Date
9-17-2026
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Jerry Newman
Keywords
Elementary Music Scheduling, Preparedness, readiness, scheduling, vertical alignment, curriculum
Disciplines
Education | Music
Recommended Citation
Mock, James, "The Effects of Elementary Music Scheduling and Vertical Alignment on First-Year Middle School Ensemble Readiness: A Study of Music Teacher Perceptions" (2026). Doctoral Dissertations and Projects. 8894.
https://digitalcommons.liberty.edu/doctoral/8894
Abstract
Students entering middle school encounter many changes in how music is taught and organized. During this transition, music students are introduced to a greater emphasis on ensemble performance. These students enter middle school with diverse backgrounds in musical training and knowledge. Additional factors affecting students’ musical development include funding, socioeconomic background, and demographics. Elementary music scheduling and program vertical alignment may also influence students’ preparedness as they enter middle school. To become highly successful in music ensemble performance, students must have appropriate prior musical training before entering middle school.
This qualitative study will examine how elementary music schedules and vertical alignment affect middle school music students’ preparedness. Using a qualitative model with a hermeneutic-phenomenological research design, the study will collect questionnaire data and personal perspectives from music educators to investigate the potential relationship between elementary music scheduling, vertical alignment, and middle school student preparedness. Data collection will include music educators representing different demographics, socioeconomic backgrounds, and geographical areas. The findings may provide music directors and administrators with recommendations for improving elementary music scheduling and harnessing the benefits of vertical alignment to better prepare students as they enter middle school music ensembles.
