Fourth-Grade Students’ Perceptions of Elementary General Music Instruction

Abstract

In the United States, elementary general music (EGM) instruction is mandatory in 43 states and available in 94%-98% of elementary schools. However, few scholars have examined what actually happens in elementary music classes, and it is particularly uncommon for researchers to ask elementary students about their experiences in or perceptions of EGM. In this case study, we asked fourth-grade students from four schools across the United States about their elementary general music instruction. We then contextualized their perceptions and preferences within our observations of their classes and their teachers’ self-described music instructional goals, strengths, and areas for development. Overall, fourth-grade students enjoyed their music classes and did not have suggestions for changes, even though their home musical lives were different from their school music experiences. Fourth graders’ perceptions broadly aligned with their teachers’ goals, and teachers felt validated by their students’ responses and inspired to make changes, such as including more popular music and creative activities. We conclude with implications for EGM teachers, teacher educators, and researchers.