Abstract:
Teaching and learning experiences that do not cater for the needs, interests and learning styles of boys can result in disengagement and disconnection. Boys are more likely than girls to respond overtly to curriculum and learning experiences perceived to be irrelevant. This paper provides music educators with strategies to tailor secondary classroom music programs to meet the needs, interests and learning styles of adolescent boys. Issues of adolescent identity, masculinity and the relevance of music education are explored. The learning differences between boys and girls documented in literature are reviewed. Research is connected to examples of proven creative practices that engage and enhance boys' musicianship through a variety of music styles and genres. Teaching and learning examples include active music participation, physical movement, scaffolding, short-term challenges, student ownership, creativity and technology. The importance of developmental and age-appropriateness is discussed.