Abstract
Children often make decisions that affect their musical futures based on their early musical experiences. With lifelong musical learning and participation being a goal of school music instruction, connecting students’ early musical experiences with their beginning instrumental education is essential for success. By utilizing the five general suggestions of adding more play, movement, singing, working with patterns, and collaboration to beginning instrumental music programs, music teachers can strive to create consistency between elementary general and beginning instrumental music classrooms, leading to increased persistence, decreased frustration, and improved efficiency in meeting student learning outcomes and keeping students enrolled in school instrumental music. Examples of authentic activities in each of the five key areas for connection are provided.
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