Preservice and experienced teachers' lesson plans for beginning instrumentalists

Document Type

Article

Publication Title

Journal of Research in Music Education

ISSN

0022-4294

Volume

53

Issue

1

DOI

10.1177/002242940505300103

First Page

26

Last Page

39

Publication Date

1-1-2005

Abstract

Preservice and experienced teachers (N = 58, from 7 universities) wrote lesson plans for a hypothetical beginning band lesson, using one page from a band method book as source material. Lesson plans were analyzed for word count, level of detail, and for strategies that appeared most frequently. Experienced teachers used fewer words than undergraduates but revealed the same number of strategies and level of detail, on average. There were institutional differences in the variety of strategies incorporated, indicating certain institutions may value a wider range of strategies and activities in beginning band classes. Participants also compared their written plans to a published lesson plan and rated their familiarity with various approaches, giving another view on strategies considered most common. Familiarity ratings were similar when comparing preservice and experienced teachers and when comparing institutions. Degrees of prevalence of specific strategies, such as decontextualization of material, repetition, and modeling, are discussed. Copyright © 2005 by MENC: The National Association for Music Education.

Link to Full Text

Share

COinS