[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-595063-105":59,"doc-detail-595063-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","moving-secondary-music-education-forward","Moving Secondary Music Education Forward","","Band pedagogy functions as the dominant teaching approach in secondary music education, emphasizing performance objectives in large ensemble settings while producing inflexible, teacher-centered learning environments. The paper analyzes curricular implementation challenges created by band pedagogy’s prominence and outlines educator-facing solutions. A forward path requires openness to informal pedagogical approaches, heightened awareness of educators’ positionality toward the music curriculum, and incorporation of popular music practices that better engage student needs and interests.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/moving-secondary-music-education-forward/595063/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/moving-secondary-music-education-forward/595063.png","ImageObject",300,407,{"name":92,"@type":93},"Bulrr","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-11-02","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":44},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problems does band pedagogy create in secondary music education?","Question",{"text":112,"@type":113},"Band pedagogy emphasizes performance objectives in large ensembles, which can produce inflexible, teacher-centered learning and a lack of clear curricular purpose for students.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"Why do educators face difficulties implementing music curricula under band pedagogy?",{"text":117,"@type":113},"Many educators have a curricular “blind spot,” showing limited ability to articulate their intentions, which leads to conflicting curricula using cultural band practices as outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What solutions does the paper propose for moving secondary music education forward?",{"text":121,"@type":113},"Educators should adopt informal pedagogical approaches, develop awareness of their positionality in relation to the curriculum, and embrace popular music practices to better meet student needs and interests.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},595063,1792189497,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":44,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":24,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144,"preview_page_count":4},5909892115043,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","REFEREED ARTICLE  \nMoving Secondary Music Education Forward  \nKatelyn Jardine  \nAbstract  \nBand pedagogy has become the dominant teaching approach found in secondary music education. Band pedagogy’s focus on meeting performance objectives in large ensemble contexts has created inflexible and teacher-centered learning environments. This paper seeks to examine the problematic aspects of band pedagogy being at the forefront of curriculum implementation, and to propose solutions for educators that better meet the needs and interests of students. To create a clear path forward for secondary music education, educators’ need tobe open to informal pedagogical approaches, cultivate an awareness of their own positionality to the music curriculum, and embrace popular music practices.  \nBand pedagogy is a unique teaching approach that is specific to secondary music education. Typically, band pedagogy is teacher driven and focuses on building students’ skills so that performance objectives can be met in a large ensemble context (Regelski, 2020) . While many teachers enjoy implementing band pedagogy, most are dissatisfied with current practices (McPhail & McNeill, 2019) . Alternative pedagogical approaches can be implemented to create student-centered learning environments, but educators must change their mindset and begin pushing back against the cultural expectations and longstanding traditions of band pedagogy. Informal music pedagogy can provide flexibility for students and teachers by permitting largegroup, peer, and individual learning opportunities, but it also requires teachers to transfer their musical skills and knowledge into new genres (Green, 2016) . Popular music practices can create a sense of enjoyment and self-belief for students because they can pursue their own interests during class (Hallam et al. , 2018) . Educators’ being open to alternative pedagogy, cultivating an awareness of their own positionality to the music curriculum, and embracing popular music practices can help to create a clear path forward for secondary music education that better meets the needs and interests of students.  \nBand in Secondary Education  \nFew teachers and administrators outside music education are aware that in most Canadian provinces, band is not mandated as part of the provincial curriculum but is instead pushed due to its long-standing cultural expectation and tradition. Band pedagogy in Canadian schools has been the common practice since the 19th century (Tan, 2016) . Band is typically considered a large ensemble practice that belong to a subcategory of music education known as instrumental music. Instrumental music education typically begins in middle school and consists of the“teaching and learning of music through symphony orchestras and wind orchestras”(Tan, 2016, p. 92) . Band is primarily teacher-driven and consists of students gathering to learn how to play a specific collection of westernized wind and percussion instruments. The goal of band is typically to perform wind ensemble repertoire that meets measurable music performance standards during a concert or festival (Heuser, 2011) . In secondary schools, this has been the traditional approach to band with little change from administration and teachers.  \nBand Pedagogy  \nBand in secondary music education has led to the development of band-specific pedagogy, which has become the dominant pedagogical approach for most North American educators  \n(Heuser, 2011) . “Band pedagogy” and “instrumental music pedagogy” can be used interchangeably and have the same focus and goals. Band pedagogy focuses on the most effective ways to teach large groups of students in a large ensemble format (McNeill & McPhail, 2020) . The goal of band pedagogy is to help students become proficient on their instrument in the shortest time possible (Regelski, 2020) . This is primarily done through a teacher-centered approach whereby the teacher leads students through a series of drills or exercises during a b","cbCaivHtgRhTBl3a","https://ap.wps.com/l/cbCaivHtgRhTBl3a","pdf",219366,"English","# Band in Secondary Education\n## Band Pedagogy\n# Problematic Curricular and Pedagogical Approaches","[{\"question\":\"What problems does band pedagogy create in secondary music education?\",\"answer\":\"Band pedagogy emphasizes performance objectives in large ensembles, which can produce inflexible, teacher-centered learning and a lack of clear curricular purpose for students.\"},{\"question\":\"Why do educators face difficulties implementing music curricula under band pedagogy?\",\"answer\":\"Many educators have a curricular “blind spot,” showing limited ability to articulate their intentions, which leads to conflicting curricula using cultural band practices as outcomes.\"},{\"question\":\"What solutions does the paper propose for moving secondary music education forward?\",\"answer\":\"Educators should adopt informal pedagogical approaches, develop awareness of their positionality in relation to the curriculum, and embrace popular music practices to better meet student needs and interests.\"}]","Moving Secondary Music Education Forward | PDF",1792080366,13]