Date

10-13-2023

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Nathan Street

Keywords

drumming, ensemble, social-emotional learning, extra-curricular

Disciplines

Education | Music

Abstract

The purpose of this phenomenological study was to examine the perceptions of students and parents/guardians regarding the effects on social-emotional learning of extra-curricular drumming ensemble participation while attending a Title I school in North Texas. The aim was to understand how participants and their parents/guardians perceived any changes to social and emotional development as a result of participating in a drumming ensemble beyond the traditional school day. The study was conducted at a Title I elementary school campus encompassing grades kindergarten through fifth in a suburban region of North Texas and concentrated on the fifth-grade students enrolled at that campus. Information collected from student self-assessment surveys provided insights into the immediate and cumulative influences of participation in drumming ensembles on the social-emotional development of fifth-grade students while also contributing to the greater body of research concerning the ways in which involvement in music ensembles affects social-emotional learning. The research was conducted by way of interviews with students and parents/guardians. The research engaged a qualitative hermeneutic phenomenological approach which utilized interpretive phenomenological analysis and included semi-structured interviews with fifth-grade drumming ensemble participants and their parents/guardians. Thematic analysis of student and parent/guardian interviews yielded perceptions by both participant groups of improvements in social-emotional development.

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