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The Impact of Arranging Music for the Large Ensemble on the Teacher: a Phenomenological Exploration

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The Impact of Arranging Music for the Large Ensemble on the Teacher: a Phenomenological Exploration University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School January 2012 The mpI act of Arranging Music for the Large Ensemble on the Teacher: A Phenomenological Exploration James Teodor Lindroth University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons, and the Other Education Commons Scholar Commons Citation Lindroth, James Teodor, "The mpI act of Arranging Music for the Large Ensemble on the Teacher: A Phenomenological Exploration" (2012). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/4127 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. The Impact of Arranging Music for the Large Ensemble on the Teacher: A Phenomenological Exploration by James T. Lindroth A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy School of Music College of the Arts University of South Florida Major Professor: Clinton Randles, Ph.D C. Victor Fung, Ph.D David A. Williams, Ph.D John C. Carmichael, Ph.D Date of Approval: July 3, 2012 Keywords: Creativity, Identity, Self, Teaching, Band Copyright © 2012, James T. Lindroth Dedication I dedicate this dissertation to my parents, Georg and June Lindroth, who have supported me in everything I have done in my life. Acknowledgements I would like to express my appreciation to the many individuals that made this dissertation possible. I would not have completed this doctoral degree without the endless support and feedback of my advisor and Committee Chair, Clint Randles. I would like to thank my committee members, C. Victor Fung, David Williams, and John Carmichael, who have been supportive of my academic and research activities throughout my doctoral studies.. I am grateful to my parents, June and Georg Lindroth, for their endless love and support throughout my life. I would also like to thank my friends and family members who supported and encouraged me throughout my graduate studies. Finally, I thank my wife Tracey and our two sons, Andrew and Matthew, for their support through difficult times and encouraging me to reach for the stars. Table of Contents List of Figures .................................................................................................................... iv Abstract ......................................................................................................................v Chapter One: Introduction ...................................................................................................1 What is a Band Director? .........................................................................................2 Purpose of the Study ................................................................................................7 Music Teacher Identity ............................................................................................8 Musician Identity Versus Teacher Identity ..............................................................9 Creating Music Through Composing/Arranging ...................................................11 Organization of Remaining Chapters.....................................................................12 Chapter Two: Literature Review .......................................................................................14 Creativity in Music ................................................................................................22 Summary ................................................................................................................22 The Self ..................................................................................................................23 Perceptual worlds .......................................................................................24 Cultural worlds...........................................................................................28 Summary ................................................................................................................30 Theoretical Framework ..........................................................................................32 Symbolic interactionism ............................................................................33 Role theory .................................................................................................37 Dramaturgical theory .................................................................................38 Identity theory ............................................................................................39 Social identity theory .................................................................................40 Summary ................................................................................................................42 Identity Studies ......................................................................................................44 Teacher identity .........................................................................................44 Teacher identity in pre-service teachers ....................................................47 Summary ....................................................................................................50 Teacher identity after the student teaching experience ..............................51 Summary ....................................................................................................54 Musician identity .......................................................................................55 Summary ....................................................................................................58 Music teacher identity ................................................................................59 Summary ....................................................................................................63 Transmission of identity ............................................................................63 Creating music for students .......................................................................64 Summary ....................................................................................................66 i Chapter Three: Method ......................................................................................................68 Quantitative Research ............................................................................................69 Phenomenology......................................................................................................71 Data Collection ......................................................................................................75 Interviews ...................................................................................................75 Field observations ......................................................................................75 Journals ......................................................................................................76 Trustworthiness ......................................................................................................76 Data collection triangulation ......................................................................77 The researcher as the instrument of inquiry ...............................................77 Member checks ..........................................................................................78 Multiple coders ..........................................................................................78 Analysis..................................................................................................................79 Participants .............................................................................................................80 Risks and Benefits to Participants..........................................................................81 Handling of the Data ..............................................................................................81 Personal Background .............................................................................................81 Chapter Four: The Participants ..........................................................................................82 Participant 1 ...........................................................................................................82 Participant 2 ...........................................................................................................84 Participant 3 ...........................................................................................................86 Participant 4 ...........................................................................................................88 Participants’ Teaching Profiles and Classroom Settings .......................................89 Chapter Five: Results .......................................................................................................104 Emergent Themes ................................................................................................104 Time/Preparation..................................................................................................104 As a Work in Progress .............................................................................107
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