Date
8-20-2026
Department
School of Music
Degree
Master of Arts in Music Education (MA)
Chair
John Wilkerson
Keywords
Theory-based instruction, practice-centered learning, music education, student motivation, student engagement, learning outcomes, middle school general music
Disciplines
Music
Recommended Citation
Cavanagh, Charmian, "Comparing Student-Centered and Traditional Approaches in Mandatory Middle School Music" (2026). Masters Theses. 1527.
https://digitalcommons.liberty.edu/masters/1527
Abstract
The purpose of this applied research study is to examine the effectiveness of a traditional theory-based music curriculum compared with an alternative, practice-centered curriculum on the motivation, engagement, and learning outcomes of middle school students enrolled in mandatory general music classes at an inner-city school in Camden, New Jersey. Theory instruction has long served as a foundation of music education; however, many students in required general music settings demonstrate low engagement and limited long-term connection to musical study. Research will explore whether a curriculum that prioritizes creativity, cultural relevance, and active music-making better supports student interest and achievement. Findings will provide music educators with data-driven guidance for developing curricula that more effectively motivate students in mandatory music courses. In addition to measuring student motivation and engagement, the study will examine whether practical music-making experiences contribute to a stronger understanding of core musical concepts. By comparing outcomes between two instructional approaches, the study aims to provide insight into how different curricular models influence student attitudes toward music learning.
The theoretical significance lies in potential implications for pedagogy within urban general music programs. Historically, music education has emphasized systematic study of notation and theory, yet contemporary scholarship increasingly advocates for student voice, creative exploration, and culturally responsive practices. Empirical analysis of student motivation and academic growth will contribute to ongoing conversations about whether theory-centered instruction remains most effective for current middle school learners. Findings may also help clarify how pedagogical approaches influence student perceptions of music as either an academic subject or a creative and expressive discipline. Understanding these perceptions is particularly important in mandatory music settings, where student interest and prior musical experience may vary widely. The practical significance of this study extends to curriculum design and instructional implementation in inner-city schools. Results have the potential to encourage educators to adopt models that foster meaningful participation, sustained engagement, and long-term musical involvement. All students deserve access to music education that inspires continued participation beyond required middle school coursework and fosters a lifelong appreciation for music. Additionally, outcomes from this research may assist school administrators and curriculum developers in making informed decisions about instructional priorities in general music programs. Evidence gathered through the study provides a framework for teachers seeking to balance theoretical knowledge with experiential learning opportunities that resonate with diverse student populations.
