Music education method courses include pedagogical content essential for successful classroom instruction. Preservice music educators, however, have expressed concerns with their method course experiences. Researchers have found that modeling, peer teaching experiences, various forms of feedback, and video recordings can help improve…

Because teaching is an inherently political act, it is important for music teacher educators to consider their role in the public discourse and how they approach the political dimensions of teaching with future music educators. In this interest article, we offer a theoretical basis for engaging preservice music teachers in critical reflection and…

To become a music teacher, an individual must understand music, learning and teaching, and music learning and teaching. In this article, the author discusses how preservice music education students can formulate these understandings and describes a kind of curriculum that fosters these kinds of understandings. She also considers some ideas that…

The music department of Brigham Young University has placed two sections of a music methods course for elementary education majors in Vineyard School, a public school in Orem, Utah. This article describes the program's rationale, operations, and benefits. (Author/SJL)

Describes the creation of a high school general music class by a university methods professor, a graduate assistant, and a high school choral director. Explains that the class used university methods class students to serve as guest lecturers and performers in the high school course. Discusses evaluation, benefits, and suggestions for creative…

Reports on a study that aimed to develop teaching cases for instrumental music education methods courses through analysis of current teaching practice. Using a case study design based on four experienced instrumental music teachers, the study documented daily interactions, decision-making skills, and use of pedagogical knowledge. Offers research…

Relates the experience of a music education student who entered an elementary general music methods class intending to teach only high school students. Focuses on the transformation of her attitude toward teaching elementary students and addresses her job after student teaching. Illustrates the importance of helping preservice teachers find their…

Although it is not yet common practice, case studies are beginning to be used in undergraduate music methods classes. One fruitful approach is the use of case studies as a means of nurturing reflective practice through cooperative learning activities. This paper describes and presents support for the case method of instruction through a review of…

Maintains that, although teaching methods courses prepare prospective teachers for curriculum development, lesson planning, and instructional strategies, the first-year music teacher encounters many new and difficult situations. Presents eight guidelines for surviving and enjoying the first year of teaching. (CFR)

Maintains that there is controversy in Russia about the need for courses in philosophy and science in music teacher preservice education. Describes the contents of a course titled, "The Principles of the Methodological Culture." Provides three results of the course, particularly relationships between cross-disciplinary planning and…