Music ensemble teachers use informances as means of illuminating less visible student rehearsal experiences that serve as cornerstones for the ever-visible musical performances. How might teachers apply this tool of advocacy and education to the general music classroom? In this article, the author provides a description of action research that she conducted in middle school general music classes in rural Ohio. Specifically, the author suggests that informances need not be limited to music ensemble concert settings but can be applicable to general music classes in elucidating music listening skill development experiences vis-à-vis music listening map creation and performance.
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