In secondary general music classes, adolescent musicianship can be stifled by poor self-efficacy. Although adolescents typically lead lives rich with music, they may believe that these interests and experiences do not apply within school settings, may become preoccupied with images of seeming musical perfection, and may even perceive themselves to be unmusical. Societal messaging and school music programs themselves may unfortunately enhance these views. Four sources of self-knowledge that inform self-efficacy provide considerations and approaches for secondary general music teachers.

The purpose of this study was to investigate undergraduates’ perceptions of peer mentoring and the impact of peer mentoring in a music teacher preparation course. The following questions were included: What knowledge and abilities do students bring to the peer mentoring process? How do students perceive their roles as teachers and learners in the peer mentoring experiences? How do the students benefit, if at all, from peer mentoring experiences? Students participated in four planned peer mentoring experiences; an unanticipated, informal mode of peer mentoring emerged during large-group teaching experiences. Analysis revealed that student perceptions of and comfort levels with peer mentoring varied as their roles as teacher or learner changed. Findings suggest that students use prior music and teaching knowledge when engaged in peer mentoring and their enactment of teaching roles varied depending on the structure of peer mentoring episodes. Benefits to students included increased awareness of themselves as teachers and enhanced comfort with providing and receiving critique.

This chapter provides an overview of secondary general music (SGM), including background, variations of courses, and curricular considerations. The chapter details goals for SGM courses and provides an overview of common characteristics among adolescents who are SGM students, preservice music teachers, and in-service teachers. It emphasizes the value of learner autonomy and ownership through frameworks of community music and informal learning and recommends a balance of pedagogical and andragogical teaching approaches. The chapter describes ways in which SGM teachers and teacher educators might conceptualize roles and challenges of teaching general music for middle and high school students, including topics such as music technology and popular music, considerations for special learners, and methods course fieldwork.

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This case study explores four participants’ experiences with community music (CM) workshops in Austria intended for the university, community, and growing immigrant and refugee populations. The Austrian government encourages cultural integration, potentially furthered through musical activities. Social capital theory, specifically of bonding and bridging, as well as democratic rights of inclusion, enhancement, and participation frame this inquiry. The purpose of this study was to investigate participants’ perceptions of bonding or bridging capital in CM workshops. Research questions included, (a) What are participants’ experiences of bonding or bridging? (b) What are their perceptions and experiences of inclusion, enhancement, or participation? and (c) What role might music play in fostering relationships among diverse participants? Data were collected primarily through interviews and observations and analyzed by coding transcripts for themes that were then compared across participants and with relevant literature. Data suggest community-building activities and purposeful collaborations might create capital, yet bridging capital depends on a confluence of circumstances, including empathetic leadership and activity structures that take virtual needs into account. Implications include the capacity for those with social capital to become bridging people.