Breaking the Cycle: Incorporating a Pedagogy of Expression in Secondary Ensembles

Western music education is caught in a cycle of constant concert preparation. Even though teaching expression is an important standard of music education, it is not often the focus of secondary ensembles. This thesis explores the rationale for teaching secondary instrumental students to think expressively, the benefits of teaching expressive performance, and the methods to successfully incorporate this pedagogy. This project aims to show that the creation of expressive opportunity and responsibility during regular rehearsals would allow the students to further develop these skills without detracting from the quality of public performances. The conclusion of this project will provide ensemble directors with suggestions of instructional methods available to aid them in the teaching process. Adjustments to the average rehearsal and concert will be necessary to incorporate these changes