Tuning into Student Learning: The Music of IR Theories

Autor/inn/en	Humphreys, Carrie; Rasool, Adnan
Titel	Tuning into Student Learning: The Music of IR Theories
Quelle	In: Journal of Political Science Education, 18 (2022) 4, S.523-535 (13 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1551-2169
DOI	10.1080/15512169.2022.2099413
Schlagwörter	International Relations; Political Science; Instructional Innovation; Music; Musicians; Introductory Courses; Rural Areas; Universities; Undergraduate Students; Teaching Methods; Nonmajors; Student Attitudes; Political Attitudes; Philosophy; Constructivism (Learning); Feminism; Concept Formation; Popular Culture; Learning Processes; Online Courses; Assignments; Theories + Suchen Sie Ihr Suchwort? Internationale Beziehungen; Staatslehre; Politikwissenschaft; Politische Wissenschaft; Educational Innovation; Bildungsinnovation; Musik; Musiker; Einführungskurs; Rural area; Ländlicher Raum; University; Universität; Teaching method; Lehrmethode; Unterrichtsmethode; Schülerverhalten; Political attitude; Politische Einstellung; Philosophie; Feminismus; Concept learning; Begriffsbildung; Popkultur; Learning process; Lernprozess; Online course; Online-Kurs; Assignment; Auftrag; Zuweisung; Theory; Theorie
Abstract	The theories of international relations (IR) are often difficult topics for students to understand: What are these and how are they useful? This is especially true among students who have likely never taken a political science class, are not political science majors, and are attending a rural regional university with limited exposure to the world. So, how do we, as instructors, make IR theories more relatable to students and their daily lives? Cue the music! As part of an innovative new learning arc framework, students in sections of the Intro to World Politics course were asked to identify which of their favorite musicians embody the four main theories of IR (realism, liberalism, constructivism, and feminism). Students were then asked to explain what theories they identified the most with and why based on their music choices. They were also asked to imagine other theories as musicians as a way to help them improve their understanding of IR theories. We find that utilizing music as a pedagogical tool to teach IR theories has a net positive impact especially on freshmen and sophomore students whose major is not political science. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01