Existing research on non-traditional and non-performance music courses focuses on individual teachers or programs, and thus a broader perspective may shed additional light on the benefits and challenges associated with them. For this investigation, we used a collective case study approach to uncover issues and trends affecting secondary non-performance music courses. Through a maximum variation sampling technique, we selected three secondary music educators teaching a total of four non-performance music courses. Data sources included a class observation of each course, individual interviews with the participants, artifacts from the courses, and a focus group interview including all of the participants. Results indicated that the skills and preferences of individual teachers that teachers implemented for administrative rather than academic purposes had a substantial impact on students who enrolled in the courses. We also discuss implications for pre-service and in-service music teachers and suggestions for future research.
Haning, Marshall and Tracy, Elizabeth J.
"“They All Come Out of It With Something”:
Commonalities among Non-Performance Music Courses at High Schools in
the United States,"
Visions of Research in Music Education: Vol. 32, Article 6.
Available at: https://digitalcommons.lib.uconn.edu/vrme/vol32/iss1/6