Abstract
In this qualitative case study, I examined the experiences of 29 pre-service elementary teachers who created playlists within a required music methods course at a state university in the western United States. Undergraduate elementary education majors created hand-drawn Venn-type diagrams to document their musical background, assembled playlists of music that represented themselves, created narrative descriptions of their playlists, shared a musical example from their playlist with the class, and answered open-ended questions in a follow-up survey designed to gather their reflections about the process of creating a playlist. I looked at how pre-service elementary teachers portrayed their collections, how they made sense of their past musical choices and experiences, and any possible impact of participation in the project. Pre-service elementary teachers perceived that the process of creating a playlist motivated them to reconnect with past musical experiences, promoted an awareness of the importance of music in their lives, compelled them share unique representations of themselves, and fostered a desire to lead this type of activity in their future classrooms.
Recommended Citation
Harney, Kristin
(2017)
"The Playlist Project: Exploring the Experience of Pre-Service Elementary Teachers,"
Visions of Research in Music Education: Vol. 30, Article 2.
Available at:
https://digitalcommons.lib.uconn.edu/vrme/vol30/iss1/2