Non-Traditional and Emerging Ensemble Pedagogy: Instrumental Music Teacher Educators’ Practices and Beliefs

Abstract

Music teacher educators of the 21st century are tasked with preparing preservice music teachers to meet the diverse needs of public school students (Kaschub & Smith, 2014; Williams, 2015). As the demographic make-up of students evolve, a change in culture and musical interests should be expected (Juchniewicz, 2007). If secondary students are not interested in large performing ensembles, they may find their musical interests in elective music courses. Unfortunately, when music electives are offered in American secondary schools, such electives frequently do not reflect students’ musical lives or interests (Hawkinson, 2015). The disconnect between public school students’ interests and music educators’ preparedness to teach primarily in the large ensemble setting warrants a need for examining preservice music teacher curricula—specifically, an exploration of undergraduate opportunities to learn non-traditional and emerging ensemble (NTEE) pedagogies. The purpose of this study was to investigate the curricular and extracurricular opportunities and experiences with NTEEs for preservice music teachers throughout their undergraduate experience. The data I gathered may better inform music teacher educators to prepare preservice teachers to effectively instruct NTEEs, and better meet the diverse needs of 21st century secondary music students. I designed an online survey to collect data from 468 instrumental music teacher educators (IMTEs) who represented programs accredited by the National Association of Schools of Music (NASM). Approximately two-thirds (n = 57, 62.0%) of the 92 respondents reported that their undergraduate music education curriculum included the instruction of NTEEs pedagogies. One of the primary hinderances to the inclusion of NTEE pedagogy was time, both within preexisting course offerings and the creation of stand-alone courses. IMTEs supported having their preservice teachers observe NTEEs in the public schools but indicated that opportunities were limited by school and travel restrictions. IMTEs also noted how preservice music teachers made music outside of the university setting. Findings from this investigation have implications for all faculty in higher education. Music education and music faculty members at large play important roles in bringing greater accessibility to, more experiences in, and greater confidence in NTEE pedagogies for their undergraduate students. Experience through instrumental methods coursework, student-led rehearsals, and peer teaching opportunities may be vital in developing self-efficacy for teaching music in NTEE settings.