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Abstract

This article argues for a redefinition of how secondary music teachers might think about teaching content. Rather than considering only performance-based education that reaches only a small portion of the secondary school population, music teachers should consider composition, improvisation, and active listening as important additional concerns for a wider population of students. Such an approach is important for serving gifted and talented students as part of mainstream instruction and is in tune with latest developments in curriculum design and research. Constructivism as an educational philosophy is suggested as a conceptual base and advances in music technology and the encouragement of creative thinking are cited as important contributions to this reform.

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Reforming Secondary Music Teaching in the New Century

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