A View From the Inside: Ensemble Directors’ Perspectives on Standards-Based Instruction

• Published in: Journal of research in music education Vol. 71; no. 2; pp. 155 - 173
• Main Authors: Harney, Kristin, Greene, Jennifer L. R., Katz-Cote, Heather, Mulcahy, Krista, Stanley, Laura Moates
• Format: Journal Article
• Language: English
• Published: Los Angeles, CA SAGE Publications 01.07.2023; National Association for Music Education
• Subjects: Academic standards; Administrator Attitudes; Barriers; Educational Planning; Expectation; Faculty Development; Familiarity; High School Teachers; Middle School Teachers; Music Activities; Music Education; Music Teachers; Teacher attitudes; Teacher education; Teaching; Teaching Methods; performing ensembles; National Core Arts Standards; standards-based instruction
• ISSN: 0022-4294; 1945-0095
• DOI: 10.1177/00224294221126681

In this mixed-methods study, we explored perspectives of ensemble directors (N = 306) regarding standards-based instruction and circumstances impacting standards-based instruction in the areas of creating, performing, responding, and connecting. Our research was modeled on Byo’s (1999) examination of teacher perceptions of the implementation of the 1994 music standards. We conducted an initial survey and completed follow-up interviews. Every participant indicated familiarity with the National Core Arts Standards, with many reporting that they regularly addressed standards in their teaching. The anchor standards related to performing were most commonly incorporated, whereas those related to creating and connecting were the least commonly addressed. Teachers shared strategies that promoted standards-based instruction and described barriers that prevented them from fully incorporating standards-based instruction. There is a need for ongoing professional development for in-service teachers, dedicated planning time, and realistic expectations related to the creating, responding, and connecting standards in performing ensembles.