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This version of the article reflects changes made in the paperback edition [9780190674595].

Updated on 11 December 2019. The previous version of this content can be found here.
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date: 23 January 2020

Abstract and Keywords

This article examines music in the generalist classroom, both its advantages and its challenges. The term “generalist” in this context refers to those teachers who have responsibility for all content areas of the primary/elementary curriculum. The article also addresses how best practices in music education can be embodied in generalist teachers' classrooms, and suggests that for effective music education in the generalist classroom, musical knowledge is not enough, and neither is confidence. Knowledge and confidence must be part of an integrated whole with a best practice pedagogy that is learner-centered and mindful of the multiple ways children learn and what each child brings to the classroom. There is also a need for generalist teachers to contextualize the knowledge of their students' development with regard to music learning, as they do with mathematics, language, or social studies.

Keywords: music teaching, music teachers, best practices, generalist teachers

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