Date

8-6-2025

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Rebecka Rose

Keywords

music education, marching band competitions, stakeholder perception, marching band

Disciplines

Music

Abstract

Despite numerous studies examining stakeholders’ opinions on the benefits of marching band competitions for students’ musical development, current research has not fully addressed how directors, parents, and administrators perceive musical success in relation to students' performance abilities. The purpose of this qualitative hermeneutic phenomenological study was to identify previously unexplored perspectives and determine the relationship between stakeholders’ perceived musical performance success at marching competitions and students’ actual musical performance abilities, specifically in terms of tone, intonation, technique, rhythm, balance, and musicianship, across schools of varying sizes. This study gathered data from directors, parents, students, and administrators using surveys and interviews. The six schools in the study consisted of two large, two medium, and two small schools. The study included evaluation of students’ tone, intonation, technique, rhythm, balance, and musicianship using the Alabama Bandmasters Association Music Performance Assessment Rubric. This study was essential because stakeholders, such as band directors and school administrators, often prioritize results at competitions over student musical achievement. The findings suggest that although marching band competition scores do not consistently reflect student musical performance abilities, stakeholders believe these scores are indicators of success. This study can provide broad insight into other art disciplines and the education profession. As society prioritizes test scores, ensuring that perceived musical performance success does not overshadow the quality of a student’s education is crucial.

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