A Comparison of Instrumental Music Methods Course Content at NASM-Accredited Institutions

Abstract

Abstract This study examined the curricular content of undergraduate instrumental methods courses at institutions accredited by the National Association of Schools of Music (NASM). The study sought to determine the priority given by instructors to the curricular components of instrumental music classes and whether differences exist among institutional and instructor factors on the priority given to instrumental methods class topics and the National Standards for Music Education. A questionnaire was distributed to instrumental music methods class instructors at NASMaccredited schools that offer an instrumental methods class as part of the undergraduate music education curriculum (N=521). Completed, usable responses were received from 282 (54.12%) of participants who taught at least one instrumental methods class during the 2011-2012 school year. Results are reported concerning the textbooks most commonly used in classes, class assignments, and the priority given to 33 topics and the National Standards for Music Education in instrumental methods courses. The results suggest that the content of instrumental methods classes appears to focus on those topics most directly related to the process of teaching including curriculum and lesson planning, assessment, classroom management, and teaching fundamentals. Additionally, the content area of an instructor’s highest degree may impact the priority given to the topics discussed in class as well as to the national standards. There appears to be little change from findings of earlier studies of instrumental music methods classes, with the exception that more field experience is currently required.