Faith, Scholarship, and Service-Learning in Music Education: A Creative Approach

Abstract

Abstract This study addressed how faith integration (FI), service-learning (SL), and academic learning can be combined for deeper engagement in an undergraduate music education instrument techniques class. Often instrument techniques classes are seen as consisting of learning the basics of an instrument (facts, knowledge, and basic skills), but not necessarily reaching higher levels of learning that include applying, analyzing, evaluating, and creating. Additionally, techniques classes, like other skills-based academic offerings, may be viewed as having no direct connections to FI, given that the focus is on learning the technique of playing an instrument. In this research project, university music education students (preservice music teachers) were challenged to grow in their understanding of how creativity and SL could be combined to increase their own skills for playing an instrument and for teaching that instrument to others. Throughout the project, the university students were also challenged to connect creativity, academic learning, and SL with their core beliefs and understanding of their faith. Assessment data collected at the conclusion of the course indicated that the majority of the students’ academic knowledge, beliefs, disposition, character, and desire for action had been beneficially impacted during the course through the SL experience. The majority of students reported having found joy in composing their own music as well as in facilitating beginning band students in learning composition skills. At the same time, the students self-reported having gained valuable skills and knowledge required for all music teachers.