Date

5-1-2025

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Brian Stiffler

Keywords

applied research study, modern band, popular music education, pedagogical practices

Disciplines

Music

Abstract

The purpose of this study was to investigate the impact of modern and traditional pedagogical approaches on student development of music engagement and learning in the Prospect Mountain Schools system during and after high school. Student retention is critical to maintaining music programs; therefore, educators must discover ways to motivate students to continue participating in general music and ensemble courses. Combining modern and traditional pedagogical approaches creates learning experiences that inspire students to continue playing music throughout their lives, both during and after high school. One of these pedagogical practices is incorporating popular music into the classroom, which can enhance student relatability and connection to the music. This applied research study surveyed current music students in grades 6-12 and alumni and interviewed district music teachers to compare various music pedagogical approaches for general and instrument-specific courses. The goals of this study were to explore the factors that influence continued student music engagement during and after high school and to discover which approach fosters a vital connection to music, thereby impacting the overall educational experience. This study found that blending the worlds of modern and traditional approaches enhanced the educational experience, encouraged students to continue engaging with music after high school, and increased the likelihood of providing a well-rounded education, a key goal in K-12 public education. The findings suggest that incorporating both modern and traditional pedagogical approaches into the curriculum creates experiences that inspire musical involvement both during and after high school.

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