From Performer to Educator: Capitalizing on Large Ensemble Experiences in Preservice Music Education

The purpose of this analysis of programs paper is to examine the role of collegiate large ensembles in preservice music education curricula. Ensemble experiences support the growth of content knowledge, instructional competencies, and professional identity, yet their pedagogical value in preservice music educator preparation has often been overlooked. Four themes emerged through a review of research: large ensemble rehearsals as learning labs, connections between conducting pedagogy and teaching practices, repertoire as a medium for teaching, and the influential mentorship provided by ensemble conductors. Research indicates that ensemble environments present preservice music educators with authentic, immediate learning experiences that foster the internalization of effective teaching strategies. Findings support a more deliberate integration of ensemble participation within music education programs, emphasizing scaffolded observations, structured podium teaching, and coordinated efforts between music education faculty and ensemble conductors. The paper concludes with implications and recommendations for preservice music education programs.