Policy influences on the inclusion of popular music in music teacher education programs

Abstract

Despite the increased presence of popular music education in K-12 music classrooms and interest in the inclusion of popular musics in post-secondary music teacher preparation programs, most collegiate music schools emphasize Western art music (WAM) and replicate existing traditions. As the music industry outside the academy innovates at a dizzying pace, most university schools of music remain tightly focused on music of the past, resistant to change. The purpose of this study was to investigate the influence of hard policies (mandated by bodies outside the institution, particularly NASM accreditation) and soft policies (internal policies both overt and covert) on the emergence of popular music education in collegiate music programs. To better understand the perceived policy influences on the inclusion of popular musics in post-secondary music programs, we surveyed 117 music education faculty and administrators at NASM-accredited schools of music. We found that most participants believed difficulties in enacting change were due to lack of resources, hard policies such as those handed down by state lawmakers, and soft policies like longstanding institutional traditions and faculty attitudes beliefs regarding the ultimate direction of music teaching and learning in higher education. We discuss opportunities, challenges, and implications for curricular change in music teacher preparation programs.