ABSTRACT
This chapter discusses the author’s choices and thought process as he implemented changes to the Written Theory curriculum at West Virginia University. He chose to use a flipped-classroom model with Just-in-Time Teaching to enable instructors to spend less time lecturing and more time talking about and writing music. He also moved to a functional model for part-writing and rearranged or rethought several topics throughout the four-course sequence. Ideas for student engagement, including in-class work and final projects, are included.
