For a secondary music teacher, it is natural to strive to produce highly intelligent, creative, and innovative musicians upon completion of a student's high school music education. To achieve desired student outcomes, the teacher should pay close attention to both process- and knowledge-based approaches to teaching, and be judicious in selecting which of these two teaching styles will be most beneficial to student learning in particular situations and under certain circumstances. . It would be simple to suggest that it is solely up to the teacher to properly implement and integrate these teaching styles, however there are many variables and pressures that can dictate how, when, and even if both teaching styles are used. These variables and pressures include the increasing pace of social development, the expectations of parents and the music department community, societal views and values ​​regarding music, student desires and expectations, and the impact of inadequate music resources on processes and styles of knowledge education. In a book called 'Future Shock', Alvin Toffler states that "the rate of change has implications that are entirely independent of, and sometimes more important than, the directions of change." This statement is extremely important when considering how quickly music changes, and will always change, in terms of style, genre, technology and audience, to name just a few areas. Toffler's statement also emphasizes that it is important to teach how to approach change instead of just teaching the intended direction of change. Furthermore, it is almost impossible to predict the 'direction of change' especially in music, where computer thinking is the only 'tool' needed to create a successful p...... middle of paper ..... .McLatchey, M. (2011). The Kodály method. Available: http://www.kodalydownloads.com.au/Kodaly_Method.aspx.Schmidt, L. (1975). The process of music education. Journal of Music Educators. 61 (6), p.50.Stevens, R. (ND) Why teach music in schools? Changing values ​​since 1850. Retrieved 3/29/2012 from http://www.mca.org.au/publications/music-forum/magazine-articles/music-education/51-why-teach-music-in- schools-changing-values-since -1850Toffler, A (1970). Future shock. United States: Random House. 3.Tunley, D. (1974). The expanded perspective of music education. In: Callaway, F Challenges in music education. Perth: Department of Music, University of Western Australia. 48-52. Zimmerman, F. (2005). Curwen hand signs for nursery and primary school students. Retrieved 4/3/2012 from http://learngen.org/music/791/KCKPS/zimmerman/curwen.html.