What and how? Or why and for whom? A content analysis of middle school general music literature

Abstract

The purpose of this content analysis is to analyze available peer-reviewed middle school general music literature to determine the ways in which middle school general music has been conceived of in extant literature in the United States. The researchers performed a content analysis of peer-reviewed empirical and practitioner articles relating to middle school general music ( N = 45), creating a coding scheme of categorical clusters that related to the Association of Middle Level Education’s position paper: This We Believe. Content coding revealed curricular content (78%) and pedagogical practice (42%) as the most common topics. Several topics were underrepresented in the literature including student opinion/voice (11%), inclusive practice (18%), adolescent development (20%), cultural awareness (18%), classroom culture (20%), and teacher preparation and development (16%). These findings may have important implications for preservice music teacher educators preparing teachers for the context of middle school general music, as well as for researchers within this domain.