Date
12-19-2024
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Lori J. Danielson
Keywords
Music Education, Community Partnerships, Specials, Educational Collaboration
Disciplines
Educational Methods
Recommended Citation
Richardson, Malcolm S., "United in Purpose: Establishing Community Partnerships Amongst District-Level Music Education Programs and After-School Music Organizations in Delaware" (2024). Doctoral Dissertations and Projects. 6415.
https://digitalcommons.liberty.edu/doctoral/6415
Abstract
Despite the benefits of Music Education Programs in Delaware, there was a critical need to build community partnerships to enrich the music learning experience for all participants. This research explored implementing change by connecting with community leaders and organizations. It gathered perspectives from music educators, students and their parents, school administrators, community organization leaders, and after-school program directors. A qualitative, programmatic evaluative approach was applied to examine the impact of these community partnerships between district-level music programs in Delaware. The study addressed the purpose and framework of alliances, the need for establishing and maintaining them, and potential barriers to sustainable partnerships. It included a review of relevant literature and personal interviews with Brandywine School District (BSD) administrators, music educators, students, community organizations, and stakeholders of after-school music programs. Results indicated a strong desire for additional music activities in schools and the critical role of after-school programs. Collaborations with a few community music organizations have positively impacted student engagement and learning outcomes. However, scheduling conflicts and the marginalization of music classes labeled “specials” presented significant barriers. To address these issues, the study recommended offering multiple sections of music classes at different times and rethinking the terminology used for music education. By analyzing personal testimonies and thematic literature on community partnerships in music education, this research highlighted the value of fostering a sense of belonging through music education facilitation, community engagement, and support for music learners and practitioners. It aimed to inspire music educators to develop rigorous curricula, design workforce development programs, utilize resources and professional development, and build a community united in purpose.
