STUDENT PERCEPTIONS OF INFORMAL LEARNING EXPERIENCES IN INSTRUMENTAL MUSIC ENSEMBLES: A PHENOMENOLOGY by Brian D. Bersh A thesis submitted to the Faculty of the University of Delaware in partial fulfillment of the requirements for the degree of Master of Music Spring 2011 Copyright 2011 Brian D. Bersh All Rights Reserved STUDENT PERCEPTIONS OF INFORMAL LEARNING EXPERIENCES IN INSTRUMENTAL MUSIC ENSEMBLES: A PHENOMENOLOGY by Brian D. Bersh Approved: __________________________________________________________ Frank Abrahams, Ed.D. Professor in charge of thesis on behalf of the Advisory Committee Approved: __________________________________________________________ Paul Head, D.M.A. Chair of the Department of Music Approved: __________________________________________________________ George H. Watson, Ph.D. Dean of the College of Arts and Sciences Approved: __________________________________________________________ Charles G. Riordan, Ph.D. Vice Provost for Graduate and Professional Education I certify that I have read this thesis and that in my opinion it meets the academic and professional standard required by the University as a thesis for the degree of Master of Music Teaching. Signed: ___________________________________________________________ Frank Abrahams, Ed.D. Professor in charge of thesis I certify that I have read this thesis and that in my opinion it meets the academic and professional standard required by the University as a thesis for the degree of Master of Music Teaching. Signed: ___________________________________________________________ Suzanne Burton, Ph.D. Member of thesis committee I certify that I have read this thesis and that in my opinion it meets the academic and professional standard required by the University as a thesis for the degree of Master of Music Teaching. Signed: ___________________________________________________________ Philip Gentry, Ph.D. Member of thesis committee To my parents John and Anne, and my brother Michael iv ACKNOWLEDGEMENTS The completion of this thesis would not have been possible without the contributions of a dedicated and enthusiastic committee. I would like to express my gratitude to: Frank Abrahams, Ed. D. chairperson of my thesis committee, for his comprehensive guidance through the research process. The considerable time he devoted to attend to every detail of this study and his facility in effectively communicating his extensive knowledge of qualitative research enabled me to approach this thesis from new perspectives and elevated my potential as an emerging music educator and researcher. Suzanne Burton, Ph. D. for her continuous advice, guidance, and academic support throughout the past six years. Without her influence and direction, I would not have pursued music education research. Philip Gentry, Ph. D. for the time, effort and knowledge that he offered in improving this work. I would also like to thank the University of Delaware Department of Music, and Chair Paul Head, D.M.A. for encouraging my research and supporting me during my graduate and undergraduate study. Thank you to external auditor Sarah Aherne. Finally, a very special thank you to the students and their teachers, whose participation and flexibility was fundamental to the successful completion of this project. v TABLE OF CONTENTS LIST OF FIGURES .................................................................................................... viii ABSTRACT...................................................................................................................ix CHAPTER 1. INTRODUCTION ..............................................................................................1 Statement of the Problem...........................................................................2 Purpose of the Study......................................................................2 Research Questions........................................................................3 Key Words and Definitions ...........................................................3 Delimitations of the Study.............................................................4 Role of the Researcher...................................................................5 Significance of the Study...............................................................5 Organization of the Study..............................................................6 2. REVIEW OF LITERATURE .............................................................................7 Learning Contexts......................................................................................7 Formal Learning Contexts .............................................................7 Informal Learning Contexts...........................................................9 A Unified Approach ....................................................................16 Motivation....................................................................................19 Personal Autonomy .....................................................................26 Democracy in the Classroom.......................................................28 Social and Cultural Implications .................................................36 Summary......................................................................................39 Social Constructivism..............................................................................40 Role of the Community ...............................................................42 Role of the Learner ......................................................................42 Role of the Teacher......................................................................43 Summary..................................................................................................45 3. METHODOLOGY ...........................................................................................47 Rationale for the Design ..........................................................................47 Research Design ..........................................................................47 Research Frameworks..............................................................................49 Theoretical Framework…………………………………………50 vi Conceptual Framework................................................................53 Population ................................................................................................54 Researcher Bias/Role of the Researcher......................................55 Procedures................................................................................................56 Data Collection Methods .............................................................59 Data Analysis Procedures ............................................................62 4. PRESENTATION OF DATA ..........................................................................69 Setting ......................................................................................................70 Ashburn Charter School for the Arts ...........................................70 Rollins High School.....................................................................73 Overview of Participant Groups ..................................................75 Impact on Student Practice ..........................................................79 Impact on Student Musical Achievement....................................93 Impact on Experience in School Ensemble .................................96 Impact on Student Self-Perception ............................................100 5. CONCLUSIONS AND RECCOMENDATIONS..........................................107 Discussion..............................................................................................107 Question 1..................................................................................107 Question 2..................................................................................109 Question 3..................................................................................113 Question 4..................................................................................116 Themes.......................................................................................118 Validity ......................................................................................120 Conclusions................................................................................123 Recommendations......................................................................126 Recommendations for Future Research.....................................128 REFERENCES ...........................................................................................................131 APPENDIXES ……………………………………………………………………... 138 A. HUMAN SUBJECTS TRAINING............................................138 B. CONSENT FORM.....................................................................140 C. STUDENT JOURNAL PROMPTS...........................................141 D. PRE- & POST- PROJECT QUESTIONAIRRE........................142 E. INTERVIEW PROMPTS ………………………………..…... 146 F. CODES FOR ANALYSIS.........................................................147 G. PARTICIPANTS .......................................................................150 vii LIST OF FIGURES 3.1 Integrative Diagram Representing Provisional Categories…… 64 3.2 Codes for Analysis …………………………………………… 65 viii ABSTRACT STUDENT PERCEPTIONS OF INFORMAL LEARNING EXPERIENCES IN INSTRUMENTAL MUSIC ENSEMBLES: A PHENOMENOLOGY As music educators search