Learner-Centered Teaching in High School Orchestra: Pennsylvania and Iowa
Droe, K. L. (2023). Learner-Centered Teaching in High School Orchestra: Pennsylvania and Iowa. Iowa Music Educator, Fall/Winter, 77 (1), 26-28.
This article explores how learner-centered teaching can transform high school orchestra programs by shifting students from passive performers to active decision-makers, creators, and collaborators. Through case studies from Pennsylvania and Iowa, the article illustrates how empowering students with agency, such as selecting repertoire, composing, directing, and managing performances, expands the definition of musicianship beyond traditional ensemble roles. These approaches foster creativity, leadership, and deeper engagement, while also supporting program growth and sustainability, even in challenging contexts like the COVID-19 pandemic. By demonstrating that teacher-centered and learner-centered practices can coexist, the article offers a practical and flexible framework for music educators seeking to cultivate more meaningful, inclusive, and student-driven learning experiences.
