Flipping was one of the latest buzz words in educational circles and was being thrown around by educators from elementary school through college. While we all became familiar with “Zooming,” in other conversations with colleagues, terms such as “flipping” the class was being used more and more frequently. For many educators, this was completely new technology. Suddenly, we were transitioning to teaching classes online using video conferencing platforms, such as Zoom or Meet. At many colleges and institutions, students went on Spring Break and never returned. In the span of two weeks, every educator went from normal teaching as it had always known it to teaching classes completely online. Despite the dire situation, life had to go on, and so did classes. In March 2020, educators in every department, in every school all over the world were scrambling to find a way to transition into teaching online. Vaccines are available and a lot more is known about how the virus is transmitted. We are now almost two years into the pandemic. The entire world was taken by surprise when country, by country, all over the world, we were told to stay in our homes and not go anywhere. The onset of COVID-19 was difficult for everyone. The learning goals stated in the syllabus are to: Because the typical student makeup of the course is that of students who self-describe as being “not good at science or math,” the course itself is primarily conceptual in nature. This repetitive process cements the original fundamental concept while also adding depth to it at the same time with each iteration. The simple model approach also ties into another pedagogical idea that students need to see a concept a minimum of three times before it begins to be learned. This model can then be expanded upon to include more technical detail. At the heart of this approach is the idea that presenting a topic or concept as a simple model will help students understand the underlying physics. Most course activities have been developed in accordance with Physics Education Research (PER) techniques and is designed using a discovery-based approach. The course then looks at specific applications, such as instrument design and room acoustics, at the end of the course. The course itself focuses on the physics of sound and music theory to understand the fundamental ideas of signal processing and how it applies to modern synthesis techniques to create the music they listen to.
Emphasis of the course is placed on the physics of music and the interconnection between it and music theory. Over the span of its more than 25 year history, it has regularly attracted students interested in majoring in music technology and sound design. The students themselves range from first year students through seniors ready to graduate, with ages ranging typically from 18 to 21 years. The course is taught in a liberal arts college. The target audience is primarily non-science majors fulfilling their math and science requirements.
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