Throughout the United States, music educators are prepared at universities and colleges based on national accreditation standards, state requirements, and philosophical and methodological ideologies. Their preparation is critical to not only the success of the pre-service candidate but to the state of arts education in p-12 systems as a whole. Students preparing to be Music Educators need the tools to be successful in the classroom as well as the skills to be considered a professional in the arts. Often times these two directives can seem to be at odds with each other and can create gaps in a student’s preparation. This paper looks at the preservice music education curriculum for over 200 nationally accredited music programs in the US today. It examined the similarities, differences and significant "out of the box" requirements and classes for licensure to teach p-12. The researchers will also look at trends in k-12 music education to identify potential causes for the differences. The intent of the research is to drive conversations and further research to consider systemic change in preservice music education preparation to better serve music students in p-12 settings.

Authors:
Heidi Lucas, University of Delaware, United States
Jennifer Shank, Tennessee Technological University, United States

About the Presenter(s)
Dr Jennifer Shank is a University Administration at Tennessee Tech University, United States

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