[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"doc-seo-600276-105":3,"detail-sidebar-cat-0-en-105":80,"doc-detail-600276-en":130},{"code":4,"msg":5,"data":6},0,"ok",{"site_id":7,"language":8,"slug":9,"title":10,"keywords":11,"description":12,"schema_data":13,"social_meta":73,"head_meta":75,"extra_data":77,"updated_unix":79},105,"en","contributions-to-music-education-vol-48-choral-methods-instructors-value-ratings","Contributions to Music Education - Vol. 48 - Choral Methods Instructors’ Value Ratings","","This study explores choral methods instructors’ value ratings of specific course topics for non-choral music education majors’ choral teaching preparedness. Forty-four instructors participated and rated 16 choral methods topics on a seven-point Likert-type scale. Choral rehearsal techniques, vocal techniques, and choral repertoire were identified as the three most important topics, while choral student recruitment and retention, choral conducting techniques, and choral class administrative tasks were rated among the least important. Findings inform how instructors can design effective undergraduate methods courses.",{"@graph":14,"@context":72},[15,34,55],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & Report",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/contributions-to-music-education-vol-48-choral-methods-instructors-value-ratings/600276/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/contributions-to-music-education-vol-48-choral-methods-instructors-value-ratings/600276.png","ImageObject",300,407,{"name":42,"@type":43},"RuangKosong","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":52,"interactionType":53,"userInteractionCount":33},"InteractionCounter",{"@type":54},"ViewAction",{"@type":56,"mainEntity":57},"FAQPage",[58,64,68],{"name":59,"@type":60,"acceptedAnswer":61},"What was the purpose of the study?","Question",{"text":62,"@type":63},"To examine participants’ value ratings of specific choral methods course topics in relation to non-choral music education majors’ choral teaching preparedness.","Answer",{"name":65,"@type":60,"acceptedAnswer":66},"How many instructors participated, and how were topics rated?",{"text":67,"@type":63},"Forty-four instructors participated. 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Participants rated 16 choral methods topics using a seven-point Likert-type scale (1 = Not Very Important; 7 = Very Important) in their importance to non-choral music education majors’ choral teaching preparedness  . Participants identified choral rehearsal techniques, vocal techniques, and choral repertoire as the three most important topics  . Participants also identified choral student recruitment and retention, choral conducting techniques, choral student recruitment and retention, and choral class administrative tasks as the three least important topics  . The findings of this study may provide undergraduate choral methods instructors information on developing effective course experiences in the preparation of non-choral music education majors for future classroom choral instruction  .  \nKeywords: choral methods, music teacher preparedness, undergraduate music education, preservice music teachers  \nMethods courses are key venues for aiding preservice music teachers in the acquisition of music teaching and learning knowledge. When designing a methods course, instructors often consider which content is critical and how to assimilate content in efficient and effectual ways. Music education researchers have identified methods courses as one of the most important teacher preparation program components to prepare music education majors to become competent classroom practitioners (Hamann & Ebie, 2009; Parker & Powell, 2014; Teachout, 2004). Therefore, it would be prudent to provide methods courses to preservice teachers that include beneficial instructional activities to strengthen their teaching preparation.  \nContributions to Music Education  \nSelecting and designing course topics and activities that effectively prepare preservice music teachers to meet their needs for teaching a subject after course completion should be a primary goal of methods course instructors (Teachout, 2004) . Preservice music teachers reported their opinions that methods courses should provide the skills and knowledge to prepare them to teach those subjects after completion (Conway, 1999; Coppola, 2009; Hamann & Ebie, 2009; Parker & Powell, 2014). Since providing student-centered learning experiences by choosing course topics and including curricular activities that are advantageous for music teaching preparedness is a methods course instructor’s role (Kim, 2022), a review of various methods course topics can be valuable to create the most effective course experience for music education students.  \nMethods course instructors attempt to offer the most valuable course topics for music education students to prepare them to become competent classroom practitioners. However, only limited instructional time is available to accomplish that goal. Due to time constraints, undergraduate music education methods course instructors need to regulate both topic offerings and time spent on various topics in their courses. Although instructors would like to cover a variety of skills, techniques, and knowledge in a methods course, time limitations could prohibit effective presentation of various course topics. To use given instructional time effectively, a prioritized list of topics considered most important by other methods instructors could provide valuable information when instructors plan course topics, especially when preparing music education students to teach outside of their specialized areas.  \nMusic teacher pre","cbCaij0bOaMtVUZD","https://ap.wps.com/l/cbCaij0bOaMtVUZD","pdf",714012,"English","# Study Purpose\n# Participants and Survey Method\n# Key Findings on Topic Importance\n# Implications for Methods Course Design","[{\"question\":\"What was the purpose of the study?\",\"answer\":\"To examine participants’ value ratings of specific choral methods course topics in relation to non-choral music education majors’ choral teaching preparedness.\"},{\"question\":\"How many instructors participated, and how were topics rated?\",\"answer\":\"Forty-four instructors participated. They rated 16 topics using a seven-point Likert-type scale of importance.\"},{\"question\":\"Which topics were rated as most and least important?\",\"answer\":\"Choral rehearsal techniques, vocal techniques, and choral repertoire were rated most important, while choral conducting techniques, choral class administrative tasks, and choral student recruitment and retention were rated among the least important.\"}]","Contributions to Music Education - Vol. 48 - Choral Methods Instructors’ Value Ratings | PDF",1792090377,48]