Educating Teachers to Transform the Trilogy

Abstract

This article constitutes the second stage in an ongoing investigation of alternative instrumental ensembles in schools. First, interview data from the previous stage, which documented cases in Massachusetts, Kentucky, Washington, and Nevada, where individual music teachers began and successfully sustained alternative ensembles for the past 5 to 10 years, summarize the genesis, growth, and sustenance of these ensembles. The current article presents data relating to the K-12 policy decisions made by these teachers and then examines these policy decisions with a focus on their implications for music teacher preparation. Implications for music teacher education are considered in light of enhancing music teachers’ understanding of policy choices in the areas of (a) program design, (b) student participation, (c) conceptualizations of musicianship, and (d) cultural and aesthetic appropriateness. Finally, differences in inherent assumptions between alternative ensemble practice and traditional ensemble practice are set forth, ending with recommendations for specific teacher education reforms and action initiatives.

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