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Phase I surveyed 533 music education program coordinators about the scope of changes, relative drivers, and goals, impacts, and barriers experienced. Phase II interviewed 8 volunteers for deeper insight. Key influences included accrediting bodies and the link between music education and education programs, while motivations included updated degree requirements and faculty priorities. Findings support improved guidance for navigating revision processes and building stronger curricula.",{"@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/navigating-curricular-revision-in-music-teacher-education-programs-paper/600071/",{"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/navigating-curricular-revision-in-music-teacher-education-programs-paper/600071.png","ImageObject",300,407,{"name":92,"@type":93},"nayy☆","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose?","Question",{"text":112,"@type":113},"To examine motivations and obstacles associated with curricular revisions in music education degree programs.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the research conducted?",{"text":117,"@type":113},"It used mixed methods: a nationwide Phase I survey of 533 coordinators and Phase II interviews with 8 volunteers from Phase I.",{"name":119,"@type":110,"acceptedAnswer":120},"What factors most affected curricular change?",{"text":121,"@type":113},"Influence of accrediting bodies and the relationship between the music education area and the education program were primary factors.","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},600071,1792209768,{"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":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145},962090893153,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","Contributions to Music Education Vol. 46 (2021), pp. 109-131.  \nJill wilson  \nLuther College  \nDeBra Brown  \nNorthwest Missouri State University  \nMarsHall Haning University of Florida  \neMily Mcginnis San Jacinto College  \nnatalie steele royston Iowa State University  \nNavigating Curricular Revision in Music Teacher Education Programs  \nThe purpose of our mixed-methods study was to examine the motivations and obstacles associated with curricular revisions in music education degree programs  . During Phase I, we surveyed a nationwide sample (N = 533) of music education program coordinators  .  \nParticipants who had engaged in the curriculum revision process within the previous decade were asked to report the extent of the curricular change implemented, the relative importance of several factors driving the decision to revise curricula, and the primary goals, impact, and barriers/challenges faced during the curricular change process  . In Phase II, we interviewed volunteers (n = 8) from Phase I to provide further insight regarding the revision process  . Primary factors affecting the process of curricular change included the influence of accrediting bodies and the relationship between the music education area and the education program  . Motivations for pursuing curricular revisions included changing content requirements for the degree program and priorities and desires of music education faculty .  \nMusic education faculty members who view these revisions as positive and important steps toward providing students with better and more relevant degree programs may be provided a deeper understanding of how to better navigate the revision process and develop more effective curricula overall  .  \nKeywords: music teacher education, curriculum revision, music education programs, 21st century music education  \nContributions to Music Education  \nIntroduction  \nAmerican society has undergone dramatic transformations in recent decades, including changes in the economy and workforce and a rise in access to information through rapidly expanding technology. College and university music education programs in this country, however, have changed very little over the past six decades despite substantial cultural shifts in our increasingly globalized society and numerous calls for transformation. Authors ofa 1953 issue of Music Educators Journal (“Evaluating the Music Education Curriculum,” 1953) outlined required elements of music teacher education curricula. Traditional areas of study included sight-singing, ear training, form and analysis, keyboard harmony, arranging, and counterpoint as well as study on a primary instrument, conducting, ensemble participation, and functional piano skills. These academic and performance requirements are remarkably similar to those still in place at most institutions today.  \nThe relatively static nature of music teacher education curricula, however, has not been due to a lack of interest by those active in the profession. Since the 1953 analysis of the music teacher education curriculum referenced above, many scholars and organizations have made recommendations for changes in the contents of undergraduate music education programs. Following groundbreaking reform efforts like the Tanglewood Symposium (Choate, 1968), Goals and Objectives (GO) Project (Andrews, 1970), and the Yale Seminar (Werner, 1979), the National Association for Music Education (NAfME; then known as the Music Educators National Conference) made recommendations for changes to the undergraduate music curriculum in 1970 (Andrews, 1970). Suggestions included replacing siloed courses in history, theory, literature, and ear training with more integrated curricula; eliminating continuous ensemble participation requirements; and replacing the senior recital requirement with a research project (Thomas, 1970). Three decades later, Leonard (2003) recommended that institutions establish unique programs based on the resources available in individual situa","cbCaietGtPDrCsNG","https://ap.wps.com/l/cbCaietGtPDrCsNG","pdf",325950,23,"English","# Introduction\n# Study Purpose and Method\n## Phase I Survey\n## Phase II Interviews\n# Key Drivers and Motivations\n# Implications for Curriculum Navigation","[{\"question\":\"What is the study’s main purpose?\",\"answer\":\"To examine motivations and obstacles associated with curricular revisions in music education degree programs.\"},{\"question\":\"How was the research conducted?\",\"answer\":\"It used mixed methods: a nationwide Phase I survey of 533 coordinators and Phase II interviews with 8 volunteers from Phase I.\"},{\"question\":\"What factors most affected curricular change?\",\"answer\":\"Influence of accrediting bodies and the relationship between the music education area and the education program were primary factors.\"}]","Navigating Curricular Revision in Music Teacher Education Programs - Paper | PDF",1792089976,58]