Overwhelming evidence supports the fact that music instruction greatly increases academic achievement on standardized test scores at the elementary, middle and high school level. When school districts face budget deficits, typically they alleviate the shortfall by eliminating music programs. Currently in Dallas ISD, teacher salaries are affected by how well a student performs on the STAAR exam. In this quantitative, causal-comparative study, 5th grade music STAAR mathematics scores are investigated to discover if instrumental music instruction using the Little Kids Rock Modern Band method improves academic achievement on the STAAR exam.

The purpose of this investigation was to examine a single modern band to discover how an ensemble director/facilitator implemented peer mentoring and other student-centered pedagogical approaches. Observations of an urban high school modern band were conducted over the course of five months of rehearsals with a summative performance. Participants included 12 high school students, one primary educator, and one student teacher. Qualitative data were collected through artifacts and observations as well as group, individual student, and individual teacher interviews. Data were coded and analyzed, revealing emergent themes. The facilitator encouraged students to share their knowledge, opinions, and suggestions for direction through peer mentoring. Students in the ensemble claimed there existed significant social aspects of participation and found interactions within to be a formative part of their school experience. Findings include substantial engagement in peer mentoring, social bonding through modern band, and the sharing of knowledge between students in a relaxed atmosphere in which student agency, autonomy, and democratic decision-making were key tenets. Data analysis revealed musical and social benefits with a facilitator who championed student-centered pedagogy within a relaxed environment. Modeling was found to be a key tenet of learning and communication and critique between peers were more easily understood and better received as compared to that from their facilitator. Peer mentoring opportunities seemed to be reliant upon music that was familiar to students presented in a manner that left room for subjective interpretation and reliance upon peers’ understanding. Peer mentoring was also identified as a definitive component of modern band instruction in addition to its benefit within the ensemble for students musically and socially. Pedagogical suggestions for music education include increased autonomy and student agency in all classrooms; the provision of pathways for teachers to develop facilitation and peer mentoring skills; frequent opportunities for performance; careful consideration of student proximity for peer mentoring; and finding balance between traditional and nonformal teaching methods. Other implications for the profession include implementation of facilitation in all ensembles; careful repertoire decision-making; the development of student leaders; avoiding false representations of popular music ensembles; and encouragement of socializing in modern band ensembles.