ABSTRACT
The author considers persistent conundrums regarding general music education in the middle grades highlighted in the work of Stephanie Cronenberg. The conundrums concern the structures of middle schools, how music learning fits into the middle school environment, how music courses are conceived and named, and the history of music education for middle level learners. The author reflects on Cronenberg’s work and raises questions for music educators related to the use of language (e.g., “general” music) and the persistent performance-nonperformance binary. These issues perpetuate distinctions and hierarchies that marginalize learners, teachers, and musical communities.
