chapter  11
Preparing Music Teachers to Address Issues of Social Justice in Music Education
BySHANNAN L. HIBBARD, COLLEEN CONWAY
Pages 19

I (Colleen) have taught music education instrumental methods courses for 17 years. Each year in my junior-level course (Teaching Elementary and Middle School Band) I begin by asking students to reflect on their best and worst experiences in beginning band as students. We write these experiences down on index cards, share the cards with one another, and discuss what teacher characteristics facilitated their own best and worst classroom experiences. We spend the rest of the 14 class periods (75 minutes once a week) considering the many teacher decisions that these pre-service teachers will need to make in order to create the sorts of classrooms where musical learning and critical decision-making can take place.