Instrumental Music Education In Rural North Carolina: A Case Study

Document Type

Article

Publication Date

2-1-2022

School

Music

Abstract

Teaching in a rural setting can be challenging regardless of the teacher's community background (i.e., rural, suburban, or urban) because some aspects of teaching in a rural area are different than those in a more populous region (Azano & Stewart, 2015). Secondary school music educators are faced with issues such as low student enrollment numbers, fewer resources, lack of support, and geographic isolation (Bates, 2011; Causby, 2019).

The purpose of this pilot case study was to examine a rural band program in the southeastern United States seems to have overcome some of these challenges to potentially inform other rural music educators and music teacher preparation programs. Researchers conducted observations and interviews with two directors and two students. Themes of teacher personality, philosophical values, community engagement, and proactive processes emerged as significant contributors to success in this program. These themes are discussed through the lens of the Personal Investment (PI) Theory (Maehr & Braskamp, 1986), which has three elements: (1) sense of self, (2) perceived goals; patterns of behavior and engagement, and (3) facilitatin conditions; socio-cultural environment. Implications are made for rural music educators, future research, and music teacher preparation.

Publication Title

Qualitative Research In Music Education

Volume

4

Issue

1

First Page

32

Last Page

61

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