Classroom Management in K–12 Classroom Music: A Review of the Literature

Abstract

Classroom management is reported to be among the greatest difficulties for beginning music educators. The purpose of this literature review was to examine extant research studies on the topic of classroom management in K–12 classroom music. Research topics included the components of classroom management, preservice and inservice teacher beliefs and perceptions regarding classroom management, and approaches to classroom management. Findings indicated no clear agreement on the components of classroom management among researchers. Nevertheless, classroom management is an area of concern for both preservice and inservice teachers, and educators have expressed a desire for more preparation in this area. In addition, results of international studies indicated that preservice teachers from diverse cultures may have had differing expectations for various aspects of classroom management. I found little empirical research on specific strategies for classroom management in the music classroom. Implications for practice and recommendations for further research are included.