Importance Ratings by Secondary School Ensemble Major (SSEM) Teachers of Undergraduate Elementary General Music Methods Course Contents

The purpose of this study was to examine secondary school ensemble major (SSEM) teachers’ instructional importance ratings of various undergraduate elementary general methods course contents. Participants were current music teachers who teach general music in elementary school but had an emphasis on SSEM in their music teacher-preparation program. They rated the instructional importance of 14 contents that are frequently taught in undergraduate elementary general music methods courses. Five contents that secondary ensemble teachers rated highly important in preservice music teacher education were rhythm, song teaching, lesson planning, classroom instruments, and movement. The study’s findings indicated that interactive communication between elementary general methods course instructors and elementary general music teachers whose specialized teaching areas are secondary ensemble would benefit preservice music teachers’ elementary general music teaching preparation. A network of elementary music teachers including SSEM teachers should be promoted to share instructional tips, skills, and knowledge that are important in elementary general music classrooms.