Disciplinary Literacy as Curricular and Instructional Practice in Music Teacher Education

Abstract

Disciplinary literacy focuses on subject-specific practices, vocabulary, and texts for P–12 students to better understand, interpret, and apply their knowledge within a discipline. This type of literacy invites students to actively take up the roles and processes established in the content area. Early experiences are essential in shaping preservice teachers’ understandings about disciplinary literacy; yet, few opportunities exist for learning about disciplinary literacy as an instructional approach, particularly from a musical and sociocultural perspective. In this article, I explore disciplinary literacy as curricular and instructional practice in music teacher education. First, I outline competing views of literacy and define disciplinary literacy in music education. Then, I provide examples of disciplinary literacy—through projects, assignments, and instructional techniques—to support preservice teachers in their development and generation of lessons and curriculum. Within these examples, I propose recommendations for music teacher educators as they cultivate positive, sustainable experiences for disciplinary literacy instruction.

Cite this work

No public copy is stored for this record, so only the metadata is cited.

Stored only when both papers are in the corpus — 2 citations exist upstream.

Papers that cite the same references — the relational fallback while embeddings are still backfilling.