Date

9-17-2026

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Lori Danielson

Keywords

Music Education, Music, Education, Ensembles, Student-Teacher Relationships, Retention, Recruitment, Attrition, Ensemble, Middle School

Disciplines

Education | Music

Abstract

Although participation in music ensembles varies from school to school in the United States, many directors struggle to retain, let alone grow, the number of members that comprise their performance ensembles. This is often the result of scheduling, time constraints, financial obligations, and understanding the needs of student engagement. The purpose of this qualitative, ethnological study is to explore the impact of fostering meaningful relationships in middle school music ensembles and what role those relationships play in the retention of students. This study also investigates how students and teachers determine the meaningfulness of their relationships, the importance of those relationships in the student’s decision to continue or withdraw from ensemble participation, and to what degree various barriers to ensemble participation influence a student’s decision, especially when factoring in student-teacher relationship. Data was collected using student questionnaires, teacher interviews, and archival data/documents. Results indicate that fostering meaningful student-teacher relationships in middle school music ensembles has a positive impact on student retention.

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