An Investigation of Factors that Contribute to Discontinuing Instrumental Music

Instruction in Middle School

Megan R. Evans

ECU Master’s Thesis

NCMEA Convention

11/14/2011

Review of Literature

Recruitment and retention are essential for successful instrumental programs

Results of recruitment efforts may not be visible for several years

Study is warranted to make these efforts as successful as possible

Review of Literature: Recruiting

Should occur frequently, not once (Cole, 2010; Romines, 2003)

Directors should create recruiting plan, including: Defined goals Plan Evaluation of plan (Bazan, 2009; Romines, 2003)

Communication is key! (Include parents, students, and other teachers) (Albert, 2006; Bayley, 2004; Hamann, n.d.; Hurley, 1995; Mixon, 2005)

Details about the program may encourage parents to register student for beginning band (Fischer & Hamburg, 2001; Mixon, 2005)

Creating a recruiting video may be helpful (Romines, 2003; Schilf, 2008)

Review of Literature – Recruiting (cont.)

Directors must be mindful of students with low socioeconomic statuses and provide support when needed (Corenblum & Marshall, 1998; Wolfe, 1969)

Need to be highly visible at feeder schools and build positive relationships with future students (Bazan, 2009; Davis, 2009; Fischer & Hamburg, 2001; Hayes, 2005; Hurley, 1995; Mixon, 2005; Romines, 2003; Rowley, 2001; Schilf, 2008; Sedburry, 2008)

Average dropout rate between MS and HS is 50% (Hamann, n.d.; “How Many Students,” 2004; Wolfman, 2003)

Using peers to talk to future students can be very effective (Bazan, 2009; Fischer & Hamburg, 2001; Sedburry, 2008; “The Continuous Battle,” 2010)

Discuss social aspect of band with potential students (Baker, 2009; Wolfman, 2003)

Review of Literature – Recruiting (cont.)

Recruiting concerts at feeder schools are essential (Sedburry, 2001) Music performed should be fun and familiar (Fischer &

Hamburg, 2001) Use male and female students equally to speak and

demonstrate instruments (Cole, 2010)

Hands-on sessions are important (Bazan, 2009; Bazan, 2005)

Always strive to build positive relationships with all potential students!

Review of Literature - Retention

Students who stop taking classes in the arts seldom re-enroll (“How Many Students,” 2004)

Communication with all parties is still key (Cole, 2010; Corenblum & Marshall, 1998)

Must build positive relationships with students, set high standards, and give positive feedback in the classroom (Ackerley, 2009; Albert, 2006; Davis, 2009; Hurley, 1995; Mixon, 2005; Person, 2009; Stewart, 2005; Strouse, 2003)

Scheduling plays an essential role – directors should get involved! (Gamin, 2005; Hurley, 2009, Wolfman, 2003)

Directors must give support to ALL students

Review of Literature – Retention (cont.)

Directors need to nurture skills in all students, regardless of gender, race, home language (Mixon, 2005)

Private lessons can be beneficial (Hamann, n.d.; Stewart, 2005)

Socioeconomic status is large predictor of retention (Kinney, 2010; Klinedinst, 1991; McCarthy, 1980)

Build on strengths of community (Corenblum & Marshall, 1998; Mixon, 2005)

Provide basic necessities for band to students when possible (Albert, 2006; Fischer & Hamburg, 2001; Mixon, 2005)

Schedule practice time before or after school (Gamin, 2005; Mixon, 2005)

Instrumental music must appeal to and be accessible to all students! (“The Continuous Battle,” 2010)

Research Questions

What percentage of students decide to discontinue middle school band?

What are the specific factors that affect the discontinuation of middle school band?

Method

160 6th and 7th grade students from a Central NC county were eligible to participate from a variety of demographics (Corenblum & Marshall, 1998; Kinney, 2010; McCarthy, 1980)

123 students completed consent forms and participated in study

Questionnaire was developed containing both qualitative and quantitative aspects (Madsen & Duke, 1999; Madsen & Kelly, 2002)

3 band directors provided feedback on survey before it was administered

Survey was administered during class time Most students completed in 10 minutes or less

Results

123 students completed survey Data from 31 surveys were analyzed (only

those from students not intending to continue with band)

Resulted in 63 comments Placed in taxonomic structure

Taxonomic Structure of Comments

All 63 survey comments from students who did not intend to continue with instrumental music were printed onto individual sheets of paper

Comments were first placed in two categories: Internal or External Classroom Factors

From there, comments were broken down into smaller factors

Independent observer reviewed categories and discussed minor changes with researcher

Additional independent observer established a reliability of .85

Discussion/Internal Classroom Factors

75% retention rate in this study - higher than results from some previous studies (Gamin, 205; Hamann, n.d.; Hartley, 2009; “How Many Students,” 2004; Wolfman, 2003)

30 comments were Internal Classroom factors (48% of all responses)

Loss of Student Interest was largest factor Did not find band class fun Did not like having to complete practice charts

Discussion/Internal Classroom Factors (cont.)

Classroom Concerns (11 of 30 responses) Physical pain caused in class Class was too difficult or too easy Frustration with instrument breaking

Teacher Influence (4 responses) Discontinuation not because of band teacher

Discussion/External Classroom Factors

Contained 33 of the 63 responses on the surveys (52% of responses)

Scheduling – largest factor 17 comments from students Students want to take other classes

(computers, art, Spanish) but cannot fit current school into schedule

Discussion/External Classroom Factors (cont.)

Time Constraints (14 responses) Band interferes with after-school activities No time to practice and therefore cannot turn in

practice charts

Miscellaneous (2 responses) Family did not want student to participate Did not want to carry instrument back and forth

Discussion/Implications of the Findings

Two largest factors determining whether students will continue with instrumental music are scheduling and loss of student interest

Directors should be involved in the scheduling at their school and allow students to give input into the classroom when possible

Findings are also applicable for high school directors

References

For a full list of references, please visit http://iss.schoolwires.com/Page/35883