A comparison of three college music ensemble professors’ approaches to teaching Brazilian musical styles to non-Brazilian musicians in the United States of America

The purpose of this study was to better understand the similarities and differences between how select Brazilian-born and U.S.-born college music ensemble directors facilitate learning of three Brazilian music styles: baião, bossa nova, and samba. Additionally, a secondary purpose was to learn about the relationships between how they teach Brazilian popular musical styles and other music styles. With a focus on the professors’ processes, I intended to provide information about pedagogical practices to music teachers who want to facilitate Brazilian music performances.

Three participants were selected for this study. Two are Brazilians and one is a U.S.-born college music instructor with ten years or more of experience teaching musical ensembles. The findings indicated that their differences in approach were influenced by their backgrounds, their respective teaching experiences, as well as their careers as performers. The findings also suggested that the participants shared many similar approaches to nine specific topics: listening; percussion instruments; movement; instructional expectations; musical styles; oral traditions; repertoire; melodies and language; feel and style.

The findings from this research can inform practicing music teachers on strategies such as instructing all ensemble members to play percussion instruments in their ensembles and dance to Brazilian music. These are two examples from this research aimed to build students’ skills in playing Brazilian musical styles that may not be part of their ethnic heritage.