The purpose of this study was to document in-service instrumental music teachers' experiences using a researcher-designed model prioritizing development of individual musicianship in instrumental ensembles. Research questions were: (a) What are in-service instrumental music teachers’ perceptions of their ability to teach improvisation and composition through singing, movement, and playing by ear? (b) Does this researcher-designed instructional model help in-service instrumental music teachers improve their own musicianship? and (c) What do in-service instrumental music teachers experience when they implement this model with their students? Six in-service instrumental music teachers met with us biweekly for three twohour sessions. Throughout these sessions, participants were invited to share what they found appealing, challenging, or difficult as musicians or teachers. Consistent with extant literature, participants generally reported lacking confidence and experience as improvisers and composers, and instruction in how to teach improvisation and composition. Only one participant engaged with and sought to use our instructional model; others steered discussions toward repertoire selection and outcomes of instrumental music education. We therefore analyzed participants’ conversations around these topics. This led us to problematize ongoing pragmatic and philosophical issues related to integrating generative musical creativity in instrumental music education.
Snell II, Alden H. and Stringham, David A.
"Hard-Pressed: Instrumental Music Teachers’ Prioritization of Creativity,
Repertoire, and Outcomes,"
Visions of Research in Music Education: Vol. 31, Article 3.
Available at: https://opencommons.uconn.edu/vrme/vol31/iss1/3