Successful High School Band Programs in Low Socioeconomic Schools and High Socioeconomic Schools

• Other Authors: Deisler, Ann M. (authoraut)
• Format: Others
• Language: English; English
• Published: Florida State University
• Subjects: Music
• Online Access: http://purl.flvc.org/fsu/fd/FSU_migr_etd-0784

The purpose of this study was to compare the characteristics that influence the success of high quality band programs in schools having a large proportion of economically disadvantaged students (LSES) and schools having a small proportion of economically disadvantaged students (HSES). Perceptions about the causes for success of the band program were examined, along with the relationship of perceptions among participants at schools having LSES and HSES status. Further examined were students' value of the music program in their lives along with the teachers' and principals' perceptions of the value of the music program for the students. High school students (n=414), band directors (n=10), and principals (n=10), rated thirty-two questions about perceptions for success of the band program using a seven-point Likert-type rating scale, rank-ordered a check-list of perceptions of the success of the band program, and rated twelve statements about the value of participation in band using a seven-point Likert-type rating scale. At the end of the questionnaire, many participants wrote comments indicating their perceptions. Results indicated students, teachers and principals perceived "Band director's high expectations" had the most influence on the success of the band program. Other characteristics with highest mean scores common to all three groups were, "Band director's knowledge," and "Tradition of success." Likewise, "Student private lessons" was perceived by all three groups to have very little influence on the success of the band program. Other characteristics within the lowest mean scores and common to the three groups were "Successful fundraisers," "Adequate funding," "Quality feeder schools (middle schools)," and "Other directors coming in to help." Students rated the statements "It has given me musical experiences" and "It has taught me musical skills," to most reflect the value of band in their lives, while band directors perceived "It teaches them life skills," as most reflective and principals perceived "It gives them a place to belong." Students perceived "It gives me a reason to come to come to school" as the least reflecting the value of band in their lives. Overall, students from LSES schools perceived most of the statements to reflect the value of band in their lives to a greater extent than the students from the HSES schools. === A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. === Degree Awarded: Summer Semester, 2011. === Date of Defense: June 15, 2011. === Music Edcuation, Successful, Socioeconomic, Status Band === Includes bibliographical references. === Steven N. Kelly, Professor Directing Dissertation; Deborah Bish, University Representative; Judy K. Bowers, Committee Member; Alice-Ann Darrow, Committee Member.