Date

12-19-2023

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Brian Stiffler

Keywords

rural, band, northern New York, grounded theory, advantages, perceived problems, recruitment, retention

Disciplines

Music

Abstract

Teaching instrumental music in rural northern New York presents unique advantages and problems for music educators. While most research highlights obstacles to teaching in a rural area, this study identifies the unique positive aspects of working in this environment. Educators often overlook the opportunities and benefits within small, rural schools. Directors and students can define and find success in multiple ways within these rural band programs. This qualitative study examines the opinions, feelings, and experiences of those who teach band in rural northern New York. The research focuses on the perceived advantages of directing an instrumental ensemble in a rural setting. Teachers may succeed through program growth, community involvement, or close relationships among students and staff within a school. These schools often utilize many local and community resources that may not be available in suburban or urban areas. Surveys distributed to band directors in northern New York provide perspectives into teaching practices and current successes and challenges affecting educators. Results from this grounded theory study can guide professional development, music education advocacy organizations, and self-reflection among educators. This study can also aid in developing teacher recruitment strategies in rural school districts. Information provided by this study can serve music educators and rural school districts in various capacities.

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