This study explored the pedagogical background of alternative styles in the 6-12 string curriculum, including topics such as rote learning, expressing creativity in the classroom (composition, arranging, and improvisation), authenticity, and how these compounded factors cause music educators to face challenges when advocating for string education in public schools. The study analyzed factors that influence 11 school orchestra directors’ process for selecting repertoire and to what extent each director incorporates alternative styles into their respective curriculum.
The questionnaire covered directors’ demographic background, student placement in their string program, student engagement and retention, the scope and sequence of each programs’ curriculum, and directors’ repertoire selection process.
Recommendations were made for gaining insight in directors’ incorporation of alternative styles in an authentic context and for continued research in adjudicators’ perceived ability to score and give feedback to performances of alternative styles at district and state-level music performance assessments. Another recommendation was made to analyze the performance assessment criteria and music content standards across multiple states in the U.S. to compare the string curricula.
Outline of Studies:
Major: Music Studies
Educational Career:
B.A., 2021, Rollins College
Committee in Charge:
Dr. Kelly Miller
Dr. Christine Lapka
Dr. Keith Koons
Approved for distribution by Dr. Kelly A. Miller, Committee Chair, 3/20/23
The public is welcome to attend.
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