Fourth-Grade Students’ Perceptions of Elementary General Music Instruction

• In Event: Students' and Teachers' Experiences in Music Education

Abstract

In the United States, elementary general music (EGM) instruction is mandatory in 43 states and available in 94-98% of elementary schools. However, few scholars have examined what actually happens in elementary music classes and it is particularly uncommon for researchers to ask elementary students about their experiences in or perceptions of music class. Using Self-Determination Theory as a theoretical frame, in this case study, we asked fourth-grade students from four schools across the U.S. about their elementary general music instruction. We then contextualized their perceptions and preferences within our observations of their classes and their teachers’ self-described music instructional goals, strengths, and areas for development. Preliminary implications emphasize the importance of skill building, social interaction, and student agency.

Authors

• Karen Salvador, Michigan State University

• Erika J. Knapp, Texas Woman's University