This study investigates the effects of the Gordon Method on student achievement in the Fundamental Music Theory course among music major undergraduates in Fujian Province, China. A quasi-experimental pretest-posttest control group design was employed, involving 100 music major undergraduates at Sanming University, divided into an experimental group (n = 50) and a control group (n = 50). The experimental group received instruction using the Gordon Method, which emphasizes audiation, multimodal learning, and active engagement, while the control group followed conventional teacher-centered methods. A standardized music theory test, covering tonal theory, rhythmic theory, chord progression, melodic dictation, and ear training, was administered before and after the 12-week intervention. Data were analyzed using paired-sample and independent-sample t-tests. The experimental group’s mean score increased significantly from 48.34% to 76.64% (t(49) = -14.045, p < .001), while the control group improved from 52.75% to 74.66% (t(49) = -13.397, p < .001). Although the experimental group showed greater within-group improvement, the difference between groups was not statistically significant (p = .435). The findings suggest that the Gordon Method enhances music theory comprehension and application through audiation and multimodal learning. The study recommends longer intervention periods and further exploration of learning styles and motivation to maximize the effectiveness of the Gordon Method in music education.
Aldwell, E., & Schachter, C. (2003). Harmony and voice leading (3rd ed.). Wadsworth.
Art?ktay, S. (2024). An exploration of music learning strategies among university students. Journal of Music Education Research, 32(1), 78–92.
Bennett, D., Rowley, J., Dunbar-Hall, P., Hitchcock, M., Blom, D., & Blom, D. (2016). Life in the real world: How to make music graduates employable. Common Ground Research Networks.
Bu, L. (2022). An analysis of contemporary music education practices in China. Journal of Music Education, 45(3), 223–238.
Chandler, C. (2024). A study on private piano curriculum using Edwin Gordon’s music learning theory [Unpublished master’s thesis].
Chen, J. (2017). An empirical study and critical reflection on Edwin Gordon's music learning theory: An empirical research report based on the teaching of "music skills and music sense." Symphony (Journal of Xi'an Conservatory of Music), (2), 121–126. https://doi.org/CNKI:SUN:JXXA.0.2017-02-023
Fleming, N. D. (2001). Teaching and learning styles: VARK strategies. Neil Fleming.
Fleming, N., & Baume, D. (2006). Learning styles again: VARKing up the right tree! Educational Developments, 7(4), 4–7.
Fleming, N., & Mills, C. (1992). Not another inventory, rather a catalyst for reflection. To Improve the Academy, 11(1), 137–155.
Fujian Provincial Department of Education. (2020). Education development report of Fujian Province. Fujian Provincial Department of Education.
Gilakjani, A. P. (2012). Visual, auditory, kinaesthetic learning styles and their impacts on English language teaching. Journal of Studies in Education, 2(1), 104–113.
Gökçe, B. K., & Karaka?, B. (2024). Multi-sensory learning in violin training. International Journal of Quality in Education, 8(2), 12–30.
Gordon, E. (1989). Audiation, imitation and notation: Musical thought and thought about music. The American Music Teacher, 38(5), 15.
Gordon, E. (1997). Learning sequences in music: A contemporary music learning theory (2nd ed.). GIA Publications.
Gordon, E. (2003). A music learning theory for newborn and young children (2nd ed.). GIA Publications.
Gordon, E. (2012). Quick and easy introductions. GIA Publications.
Johnson, A. E. (2021). One elementary general music teacher’s uses of and experiences with Gordon’s music learning theory: A case study [Doctoral dissertation, University of South Carolina].
Jones, B. D. (2009). Motivating students to engage in learning: The MUSIC model of academic motivation. International Journal of Teaching and Learning in Higher Education, 21(2), 272–285.
Liu, F. (2015). Challenges and prospects in Chinese music education. International Journal of Music Education, 33(1), 45–56.
Liu, F., & Howard, K. (2015). Challenges in Chinese music education: Pedagogical directions. International Journal of Music Education, 33(2), 145–162.
Marvin, E. W. (2012). The core curricula in music theory: Developments and pedagogical trends. Journal of Music Theory Pedagogy, 26(1), 255–263.
Ministry of Education of China. (2022). Art curriculum standards for compulsory education (2022 edition). http://www.moe.gov.cn/srcsite/A26/s8001/202204/t20220420_619921.html
Patel, K. (2019). Music and learning: Cognitive approaches to music education. Oxford University Press.
Runfola, M., & Taggart, C. C. (2005). The development and practical application of music learning theory. Boydell & Brewer Ltd.
Toca, S. E. (2023). Audiation-based improvisation and music reading achievement of secondary choral music students [Doctoral dissertation].
Woodford, P. G. (1996). Evaluating Edwin Gordon's music learning theory from a critical thinking perspective. Philosophy of Music Education Review, 4(1), 83–95.
Xu, B. (2011). Edwin Gordon's contribution and enlightenment to the research of music education. Journal of Xinghai Conservatory of Music, (4), 158–166.
Xu, B. (2014). Edwin Gordon's theory and practice of music teaching. People's Music Publishing House.
Yang, J. Z., & Gao, Y. Y. (2023). Current status of visual music research in China: A visual mapping analysis based on CiteSpace software. Music Life, (6), 58–60.
Zhang, H. (2020). Accommodating different learning styles in the teaching of economics: With emphasis on Fleming and Mill’s sensory-based learning style typology. Applied Economics and Finance, 4(1), 72–83.
Jie, Z., & Augustine, C. a/p. (2025). The Effects of Gordon’s Method on Achievement among Music Major Undergraduates in Fundamental Music Theory Using Multimodal Learning. International Journal of Academic Research in Business and Social Sciences, 15(4), 760–772.
Copyright: © 2025 The Author(s)
Published by Knowledge Words Publications (www.kwpublications.com)
This article is published under the Creative Commons Attribution (CC BY 4.0) license. Anyone may reproduce, distribute, translate and create derivative works of this article (for both commercial and non-commercial purposes), subject to full attribution to the original publication and authors. The full terms of this license may be seen at: http://creativecommons.org/licences/by/4.0/legalcode
