Early-career secondary choral educators' conceptions of and approaches to teaching music literacy
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The purpose of this qualitative collective case study was to explore early-career secondary choral educators' conceptions of and approaches to teaching music literacy. Additionally, the researcher explored the influences on their conceptions of and approaches to teaching music literacy. The following research questions guided this study: (a) How do early-career secondary choral educators conceive of music literacy? (b) What are the approaches early-career secondary choral educators use to teach music literacy?, and (c) What experiences influence these early-career secondary choral educators' approaches to teaching music literacy? Participants in this study were five early-career secondary choral educators in the state of Missouri who taught at least one choir in the regular school day. Findings indicated that participants considered music literacy instruction to extend beyond that of sight-reading instruction and included other skills and competencies that contributed to the development of musical independence. These teachers valued hands-on, constructivist-oriented instruction that encouraged students to develop deep, meaningful connections to the music. Participants' instructional practices were influenced by their own experiences as social constructivist learners.
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Ph. D.