Affiliation:
1. University of Texas Rio Grande Valley, Edinburg, TX, USA
2. Eastman School of Music, University of Rochester, NY, USA
Abstract
Music education in the United States aims to be for every child, yet many students become less interested in school music as they mature. Although previous research reveals activities that upper-elementary students may prefer, much of this research may not represent 21st-century students, the instruments and activities that have enhanced curricula in recent decades, or more diverse musical offerings from around the globe. To guide decision-making regarding the activities most appropriate for their students, teachers can gather information from students through both formal and informal means (e.g., conducting research). In this third article in our research-to-practice series, we use data from our investigation into upper-elementary students’ activity preferences to create three hypothetical “classes” and provide suggestions for structuring activities that are responsive to our learners. Using a similar process, teachers may discover and tailor experiences to their own students’ interests, increasing motivation and persistence in music.
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