School of Music


Master of Arts in Music Education (MA)


Betty Melinda Damon


impoverished student, band curriculum, recruitment, retention


Education | Music | Music Education


Despite efforts in many schools to offer quality music education to all students, issues still prevent many minority students from participating in band programs. There are important and unique implications for minority students and students who live in poverty and their ability or desire to participate in a band program. Developing curriculum and teaching strategies to reach minority students and students living in poverty is one way to bridge the educational gap and provide an avenue for students to make a better way for themselves. The study examined existing literature to determine factors attracting or retracting this student population from band program participation. In the research, the obstacles found were financial constraints, family priority, and academics. The socioeconomic factor plays a significant role in students joining or staying in a band program. This qualitative historical study examined past patterns to understand the band curriculum's role in recruiting and retaining these students. With an understanding of the role of curriculum in the past, this study offers an outline of a curriculum approach to attract and retain impoverished minority students. The curriculum design followed the ADDIE method, including analysis, design, development, implementation, and evaluation. The research found that the curriculum choices should be culturally relevant, repertoire selected by students, and have varying genres.