In terms of performing different

musical genres, a rather

homogenous group of musicians
enter music education programs and
become even more homogenous
during their teacher preparation.
While open-ended responses (not
included on this poster) supported
musical diversity, genres associated
with Western Art Music were deemed
most appropriate for school music.
This study involved aiming to help music
teacher educators understand pre-
service music teachers experiences with
and attitudes toward different musical
genres. The specific research questions
addressed are:
In what musical genres do pre-service
music teachers have experience prior to
enrolling and during their music
education programs?
What are the current musical listening
activities of pre-service music teachers?
What are pre-service music teachers
attitudes toward teaching different
musical genres?
Abstract
Adam J. Kruse - Michigan State University
Pre-Service Music Teachers Experiences
With and Attitudes Toward Musical Genres
INSTRUMENT
17-question survey created by the
researcher and administered online
Responded with 5-item Likert scale
(Never, Rarely, Occasionally, Frequently, Exclusively)
to their past and current performing
experiences, their current listening, and
the appropriateness of each genre for
inclusion in school music.
RESPONDENTS
Music education undergraduates
(N=124) from eight American
universities in the Midwest and
Northeast


Adam J. Kruse
Music Education Doctoral Student
Michigan State University
kruseada@msu.edu
Purpose & Problems
Results
Methodology
Discussion
Contact
EXPERIENCES WITH AND ATTITUDES TOWARD MUSICAL GENRES 20


GENRE EXPERIENCES & ATTITUDES

PAST
PERFORMING
CURRENT
PERFORMING
CURRENT
LISTENING
APPROPRIATE
FOR SCHOOL













CLASSICAL = 3.98









HOLIDAY = 3.09

JAZZ = 2.81
SOUNDTRACK = 2.76
CHR/GOSPEL = 2.70

CHILDRENS = 2.54
POP = 2.52

WORLD = 2.31
LATIN = 2.11
BLUES = 2.04
ROCK = 2. 02

COUNTRY = 1.90


NEW AGE = 1.70
R&B = 1.63

DANCE/ELEC = 1.53
HIP HOP/RAP = 1.48




















CLASSICAL = 4.19




















HOLIDAY = 2.32
CHR/GOSPEL = 2.26

JAZZ = 2.06

CHILDRENS = 1.98
SOUNDTRACK = 1.96
POP = 1.86
WORLD = 1.83

ROCK = 1.62
LATIN = 1.55
BLUES = 1.54
COUNTRY = 1.50

NEW AGE = 1.40

R&B = 1.29
DANCE/ELEC = 1.23
HIP HOP/RAP = 1.19

















CLASSICAL = 3.61




POP = 3.15
SOUNDTRACK = 3.11

ROCK = 2.99
JAZZ = 2.88

HIP HOP/RAP = 2.36
DANCE/ELEC = 2.34
R&B = 2.34
COUNTRY = 2.33
HOLIDAY = 2.20
BLUES = 2.15
WORLD = 2.06
CHR/GOSPEL = 2.01
LATIN = 2.01


NEW AGE = 1.86




CHILDRENS = 1.56














CLASSICAL = 3.90

JAZZ = 3.76

WORLD = 3.52

SOUNDTRACK = 3.28
BLUES = 3.16
LATIN = 3.15
CHILDRENS = 3.12


HOLIDAY = 2.86
POP = 2.75
ROCK = 2.72
COUNTRY = 2.63
R&B = 2.60
NEW AGE = 2.52
CHR/GOSPEL = 2.46
DANCE/ELEC = 2.34
HIP HOP/RAP = 2.30


Figure 1. Genre experiences and attitudes.
Un-bracketed genres are significantly different (p<0.05).

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Implications
Need to investigate audition,
admission, and acceptance policies
for barriers to musical diversity.
Changes may need to be made to
traditional curricula in music teacher
education to promote musical
diversity.