Content Area Literacy in Ensemble Music Education: The Before-During-After Instructional Framework

Document Type

Article

Publication Date

6-1-2018

Publication Title

Journal of Music Teacher Education

First Page

114

Last Page

127

DOI

10.1177/1057083717732512

Abstract

Teacher licensure policies and state standards for English/language arts have made content area literacy a necessary component for most music teacher education programs. Unlike teachers in other areas of the school curriculum, music educators have not broadly integrated literacy into their instructional practices. The Before-During-After (B-D-A) instructional framework is commonly used in content area literacy and provides a powerful tool for promoting student critical thinking and metacognitive awareness. B-D-A is supported by content area literacy strategies that can be used across the curriculum, and music educators can use them to encourage student engagement with authentic music texts by focusing on the artistic processes of responding and connecting. Adoption of content area literacy and B-D-A into music ensemble methods coursework can aid preservice and in-service music teachers as they engage students in music learning, support cross-curricular collaboration and professional development, and promote overall student literacy.

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This entry was archived with permission from Sage, all rights reserved. Distributing, reselling, or any repurposing of the content is not allowed. The content can only reside in the repository of the requesting institution. SAGE material is not to be used for commercial MOOCs or any other commercial purposes without permission. Document also available from https://doi.org/10.1177/1057083717732512.

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