Date
6-17-2026
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
Heather Howard-Hannock
Keywords
music industry, music education, partnerships, community, resources, funding
Disciplines
Music
Recommended Citation
Davis, Kayla Renee, "Bridging the Holler: A Case Study of One Rural Appalachian Music Educator’s Engagement with Grants and Organizations" (2026). Doctoral Dissertations and Projects. 8618.
https://digitalcommons.liberty.edu/doctoral/8618
Abstract
This qualitative case study examines how partnerships with music organizations can support a rural music educator in a West Virginia county. The teacher’s needs were identified through an initial survey, interviews, and follow-up conversations, revealing four primary challenges: limited access to instruments and materials, barriers to recruitment and retention, isolation and constraints associated with itinerant teaching, and a need for culturally relevant curricular resources. Based on these findings, the researcher connected the teacher with organizations whose missions aligned with these areas: the West Virginia Music Educators Association for professional development and project grants; Be Part of the Music for recruitment tools and parent communication resources; and the International Bluegrass Music Association, which provides culturally relevant instructional materials and funding for bluegrass-focused activities. Post-survey feedback provided insight into the teacher’s interest in integrating technology, such as building a piano performance lab, incorporating music software, shifting away from performance-oriented projects, and expanding curricular offerings. The educator’s awareness of funding opportunities and curricular possibilities increased, and the educator began implementing new instructional strategies, such as incorporating Appalachian musical traditions into general music classes. This study also provides a curated list of grant programs and partnership resources tailored to rural Appalachian music educators. The findings emphasize the importance of strategic partnerships to address challenges within rural Appalachian schools, drawing on themes identified through educator interviews. This study contributes to the limited body of research on music programs in rural Appalachia and offers a practical model for leveraging external partnerships to enhance instructional capacity and student access.
