Date
5-2021
Department
School of Music
Degree
Master of Arts in Music Education (MA)
Chair
Rebecca H. Watson
Keywords
Music, Music Education, Curriculum, Undergraduate Music Education, Sequencing
Disciplines
Music
Recommended Citation
Phillips, Allison Shew, "Deliberate Sequencing in the Music Classroom: A Curriculum to Guide Undergraduate Music Education Majors in Music Instruction" (2021). Masters Theses. 735.
https://digitalcommons.liberty.edu/masters/735
Abstract
The content and structure of courses designed to train potential teachers are critical to such individuals' success. Instructors of these courses should assess which skills are required of pre-service teacher candidates. Researchers have conducted studies over the years to decide what skills are needed for successful teaching. Learning cannot occur without an instructional sequence. Undergraduate music education majors are often not instructed on sequencing methods or have a chance to practice instructional sequencing before their student teaching placement. Research studies have shown that teachers who sequence their instructional delivery and following the complete teaching cycle are considered more effective in the classroom. The curriculum “Deliberate Sequencing in the Music Classroom,” was designed as a result of the research of Yarbrough and Price, Duke, and Ericsson to assist undergraduate music education majors become more effective in their instructional delivery. This document reviews literature on instructional sequencing and deliberate practice and provides the research findings that serve as the foundation for the attached curriculum.
