The pervasive Eurocentric model of music education in the United States is hegemonic, pursuing a model of performance excellence in large ensembles that, by the time young people reach high school, excludes most from music making opportunities in school. Despite numerous efforts to challenge the dominant paradigm since the 1960s, little change has…

Professional development can help to ensure teaching artists have the requisite knowledge and skills to lead effective instruction. However, the specific format of professional development can vary. One organization that provides professional development for their teaching artists is the Youth Orchestra Los Angeles (YOLA) program, which is an El…

In this article, the authors describe how integrating music with reading and writing practices stimulated transmediation to (1) honor musical students' identities, (2) deepen readers' meaning making with literature, and (3) invite writers' memories to generate emotional grist for composing poetry. The authors share examples to inspire teachers to…

For various reasons, instrumentalist music education majors may find themselves teaching in an elementary general music classroom. Based on research and experience, this article will discuss why the transition from instrumental to elementary general music education may occur as well as offer suggestions to support instrumentalists new to the…

This article presents steps toward gaining knowledge of world music pedagogy for K-12 general music educators. The majority of the article details steps that invite engagement within everyday contexts with accessible resources within local and online communities. The steps demonstrate ways general music teachers can diversify and self-direct their…