ABSTRACT
The purpose of this chapter is to provide practical lesson ideas and instructional strategies that put students in charge of their learning in all artistic processes—creating, performing, and responding. In addition to specific lesson ideas, the chapter addresses what teachers should expect as they transition away from the role of the “sage on the stage” and become the “guide on the side.” Learner-centered pedagogy lends itself well to students working in cooperative learning groups; however, teachers need strategies for empowering students to resolve conflicts within their group and for holding individual students accountable during group work. Furthermore, teachers should expect that when given choice students will integrate popular music into the school setting. Although many educators do not feel comfortable using popular music in their classes, the benefits of its inclusion and strategies for building the teacher’s self-efficacy in the use of popular music is outlined. Finally, the chapter includes strategies for differentiating instruction to meet the needs of all learners within the learner-centered model. By offering both specific lesson ideas and practical instructional strategies, this chapter provides a model for increasing learner-centered pedagogy in the elementary general music classroom.
