Music teacher attitudes toward popular music education

Bibliographic Data

ID21717818
AuthorsMatthew Clauhs (0000-0001-8515-4663, Ithaca College, Ithaca, United States), Rachael Sanguinetti (Eastman School of Music, Rochester, United States), Rachael D Sanguinetti (0000-0001-5408-8739, Eastman Chemical Company (United States))
Year2022
Volume24
Issue5
Pages549-563
Publication date2022-10-20
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueMusic Education Research (JOURNAL)
Journal identifiersISSN: 1461-3808 • E-ISSN: 1469-9893
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/14613808.2022.2134329
OpenAlexW4306174761
LanguageEN
Citations received4
References cited27

The purpose of this study was to examine the attitudes, values, and beliefs of New York music teachers towards the inclusion of popular music in the classroom. This research was guided by the following questions: 1) To what extent are K-12 teachers interested in teaching a variety of popular music instruments and styles? 2) What attitudes and beliefs do music teachers express about popular music education? 3) What popular music approaches are used most frequently by music teachers? and 4) What are the opportunities or barriers associated with popular music classes and ensembles in school settings? Survey respondents (N = 120), all of whom were members of the New York State School Music Association in the United States, showed strong support for the inclusion of popular music education in school programmes, with approximately 75 per cent of respondents agreeing or strongly agreeing that popular music instruments and repertoire should be included in K-12 schools

Art · Literature · Music education · Musicology · Pedagogy · Popular music · Repertoire · Sociology · Visual arts · Diverse Music Education Insights · Mathematics · Music Education and Analysis · Neuroscience and Music Perception · Psychology · Social Psychology

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