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Abstract

This constructivist research aimed to learn key stakeholders' perspectives on the role of music programs and teachers in rural and urban school districts. Nine participants, including music teachers, administrators, and parents, representing four rural and urban locations were interviewed. Interviews were transcribed, checked, and revised by participants. Revised transcripts were analyzed and key concepts categorized into an NVivo 7 database. After the researcher sought additional participant input, an article draft was reviewed and critiqued by participants. Although the results cannot be generalized, participants' perspectives were influenced by the contextual factor of geographical location. The Developing Contextual Awareness (DCA) model was developed and proposed for increasing music educators' geographical and social awareness. The DCA model should be studied for a match to any local context and includes understanding music teachers' and music programs' roles, focusing on advantages and accepting challenges as opportunities, creating specific professional development goals, and committing to persistence.

Keywords

music education music teacher education rural music teaching urban music teaching

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Perspectives on Rural and Urban Music Teaching

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