search for answers to the problems they face.
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References

Brenner, E. W. (2011). Interacting in the learning community: “build a ballet”: a cross-

disciplinary collaborative project for students. Journal of Dance Education, 11(2), 39-44.

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Grant, M. (2002). Getting a grip on project-based learning: theory, cases and recommendations.

Meridian: A Middle School Computer Technologies Journal, 5(1).

Lindvang, C., & Beck, B. (2015). Problem based learning as a shared musical journey – group

dynamics, communication and creativity. Journal of Problem Based Learning in Higher

Education, 3(1), 1-19. https://doi.org/10.5278/ojs.jpblhe.v3i1.1200

Munakata, M., & Vaidya, A. (2015). Using project- and theme-based learning to encourage

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