“To Think in The Perspective of Each Child”: Democratic Practice and Student-Centeredness in Music Teaching

The purpose of this study is to describe the pedagogical beliefs and practices of a middle school general music teacher who exemplifies a democratic, student-centered philosophy. This case is part of a larger investigation of a culturally informed, multiarts, and composition-based curriculum project involving 5th-grade students, their music teacher, and preservice teachers who observed the project during field studies aligned with a methods course. Data from interviews, field notes, digital video, and material culture are utilized. The portrait of this teacher exemplifies a vision of music teaching in which the creative ideas of children form an organizing hub for classroom experience, aligning with musical, social, emotional, and democratic ideals in the context of the music classroom. The study illustrates a teacher’s integrated approach toward growth; pedagogical practices that allow for creation, interpretation, and revision; and alignment of practices with the progressive orientation of the school and its community context. Implications for music teacher educators seeking principled practitioners for field experiences and student teaching placements are provided.