ABSTRACT
Many students entering the music education major have had a deep and satisfying involvement in their middle and high school ensembles as a choral or instrumental performer. Many have participated in several levels of their schools’ choirs, bands or orchestras, as well as regular concerts, festivals, and honor groups. Few, however, have had the opportunity to learn about the details that go into creating a sequential and comprehensive music curriculum for every student. Relevant curriculum questions include:
How many ensembles should a school have? How does a teacher select literature to be performed? What skills and knowledge should be taught in each ensemble?
