The purpose of this case study was to evaluate the elementary general music education majors’ perceptions of preparedness, interest, and comfort with the choral skills presented in a choral methods course. Thirty elementary general music education majors (N = 30) enrolled in a choral methods course responded to a pre- and post-course survey. Participants self-assessed their feelings of preparedness to teach choir, stated their interest in teaching choir, and specified their comfort levels teaching seven choral skills. It was found that there were differences between the participants’ feelings of preparedness to teach choir at the beginning and the end of the semester and in the participants’ indication of interest in teaching choir before and after taking the choral methods course. Participants’ overall comfort ratings on the seven choral music teaching skills increased from the beginning to the end of the semester; choral repertoire was the area that participants felt most comfortable, which is indispensable to provide meaningful choral experiences to young singers. Implications for music education are that music education students’ feelings of preparedness, interest in teaching choir, and their comfort in acquiring the required teaching skills to do so, provides insights into effective preservice music teacher preparation.

本案例研究的目的是评估小学普通音乐教育专业的学生对合唱方法课程中提供的合唱技巧的准备、兴趣和舒适度的看法。基础音乐教育专业三十个（N = 30) 参加合唱方法课程的学生对课前和课后调查做出了回应。参与者自我评估了他们准备教合唱团的感觉，表达了他们对教合唱团的兴趣，并指定了他们教授七种合唱技巧的舒适度。研究发现，参加者在学期开始和结束时准备教合唱团的感觉以及参加合唱方法课程前后参加者对教学合唱团的兴趣表示存在差异。学员对七项合唱音乐教学技能的总体舒适度评分从学期开始到学期末都有所提高；合唱曲目是参与者感到最舒服的区域，这对于为年轻歌手提供有意义的合唱体验是必不可少的。