Background: Educational guidelines and reforms focused on literacy, including No Child Left Behind (NCLB) and National Assessment of Educational Progress (NAEP), have contributed to a music education culture and climate focused on language literacy rather than on the core content literacies inherent in music itself. Purpose: The purpose of this project was the development of a multi-variate assessment and improvement process for ensemble instruction in music literacy as content literacy within the mandates outlined by NAEP and NCLB. Setting: A middle school (7-9) instrumental music program including second and third year bands and a mixed level orchestra. Research Design: Descriptive. Findings: Music literacy can be taught as content literacy. Music literacy as a learning domain has its own body of research. Music literacy instruction has a well documented body of best practices. Music literacy instruction can create opportunities for authentic multiple intelligence growth. A multi-dimensional approach to music literacy can provide instruction that fosters musical growth for students performing in large ensembles. Conclusion: Music instruction must be delivered in such a way that music is defined and understood as a discrete, valid, and tangible way of knowing and learning within the literacy mandate. While the established "core" areas of language, math, social studies and science provide important knowledge bases for any musician, success in music will not be found through the exclusive study of literacy in those areas. Rather it must come though teaching music as a field with its own learning domains, and by using research-based techniques and proven best practices. This process will refine music education through better teaching of music as content literacy. (Contains 11 figures and 6 appendices.) [Master's Thesis, Brigham Young University.]