This multiple case study explores the influence of caring and culturally responsive teaching on the meaningful experiences of students within three secondary instrumental music programs. Employing Silverman's Tripartite View of Meaningfulness as a conceptual framework, in-depth interviews were conducted with three orchestra members and five jazz ensemble members, alongside interviews with three teachers from distinct schools and programs. Rehearsals, conducted both in-person and on Zoom during the coronavirus pandemic, were observed to analyze students' experiences within each group and identify overarching themes.
The findings highlight a strong correlation between teachers' expressions of care and meaningful experiences reported by students. Additionally, a profound emotional and cultural connection to selected repertoire emerged as a key facilitator of meaningful experiences. Students found meaning from their ensemble participation through various avenues, emphasizing the importance of teacher-student relationships, high expectations set by teachers, and the empowering effect of students' autonomy in their education, fostered by teachers who exhibit care and foster learning communities. Additionally, some students found meaning in the inclusion of ethnic and cultural diversity content in the curricula, allowing for identification and representation.
This study contributes insights into how caring and culturally responsive teaching enhances the meaningfulness of students' experiences, particularly in instrumental music ensemble settings. Teachers who actively practice caring about, for, and with their students, while facilitating a connection to the ensemble's repertoire, play a pivotal role in fostering meaningful experiences. These findings add to the existing body of research supporting the significance of music education for all students and provide a nuanced understanding of student perspectives on what constitutes meaningful participation in instrumental music ensembles.
| Identifer | oai:union.ndltd.org:bu.edu/oai:open.bu.edu:2144/47928 |
| Date | 11 January 2024 |
| Creators | Doherty, Charles Henry |
| Contributors | Grissom-Broughton, Paula A. |
| Source Sets | Boston University |
| Language | en_US |
| Detected Language | English |
| Type | Thesis/Dissertation |
| Rights | Attribution 4.0 International, http://creativecommons.org/licenses/by/4.0/ |
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