This study examines the learning processes that take place when upper secondary students apply and generate theories while drawing on their preferred music and writing songs of their own. One music theory teacher and two researchers collaborated to design an emergent sequence of lessons focusing on students’ interests, questions and creative work. Interpretive and musical analysis of students’ progress suggests that learning to theorise through modes and sounds from popular music was experienced as motivating, involved similar difficulties as traditional major/minor-based approaches, and resulted in original songs that the students enjoyed and were proud to perform for their peers.

这项研究考察了高中生在利用自己喜欢的音乐和创作自己的歌曲时应用和生成理论的学习过程。一名音乐理论教师和两名研究人员合作设计了一系列以学生的兴趣、问题和创造性工作为重点的课程。对学生进步的解释和音乐分析表明，通过流行音乐的模式和声音来学习理论被认为是一种激励，涉及与传统的基于大调/小调的方法类似的困难，并产生了学生喜欢并自豪的原创歌曲。为同龄人表演。