Bonofiglio, Angela

Abstract

While traditionally viewed as a secondary subject, along with the “arts” in general, music is a powerful medium capable of stimulating personal as well as collective emotions. Adolescents are the largest consumers of music, but their enrolment in secondary music classes is discouraging. This paper seeks to explore the disconnect between negative meanings prescribed to school music and the music that is a cornerstone of so many of our students’ existence. Qualitative interviews of two exemplary teachers reveal how to facilitate music programs that are engaging and motivating for all learners. Analysis of both the related literature and the collected data suggests that teachers who have a sound understanding of Self-Determination Theory, an awareness of the shortcomings of traditional (Western Classical canon) music programs, an attitude espousing teachers as facilitators, an appreciation of relevance discourses in pedagogical practices, and a belief in student-centered and active music-making models of instruction, come close to a music ideal where every student is represented within the diversity of a given classroom.