ABSTRACT
This chapter presents an analysis of how each of the two settings "naturally" lends itself to music literacy instruction. It explains the importance of targeting both breath and depth in instruction. The chapter makes general suggestions as to how to maximize compatibility between each setting and both broad and deep music literacy. It argues that the ensemble setting naturally lacks breadth of experience and that adaptations must increase breadth without making fundamental changes to the nature of ensembles. The most prominent text in the ensemble setting is the instrument that students are either holding in their hands or that is part of their bodies. In ensembles, student mastery of the instruments is the primary factor in the quality of the performance. The general music setting is common in elementary and middle schools. General music classes are often offered without the expectation that class activities will result in a high-quality performance.
