Date

8-6-2025

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Lori Danielson

Keywords

music, education, storytelling, musical expression, community

Disciplines

Education | Music

Abstract

Despite research on technical pedagogical techniques to improve musicianship in students, there are still some non-conventional pedagogical approaches that educators have not researched in detail. Among these is purposeful storytelling to develop community and vulnerability in students to enhance musical expression and technique. This study sought to understand the impact of the music teachers' use of storytelling on high school music ensemble students. It also investigated storytelling's usefulness in developing music skills and techniques in students by forming positive learning environments. Guided by narrative design, this qualitative research study looked at the phenomenon of storytelling in the high school music classroom to understand its impact on student progress in terms of community, enthusiasm, and musicality. To illustrate the impact of storytelling, data was gathered from interviews with music teachers who use storytelling in the classroom. Their stories will be retold through the lens of narrative research design. This design may provide information on various relevant perspectives and determine how music educators can use storytelling as a pedagogical approach in the music classroom. This study has implications in the music classroom because it emphasizes community building as an essential part of the music experience in secondary schools in the United States. It can use the development of vulnerability as a building block for musicianship and technique. Moreover, these implications are relevant to any field requiring social interactions to achieve a unified goal.

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