Date

8-9-2024

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Jerry Newman

Keywords

Band, High School, Music, Education, Administration Community, Ethnography, Fine Arts, Inner-City, Qualitative, Title-I, Support

Disciplines

Education | Music

Abstract

This qualitative ethnographic research investigated the fundamental unsubstantiated relationship related to parental involvement, community support, and school administrative substructure amid two inner-city Title-I high school band programs. This qualitative research embraced an ethnographic process managed by anthropology and sociology approached framework geared to study cultural responses over some time based on similar analytical cultural statistics. This study depicts the socioeconomic domain of a high school band community, highlighting key factors that add to the success and decline of the inner-city and Title-I high school band programs. It was conducted within Memphis, TN, within the North Memphis region, outlining the Raleigh, Douglas, and Berclair areas. Inner-city music programs may significantly increase the success rate of at-risk high school students by creating opportunities for higher education, engaging socially by requiring participation within the community, and earnestly developing discipline as active high school bandsmen. Despite the diverse respects of Fine Arts throughout the Memphis-Shelby County Schools (MSCS), all students in Memphis, TN, must engage in a Fine art elective such as art, dance, choir, or band. Still, ultimately, some form of music overshadows Fine Arts prerequisites. Findings will intentionally reveal relevant traits that contribute to the results of their relatively identical climate within MCSC high school band programs as it relates to support from parents, community, and school administration.

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