Date
8-20-2026
Department
School of Music
Degree
Doctor of Music Education (DME)
Chair
William Garrett
Keywords
educational travel, performance-based travel, rural music education, student motivation, ensemble cohesion, social development, qualitative case study, Central Wisconsin
Disciplines
Education | Music
Recommended Citation
Rewerts, Andrew Ford, "Beyond the Stage: Rural Music Educators' Perceptions of Educational Travel" (2026). Doctoral Dissertations and Projects. 8844.
https://digitalcommons.liberty.edu/doctoral/8844
Abstract
Despite the recognized value of educational travel for student musicians, research on performance-based trips for middle and high school ensembles, particularly in rural communities, remains limited. This gap in the literature hinders understanding of how travel experiences can benefit students in these unique contexts, where financial constraints, geographic isolation, and smaller ensemble sizes can limit access to performance-based travel opportunities. Rural student musicians may consequently miss out on potential benefits, including enhanced motivation, ensemble cohesion, and social development. The purpose of this qualitative case study was to examine rural middle and high school music ensemble directors' perceptions of how performance-based educational travel relates to student motivation, ensemble cohesion, social development, and the barriers and strategies associated with such travel in Central Wisconsin. Data were collected through a written survey instrument with open-ended questions and supplemented by descriptive Likert-scale items from four purposively selected rural band, choir, and orchestra directors. Thematic analysis was applied to written responses, with Likert data serving as descriptive contextual support. Findings showed that performance-based travel offers benefits well beyond the stage, as perceived by practicing rural music educators, including meaningful gains in student motivation and ensemble culture. This study contributes to the body of music education literature by revealing the unique experiences of rural programs and offering practical strategies to help educators advocate for and facilitate equitable access to transformative travel experiences.
