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A Narrative Study of Choral Music Educators in St. John's, NL

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A Narrative Study of Choral Music Educators in St. John's, NL Exploring Professional Knowledge in Music Education: A Narrative Study of Choral Music Educators in St. John’s, NL by Nancy Lynn Dawe A thesis submitted in conformity with the requirements for the degree of Doctor of Philosophy in Music Education Graduate Department of Music University of Toronto © Copyright by Nancy Lynn Dawe 2012 Exploring Professional Knowledge in Music Education: A Narrative Study of Choral Music Educators in St. John’s, NL Nancy Lynn Dawe Doctor of Philosophy in Music Education Graduate Department of Music University of Toronto 2012 Abstract This thesis explores the professional knowledge of three choral music educators from St. John’s, Newfoundland and Labrador. My primary research purpose was to explain what constitutes the professional knowledge of each of the research participants as revealed through their life stories; to illustrate how such professional knowledge has been shaped by experiences throughout each of the participants’ lives; and to understand how the participants’ experiences of developing as educators within the specific social, cultural, and political contexts of Newfoundland and Labrador have shaped their professional knowledge. Through this inquiry, three choral music educators engaged in a process of teacher development, as they discovered for themselves, through a narrative process of self-exploration, the meaning that could be made of the relationships between their life experiences and their knowledge of music teaching and learning. Data-gathering included a series of four in-depth interviews, which consisted of open-ended questions that engaged the participants in reconstructing their life experiences and articulating their professional knowledge within the context of ii developing as choral music educators. Choral rehearsal observations provided another source of data. These observations enhanced my understanding of the participants’ teaching practice, and assisted in my understanding of the relationships between the personal and the professional that they expressed in initial interviews. Analysis of the data is represented through narratives of the participants’ life stories and a thematic discussion of their professional knowledge as revealed through those stories. Each participant’s narrative and professional knowledge are presented in individual chapters, followed by a chapter that explores the resonances (Conle, 1996) amongst the participants’ narratives and my own personal-professional narrative. I propose that we begin to reconceptualize professional development in order to acknowledge the complexity and personal nature of professional knowledge, and I assert that the exploration of life stories is a meaningful form of professional development for music educators. iii Acknowledgements While the doctoral thesis journey can be a solitary pursuit, my journey to the completion of this thesis was far from an isolated one. I am fortunate to have had an incredible support network that traveled alongside me, especially through the writing process. Sincere thanks to everyone who was part of my team. My high school yearbook lists my “probable fate” as “a wall full of degrees (and no job).” While I have been building that wall full of degrees, my parents, brother, and sister have provided outstanding emotional and financial support. They have stood behind me during every step of this road less traveled. Thank you, Mom and Dad, Mark, and Angela. My niece, now eleven, has been one of my biggest cheerleaders. During those times when I would become overwhelmed with the PhD journey, the words of my then three- year old niece would help me push through: “Well, Nancy, if you love yourself and you try your best, then you’ll feel better.” I will treasure those words forever. Thank you, Emily. To all of my extended family, and especially to my sister in-law Danni, thank you for your words of encouragement and support along the way. My closest friends live across four provinces and two continents, and they have been there to listen to me, to distract me, to push me, to pick up my spirits, and to celebrate even the smallest achievements with me. Thank you, Krista, Jenn, Michelle R., Kara- Leah, Lynn, Nicole, Michelle P., Rachelle, and Ayanda. I am very blessed to have had PhD colleagues who have become dear friends. I extend my deepest gratitude to Brigit Ramsingh and Catherine Robbins, for their steadfast friendship and for sharing the wisdom of their PhD experiences with me, and to Deanna Yerichuk, for her collegiality, weekly writing dates, and newfound friendship—I would not have been able to finish without them. I first encountered my thesis supervisor, Lee Bartel, when I had the honour of having an undergraduate essay published in the Canadian Music Educator journal. At the time, Lee was journal editor, and I never could have imagined how our paths would eventually cross again. Throughout my doctoral program, Lee’s faith in me has been unfailing, and I will be ever grateful for the e-mail messages that simply said, “How are things going?” when he had not received any writing from me in a while. Often, that was the precise nudge I needed to move forward with my work. Lee, thank you for your patience, support, and respect every step of the way. iv The other members of my thesis advisory committee also helped guide me from coursework to proposal to thesis to defense. Thank you to Ardra Cole for continually challenging me to bring more clarity and reflexivity to both my ideas and my writing— and for helping me find the beauty and joy in living my research questions. Thank you to Lori Dolloff, who enabled me to gain confidence in my voice as a music educator just when I was considering leaving music to become a social studies teacher, and who was always able to help me make sense of my seemingly incoherent thoughts when I didn’t know what to do next. Ardra and Lori, thank you for seeing me through. I am fortunate to have had Rodger Beatty and Linda Cameron participate in the final oral examination. Thank you, Rodger, for serving as external examiner, for your encouraging words, and for your close attention to detail. Thank you, Linda, for your thoughtful questions, and most of all, for exemplifying care in the academy. I extend special gratitude to four other professors who have left lasting impressions with me: Donald Buell, Mary Beattie, Patricia Shand, and Gillian MacKay. Thank you, DB, for your confidence in me, your mentorship, and your friendship. You knew I would pursue a PhD long before I ever did! Thank you, Mary, for introducing me to narrative inquiry and for teaching me the importance of “beginning with myself.” Thank you, Pat and Gill, for always being there to listen and for your practical advice and encouragement from the very beginning. I am indebted to the three choral music educators who participated in this study. Kate, Katherine, and Callie, thank you for making time for me in your incredibly full schedules, for welcoming me into your rehearsal spaces, and for sharing your personal stories with me. It is a tremendous privilege to be able to share them with others here. It is said that it takes a village to raise a child—I say it takes a community to write a thesis. For their contributions outside of my academic sphere, I wish to acknowledge Nicole Angelotti (business owner), Dr. Shawna Darou (naturopathic doctor), and Meghan Telpner (holistic nutritionist). I spent countless hours writing my early drafts at Lit Espresso Bar on College Street. Thank you, Nicole, for your exceptional americanos and for cheering me on the whole way. Shawna and Meghan, for giving me the tools to build my health and stay well, I extend my deepest gratitude. Finally, my most heartfelt appreciation goes to my husband, Phil Yetman, whose routine, “You can do it!” as I walked out the door each day, kept me going more than one could ever know and whose fine editing skills helped me polish this final copy. Phil, thank you for putting aside your own work to be there for me, for calming my fears when my insecurities started to take over, and for simply hanging in there with me. I did it! v Dedication To the memory of my nan, Frances Sturge, whose generous and loving spirit continues to sustain me. vi Table of Contents Abstract .............................................................................................................................. ii Acknowledgements .......................................................................................................... iv Dedication ......................................................................................................................... vi Chapter One ...................................................................................................................... 1 Exploring Professional Knowledge: Beginning with Myself ......................................... 1 Introducing the Research Context ................................................................................... 6 Research Purpose......................................................................................................... 6 Research Questions ..................................................................................................... 7 Defining Key Constructs ............................................................................................. 7 Knowledge, understanding, and belief. ................................................................ 7 Life story. .............................................................................................................
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