“Am I In Tune?” – An Introductory Guide to Intonation Systems in the Experiential Theory Curriculum

Most core undergraduate music theory and aural skills curricula do not include the history or principals of tuning and intonation. Additionally, the issue of perceived irrelevance of the topics covered in the core curriculum in relation to performance-based activities amongst the undergraduate population has been well documented. This document posits a solution to both of these issues through the introduction of a modular supplemental curriculum, called the "Contextual Intonation Skills" module, that utilizes the experiential learning cycle to introduce intonation concepts to the existing undergraduate curriculum. This module’s inclusion into the undergraduate music theory and aural skills curriculum will facilitate guidance for students by introducing intonation concepts in a manner that bridges the gap between the concepts taught in the classroom and the performance-based skills needed to succeed in the professional sphere.