Preservice Teachers' Reactions to Aural Examples of Various Styles and Genres

Abstract

Despite strong supporting arguments, use of popular music and other diverse musical styles within the curriculum continues to be controversial. The purpose of this study was to obtain preservice teachers' reactions to aural examples of various musical styles and genres. Students (N = 323) enrolled in teacher education courses at a large southeastern university in the United States listened to an audiotape of 32 short musical examples, rating each example for their personal reaction and their interest in using the music in the elementary classroom. Students were also asked to describe how each excerpt could be used in the classroom. Popular music examples tended to be rated highest for personal reaction; instrumental selections from another culture and non-English songs received lowest ratings. In marked contrast with their expressed personal preferences, students were very conservative in their ratings for classroom use, expressing much uncertainty about the appropriateness of popular music and world music in favor of music perceived to be especially for children. Students with music experience gave higher ratings for instrumental and western art music and lower ratings for popular genres compared to students without music experience. The results suggest that having familiarity with, or even "liking" a musical selection does not ensure that a preservice teacher is comfortable with using the music in the classroom. It is recommended that music teacher educators equip preservice teachers with specific strategies and instructional contexts for using diverse musical genres and styles in their classrooms.