Taylor Finds His Balance: A Case Study of an Experimental Undergraduate Music Education Curriculum

The purpose of this instrumental case study was to explore Taylor’s experiences as a nontraditional undergraduate music education student following an experimental curriculum track. A faculty member developed the track for aspiring music educators who scored well on music education interviews and poorly on performance auditions because their vocal traditions were broader than classical voice. Taylor attributed his success in the program to a network of supportive individuals. He enjoyed flexibility and agency in his curriculum and described his chosen courses and experiences as highly relevant, particularly in comparison to the traditional track. Findings confirmed an existing body of literature that identifies audition practices, values regarding musicianship, mentoring, and curriculum as issues demanding change in the profession. An experimental curriculum should be considered an initial step toward a larger goal of improving access, equity, inclusion, and belonging in undergraduate music education programs.