People are exploring alternative music programs outside of the "traditional large ensemble" (Tobias, 2010, p. 21) in schools to enhance existing musical offerings and to create new initiatives that reach a broader population. Researchers have demonstrated a need to expand beyond the traditional large ensemble to reach students not served by the large ensemble programs in their schools (Cohen & Roudabush, 2010, Kratus, 2007). The purpose of this study was to explore how teachers moved beyond the traditional large ensemble course activities as defined by Tobias (2013) and offered alternative music courses and activities in the state of Minnesota. The present study involved a process in which I conducted a multiple case study of teachers who have offered alternatives to the traditional large ensemble identified through the survey data. Using interview data from teachers and students as well as observational data of class sessions, I explored how these teachers effectively guided student learning in alternative music settings. Findings from this study provide evidence that student-centered pedagogies do not directly influence participation in alternative courses and activities, previous performance or educational experiences do not necessarily inform the teaching of large ensemble alternatives, alternative offerings can be extensions of traditional large ensembles, and student interest and continued motivation determine the success of an alternative course or activity.
University of Minnesota Ph.D. dissertation. June 2014. Major: Music. Advisor: Dr. Keitha Lucas Hamann. 1 computer file (PDF); viii, 217 pages, appendices A-K.
Berberick, David Mark.
Music opportunities in school outside the traditional large ensembles in Minnesota: a multiple case study.
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