HomePublicationsTILTed PedagogySection 3 Chapter 10: Applied Music Studio Through TILT: Transparent Onboarding Assignments Book MenuTILTed Pedagogy SectionsSection 1Section 2Section 3Section 4ChaptersChapter 1Chapter 2Chapter 3Chapter 4Chapter 5Chapter 6Chapter 7Chapter 8Chapter 9Chapter 10Chapter 11Chapter 12Chapter 13Chapter 14Chapter 15Chapter 16Book Resources Lisa Garner Santa, Alice Anne Light, and Tammy DisharoonThe university applied music lesson experience is correlated with lineage and accessibility. Teachers impart the influence of their musical lineage and strategies developed from positive personal experiences. However, current students are culturally diverse and removed from the geographical locations implied. The result is a decrease in clarity regarding professors’ expectations and professors’ subjectivity to implicit bias in assessing students’ progress, both having an impact on students’ sense of belonging. Utilizing the Transparency in Learning and Teaching (TILT) framework for repertoire assignments enhances students’ clarity of expectations and processes while reducing the teachers’ subjectivity, therefore improving students’ sense of belonging. Related Book ResourcesThe following resources support implementation of the transparent onboarding assignments described in this chapter. Example 1: Vocal Solo Part Mark-Up Students engage in guided annotation of a vocal score excerpt to support close reading of musical, textual, and interpretive elements. This exercise helps students connect notation to performance decisions and develop disciplined rehearsal strategies. Excerpt from Gabriel Fauré’s Chanson d’amour, from 2 Songs, Op. 27 (1882). Published by J. Hamelle. Example 2: Instrumental Solo Part Mark-Up Students complete a structured mark-up of an instrumental repertoire excerpt, focusing on phrasing, technical challenges, and interpretive planning. This assignment supports the development of analytical listening and intentional practice habits. Excerpt from Philippe Gaubert’s Nocturne et Allegro Scherzzando for flute and piano. Source: Philippe Gaubert, Nocturne et Allegro Scherzzando for flute and piano, in Music by French Composers (New York: G. Schirmer). Example 3: Voice Studio Onboarding Exercise A structured Voice Studio Onboarding Exercise [PDF] [Word] assignment for students new to the voice studio that clarifies expectations, performance requirements, and goal-setting processes. Students respond to guided reflective prompts and develop a semester-long practice and performance plan to support independent learning and skill progression. Example 4: Sample Monthly/Weekly Preparation Plan (Voice Student) A scaffolded Monthly/Weekly Preparation Plan [PDF] [Word] that models effective practice organization, repertoire breakdown, and incremental skill development. This example demonstrates how structured planning supports consistent progress, reflection, and performance readiness over time. Discussion Questions What teaching challenge is the chapter’s assignment trying to address, and how does that challenge show up in your own courses? How does the chapter’s use of the TILT framework (purpose, task, criteria) change the learning experience described, and what parallels do you see in your own teaching? What assumptions about students or learning does the chapter surface, and how might those assumptions influence assignment design? How does the assignment described in the chapter support student agency, autonomy, or choice? How does the chapter illustrate the connection between assignment design and deeper learning (e.g., critical thinking, metacognition, synthesis)? What evidence does the chapter provide that the assignment worked, and what additional evidence would you want to see? How does the chapter’s assignment align with or challenge your current beliefs about effective assessment? What aspects of the assignment design could be adapted to your discipline, and what would need to change? If you were to implement a version of this chapter’s assignment, what would be your first step—and what potential barriers would you anticipate? Share:
