Date

8-20-2026

Department

School of Music

Degree

Doctor of Music Education (DME)

Chair

Lori Danielson

Keywords

music, language education, rhythm, bilingual education

Disciplines

Music

Abstract

This dissertation investigated the implementation of second-language education strategies by middle school band directors, drawing on the theories of Jean Piaget, Noam Chomsky, Benjamin Bloom, Howard Gardner, and Lev Vygotsky, among others. This study sought to examine participating band directors' perceptions regarding the implementation of second-language education practices for beginning band students. In parallel, this dissertation sought to quantify the competition results of the surveyed middle school band directors, particularly in sight-reading competitions. The study employed a robust mixed-methods design, commencing with a qualitative survey of middle-school band directors to gather data on the implementation of various second-language acquisition strategies, such as communicative language teaching, task-based language teaching, and total physical response, and on the band directors’ perceived benefits. The surveys evaluated the band directors’ current use and perceived effectiveness of these strategies. The central objective of this study was to identify highly effective approaches to teaching rhythmic vocabulary by addressing the perceived limitations of traditional music education methods, thereby bridging gaps in currently accepted pedagogical models. This research aimed to transform pedagogical practice in music education and other disciplines that rely on structured learning and cognitive development frameworks, thereby contributing significantly to the academic community and music educators.

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