| Summary: | The aim of this study was to document current practices in music education within the compulsory school system in Iceland (grades 1?10). For that purpose twelve randomly selected music teachers were visited, interviewed and observed during teaching. Little is known about the content and methods used in Icelandic music classes. Previous study of exceptionally successful music teachers suggested that the key to success was the teachers’ ability to build on their own personal strengths in creating a unique music program (Kristín Valsdóttir, 2009). However, less is known about the strategies of music teachers in general. Although music is a subject in the majority of Iceland’s compulsory schools, it is usually not taught at all grade levels (Helga Rut Guðmundsdóttir, 2008). Most often music is taught by a music educator in the first 5?7 grades which is in contrast to practices in nearby countries where music teachers more often teach older children and at the high-school level (Mills, 2005; Olsen and Hovdenak, 2007; Straub, 2000). Music educators in schools often have much freedom in their applications of methods and curricular aims (Campbell and Scott-Kassner, 1995; Olsen and Hovdenak, 2007). Therefore, interviews and observations are important tools for acquiring knowledge of current practices in music education. The music educators interviewed were seven males and five females with an average teaching experience of 15 years, ranging from 1 to 33 years. Each of them was the only music teacher hired at his/her school. Besides teaching music as a subject, it was common for music teachers to have other musical responsibilities at the school and they were often depended on for preserving and nurturing the musical culture of their school. Many schools have a weekly plenum singing session for which they depend on the leadership of the music teacher who often serves also as the accompanist, using either a piano or a guitar. In fact, accompanying skills seem highly valued in music teachers and are put to use during ...
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