School Music Education in the Americas: Conditions, Practices, and Policies from a Socio-Ecological Perspective

Abstract

Formal music education is offered in many primary and secondary schools across the Americas, though policies, curriculum, and instruction vary by region, state, and school. Understanding the conditions of music education in an increasingly interconnected and interdependent hemisphere may offer ideas for solving the challenges of access and equity to quality arts education. This article was written to provide a general, not exhaustive, survey of the research on school music programs and policies in the Americas. More specifically, we sought to determine how external factors impact classroom practices and classroom practitioners impact these forces, within an adapted socioecological framework. The hope is that this examination offers ideas for arts education policy makers and advocates for improving conditions that ensure students are provided with equal opportunity and access to quality music education in schools.