Response to Teaching General Music

Abril, C. R., & Gault, B. M. (2016). Untangling general music education: Concepts, aims,
and practice. In C. R. Abril & B. M. Gault (Eds.), Teaching General Music: Approaches,
Issues, and Viewpoints (pp. 5-22). New York: Oxford University Press.

According to the first chapter of our textbook, general music can sometimes be
perceived as amorphous and problematic in both theory and practice. I partially agree
with the authors of this text, I have always thought that this described misguided feeling
could be related simply to the use of the term general. I was glad that the authors
touched on this subject. As broken down into the specificities of the practice of general
music, I find it challenging to observe an obvious path for a music teacher to teach
something called general music. As stated in the text, this can actually be perceived
as a freeing concept for most music teachers. The concept of general music affords
educators the freedom of constructing a curriculum of music that does not constrict
specific genres, styles or particular teaching methods. What is daunting is that this non
constricting idea allows for infinite possibilities by which a teacher could go about doing
teaching general music. This is where I agree that the practice of general music can
appear to be amorphous and problematic. However, I feel that the concept of general
music may not be as amorphous and problematic in terms of theory or definition of the
subject.

Viewing this general music as a holistic practice, a general music teacher can be
defined as someone who provides a learning environment to allow the fostering of
knowledge, skills, and experiences in music. As a theory, the idea of general music
seems to be more clear rather than when it is broken down into the practice. At its
surface, the most recent perspective of core arts standards provides a specific
definition, to an otherwise indefinite idea. The National Coalition for Core Arts Standards
compresses the concept of music education into four different processes. These
processes include: creating, performing, responding and connecting to music. A general
music class by definition, meets achieves this process through experiencing music. In
conclusion, transferring the idea of general music from theory to practice is what
becomes stressful or problematic.

However, providing direction to the practice of general music can allow it to be

less daunting. Much like core arts standards, different methods, or approaches, to
general music can influence a teachers curriculum. For example, a teacher who
admires the work of Kodaly might wish to focus on teaching tonality through singing,
while someone who prefers the work of Suzuki might see more value in perfecting
students abilities in playing an instrument. These preferences of music teachers
provide not only direction in curriculum, but also exhibits authenticity of the music
teacher as an individual. As an educator, it is important to provide an experience to for
your students that is most authentic to you as a musician. Teaching what you are most
passionate about ensures that you are delivering the best quality of education to your
students. Although, as Abril and Gault mentioned, it is just as important to be eclectic
and resourceful in your teaching style. Drawing from multiple approaches and practices,
truly exercises the idea of general music. It is important that music is accessible to all
learners especially in a class composed of students with varying academic and artistic
backgrounds. As expressed by the authors, general music was originally called
general music as a reference to the individuals who would be enrolled in the class. In
the 1960s, it was provided a class for everyone to take as schools were being
desegregated. Knowing this is a reminder that music has always been a subject
intended to bring people together. This ensures that music is being presented so that all
learners are given the ability to create, perform, respond and connect to music. Being
responsive so that all students can adhere to this processes, is the foundation of
providing an efficient and effective way of teaching.

In response to learning from my peers I might ask:

What is an idea or quality of music that you would include in your curriculum as a
general music teacher?

What approach or method might you use as a general music teacher?

How will you make your curriculum accessible to all learners so that students are
capable of creating, performing, responding and connecting to music?