Over the past twenty years, constructivism, as a theory of learning, has taken on an increasingly important role in music education. Efforts to shift music education toward a more constructivist practice have significant implications for policymaking at all levels of music education. In this article, I seek to recalibrate our thinking about what it might or might not mean to take a constructivist teaching stance in the music classroom. Building on constructivism as a theory of learning, I revisit its principles and their implications for our work with learners, the nature of knowledge, and the musics and musical experiences we bring into our classrooms. Further, I consider how constructivism has informed music education reform efforts. Throughout, I discuss ways in which a constructivist view of learning and teaching might better inform our professional practice by finding a balance between progressive and traditional views of music education. Through this, we can find a constructivist view that is more resonant with music educators.
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