Assimilating music making activities to enrich student learning, specifically at the keyboard, can be accomplished in a course that focuses on early twentieth-century techniques and analysis as part of the undergraduate core curriculum or an introductory graduate survey. The application of keyboarding activities that address early twentieth-century topics will deepen student learning and retention, as well as make techniques more attainable to students of diverse learning preferences by providing an aural and tactile reference. Approaching early twentieth-century concepts on the keyboard creates a musical alternative to the numeric, abstract combinations that are so common in a post-tonal classroom.