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An Integrated Approach Comprehensive Musicianship

pedagogy and learning. Comprehensive Musicianship (CM), an earlier methodological and pedagogical concept that came out of the Contemporary Music Project, has not been similarly embraced by the music education profession to the extent that its implementation and promise deserves. The instrumental constituency has been particularly unaffected by and uninformed about CM. The three-pronged integrated approach (performance, analysis, and composition) that Comprehensive Musicianship advocates has been largely ignored by music educators, with the exceptions of the Hawaii Curriculum Project, programs in several school districts and universities, and a few doctoral dissertations.1 Yet the opportunity that a CM approach offers to instrumental teachers in planning, documenting, and evaluating their curricular offerings is a potential answer to the