Elementary and Beginning Instrumental Music Teachers’ Use of Classroom Activities

This study examined the activities elementary general music and beginning instrumental teachers use to support student learning, focusing on instructional approaches, classroom activities, note-reading methods, and rhythmic instruction systems. A quantitative survey was administered to 1,119 music educators across the United States. Findings indicated that participants devoted most class time to performing and listening/responding activities. While teachers appeared to value creative experiences, many reported limited time due to performance demands. Participants identified kinesthetic learning and singing as especially effective. Nearly two-thirds of participants reported desiring a “sound before symbol” approach to note reading, with bass clef instruction introduced about 2 years after treble clef. A better understanding of both instructional settings may facilitate a more cohesive transition from elementary general music to beginning instrumental music classes.