This article draws on principles of educational psychology as a theoretical basis for supporting teaching strategies in the area of marching percussion. To this end, this article considers Reimer’s (2008) views that (a) theoretical frameworks in music education should expand to include a broader array of disciplines and (b) the “practice [of music education] without theory is blind” (p. 193). In the first part of this article, a theoretical framework is developed. In the second part of the article, teaching strategies are described. The article concludes with implications.
Dave S. Knowlton is associate professor in the Department of Educational Leadership at Southern Illinois University Edwardsville. He is a faculty member within the Instructional Technology program. He also teaches Educational Psychology. In college, he was a member of Memphis State University’s drumline, competing at PASIC in 1987 and 1989. He was bass drum section leader in 1988 and 1989. For the last twenty-two years, Dr. Knowlton has served as an instructor, arranger, clinician, and judge in the area of marching percussion. He is a certified percussion judge through the Judge's Association of Mid-America and a member of both The National Association for Music Education and PAS. Dr. Knowlton has authored and coauthored over twenty professional articles that deal with strategies for helping students think in more substantive ways.