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AN EXPLORATION of ENROLLMENT and RETENTION TRENDS of BEGINNING BAND and ORCHESTRA STUDENTS in the FIRST YEAR of INSTRUCTION by C

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AN EXPLORATION of ENROLLMENT and RETENTION TRENDS of BEGINNING BAND and ORCHESTRA STUDENTS in the FIRST YEAR of INSTRUCTION by C AN EXPLORATION OF ENROLLMENT AND RETENTION TRENDS OF BEGINNING BAND AND ORCHESTRA STUDENTS IN THE FIRST YEAR OF INSTRUCTION By Copyright 2017 Emily A. Glaser BME, University of Kansas, 2012 Submitted to the graduate degree program in Music Education and Music Therapy and the Graduate Faculty of the University of Kansas in partial fulfillment of the requirements for the degree of Master of Music Education. Dr. Christopher M. Johnson, Chairperson Dr. Martin J. Bergee Dr. Debra G. Hedden Date Defended: 17 August 2017 ii The Thesis Committee for Emily A. Glaser certifies that this is the approved version of the following thesis: AN EXPLORATION OF ENROLLMENT AND RETENTION TRENDS OF BEGINNING BAND AND ORCHESTRA STUDENTS IN THE FIRST YEAR OF INSTRUCTION Dr. Christopher M. Johnson, Chairperson Date Approved: 7 December 2017 iii Abstract The purpose of this study was to explore student attitudes towards enrollment and retention in first-year beginning band and orchestra classrooms. A secondary purpose of this study was to investigate if different instrumental ensembles or various school settings demonstrated unique student attitudes regarding enrollment and retention rates in beginning band or orchestra classes. Enrollment and retention rates of participating ensembles were reported to supplement qualitative results. Seven categories of themes influencing enrollment and retention in beginning band and orchestra classes emerged through a constant comparative, grounded theory approach of analysis: (a) family, (b) fun, (c) music, (d) musical history, (e) opportunities, (f) social, and (g) teacher. Results indicated that students enrolled in their first year of beginning band or orchestra because of the encouragement or influence of a parent or trusted adult. All students that elected to continue their enrollment in band or orchestra after the first year of instruction did under perceived support from their parents and/or instrumental music teacher. Ensemble- and location- specific results were found, but were interpreted as circumstantial. Further research is necessary to explore the unique enrollment trends of these groupings. Results were discussed in terms of their value to band and orchestra teachers, their relationship to existing literature, limitations, and suggestions for further research. iv Acknowledgements A project of meaning and magnitude cannot come to fruition without the support of trusted, encouraging individuals. I am lucky to have had many supporters with me during this journey. I first would like to thank Dr. Christopher Johnson, my advisor. Your wisdom and guidance, paired with a balance of challenge and praised, helped me grow and learn. I am lucky to learn from you. Thank you to members of my committee, Dr. Martin Bergee and Dr. Debra Hedden. Your kindness, time, empathy, and unending words of encouragement provided motivation during this journey. The research component of this study could not have been possible without the time and empathy of many special individuals. Thank you to Dr. Becky Eason for guidance in focus group protocol. Also, I offer special gratitude for each teacher that allowed me into his or her classroom and every student that gave up time to talk with me about beginning band and orchestra. Getting to know you over our time together was a job; your kindness brought this project to life. There have also been special individuals, both professionally and personally, that have made the past year so special. Thank you to Jenny Potter and Kevin Weingarten, my dear friends in this graduate school journey. The laughter, experiences, and challenges we share make each day special. Thank you to my incredible family for your positive support. Thank you to my mom, dad, and sister, Libby, for supporting my decision to pursue this degree, and for your genuine support and concern along the way. Every ounce of encouragement you offer is meaningful to me. Finally, to my fiancé, Zach. For the early morning pep talks, late night coffee, and every moment in between: thank you. You are extraordinary. v Table of Contents Page Introduction .................................................................................................................................... iii Acknowledgements ........................................................................................................................ iv List of Figures and Tables............................................................................................................ viii Chapter 1 Introduction ..........................................................................................................................1 Purpose of the Study ............................................................................................................7 Research Questions ..............................................................................................................7 2 Review of Literature ............................................................................................................9 Public School Music Class Scheduling................................................................................9 Historical Trends ......................................................................................................9 Current Trends .......................................................................................................10 Factors and Attitudes Influencing Enrollment and Retention............................................13 Student Demographics ..........................................................................................13 Family Influences...................................................................................................15 Grade Start .............................................................................................................16 The Teacher and Music ..........................................................................................16 Aptitude..................................................................................................................17 Development of Student Motivation ......................................................................18 Comparison of Secondary and Elementary Trends ...........................................................19 The High School Instrumental Ensemble ..............................................................19 The Elementary and Middle School Instrumental Ensemble ................................21 vi 3 Method ............................................................................................................................... 23 Pilot Study ..........................................................................................................................26 Participants .........................................................................................................................27 Materials ............................................................................................................................29 Procedure ...........................................................................................................................30 Data Analysis .................................................................................................................... 35 Data Management and Preparation ....................................................................... 35 Category Construction .......................................................................................... 36 Quantitative Data Analysis ................................................................................... 38 Validity and Reliability ......................................................................................... 39 4 Results ................................................................................................................................41 Research Questions 1 & 2 ..................................................................................................42 Urban Band ............................................................................................................43 Urban Orchestra .....................................................................................................45 Rural Band .............................................................................................................46 Rural Orchestra ......................................................................................................48 Suburban Band .......................................................................................................50 Suburban Orchestra ................................................................................................52 Research Question 3 ......................................................................................................... 54 Research Question 4 ......................................................................................................... 57 Research Question 5, 6, and 7 ........................................................................................... 61 5 Discussion ..........................................................................................................................62 Attitudes Towards Enrollment and Retention........................................................63 vii Attitudes Between Ensembles................................................................................ 68 Attitudes Between School Settings ........................................................................69
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