Choral music teachers simultaneously work toward two potentially competing goals: the quality of the musical performance and the quality of the education they provide for students. Is either goal preeminent, or can both exist in an ever-shifting balance? This paper highlights how this conundrum has existed since the emergence of North American choral music education nearly a century ago. The problem is explored as a paradox, with examples drawn from the author’s personal experience. A proposed resolution supports the validity of both goals, with suggestion that teachers need to increase awareness of how their goals affect decisions concerning policy, pedagogy, and musical practice.
Freer, Patrick K., "The Performance-Pedagogy Paradox in Choral Music Teaching" (2011). Music Faculty Publications. 38.