Rote Instruction in Secondary Instrumental Music Classrooms: A Review of the Literature

Rote versus note beginning instrumental pedagogy has been an active topic for music educators. Traditional method books have often comprised a significant portion of beginning instrumental curricula, though content has varied and may have been based on convention. Advocates of a rote-before-note approach have recommended that singing, movement, developing aural skills, teaching expressiveness, and creativity may provide students with enhanced contextual knowledge and experiences to better learn to read notation. However, there may be gaps in research of music reading and teaching method. This literature review includes a discussion of the history of rote and note education in the United States, an overview of five major pedagogical approaches, and an examination of music reading and performance research. The article is intended to initiate a discussion of teaching methods, practices, and curriculum selection for developing literacy and performance skills in secondary instrumental music classrooms.