Sage Journals: Discover world-class research

Abstract

The purpose of this study was to examine K–12 instrumental music education in North Carolina. Specifically, we investigated course offerings, teacher demographics, teaching responsibilities, and music program funding. We administered a survey to the members of the North Carolina Music Educators Association listserv who indicated band or orchestra as their teaching area. Participants identified themselves as teachers of orchestra (n = 44), band (n = 173), or a hybrid of both (n = 17). Of schools that offered instrumental music, 95% offered band and 36% offered orchestra. More than 20% of orchestra teachers were “very likely to retire within 5 years.” The majority of teachers relied on fundraising to provide adequate music education for students. Results of this study were analyzed and compared to national averages reported in the Give a Note Foundation’s 2017 report: The Status of Music Education in United States Public Schools. Implications for orchestra teachers, music programs, music teacher preparation curriculum, and future research are discussed.

Keywords

orchestra string education string teachers orchestra status

Get full access to this article

View all access options for this article.

References

Abeel

(1995). The status of strings in Virginia: 1994 Results of a survey of the public schools [Unpublished master’s thesis]. George Mason University.

Abril

C. R.

Gault

B. M.

(2008). The state of music in secondary schools: The principal’s perspective. Journal of Research in Music Education, 56, 68–81. https://doi.org/10.1177/0022429408317516

Elpus

(2015). Music teacher licensure candidates in the United States. Journal of Research in Music Education, 63, 314–335. https://doi.org/10.1177/0022429415602470

Elpus

(2017). The status of music education in United States public schools. Give A Note Foundation.

Elpus

Abril

C. R.

(2011). High school music ensemble students in the United States: A demographic profile. Journal of Research in Music Education, 59, 128–145. https://doi.org/10.1177/0022429411405207

Gardner

R. D.

(2010). Should I stay or should I go? Factors that influence the retention, turn- over, and attrition of K-12 music teachers in the United States. Arts Education Policy Review, 77, 112–121. https://doi.org/10.1080/10632910903

Gillespie

Hamann

D. L.

(1998). The status of orchestra programs in the public schools. Journal of Research in Music Education, 46, 75–86. https://doi.org/10.2307/3345761

Gillespie

Hamann

D. L.

(2010). An investigation of new string programs established in American schools between 1999 and 2009. String Research Journal, 1, 25–38. https://doi.org/10.1177/194849921000100102

GovTrack.us. (2020). S. 1177 — 114th Congress: Every Student Succeeds Act. https://www.govtrack.us/congress/bills/114/s1177

10.

Hamann

D. L.

Gillespie

Bergonzi

(2002). Status of orchestra programs in the public schools. Journal of String Research, 2, 9–35. https://pdfs.semanticscholar.org/e501/ac3fc43f09ed532c8eeca14578b062882d7a.pdf

11.

Horvath

(1993). The state of strings in Ohio: Teacher profile, program structure, and implications for the future. Triad, 62, 36–38.

12.

Ihas

(2019). A mixed methods study on the status of school orchestra programs in Oregon: An explanation of inhibiting and promoting factors. String Research Journal, 9, 5–22. https://doi.org/10.1177/1948499219851144

13.

McKoy

C. L.

(2012). Effects of selected demographic variables on music student teachers’ self-reported cross-cultural competence. Journal of Research in Music Education, 60, 375–394. https://doi.org/10.1 177/0022429412463398

14.

National Association for Music Education. (2020). Arts education is essential.

15.

No Child Left Behind Act of 2001, 20 U.S.C. § 6319 (2011).

16.

Pembrook

Craig

(2002). Teaching as a profession: Two variations on a theme. In Colwell

Richardson

(Eds.), The new handbook of research on music teaching and learning (pp. 786–817). Oxford University Press.

17.

Sanderson

D. N.

Buzza

T. D.

Jannings

C. S.

Kim

Maurer

B. D.

Soderberg-Chase

(2019). A survey of music teachers’ working conditions. Research & Issues in Music Education, 15(1), 1–32. https://commons.lib.jmu.edu/rime/vol15/iss1/8

18.

Schmidt

C. P.

Baker

Hayes

Kwan

(2006). A descriptive study of public school music programs in Indiana. Bulletin of the Council for Research in Music Education, 169, 25–37. https://www.jstor.org/stable/40319308?seq=1

19.

Smith

B. P.

Mick

J. P.

Alexander

M. L.

(2018). The status of strings and orchestra programs in U.S. schools. String Research Journal, 8, 15–31. https://doi.org/10.1177/1948499218769607

20.

Smith

C. M.

(1997). Access to string instruction in American public schools. Journal of Research in Music Education, 45, 650–662. https://doi.org/10.2307/3345429

21.

Tast

R. L.

(2014). The status of public school orchestras in Kansas. String Research Journal, 5, 39–54. https://doi.org/10.1177/194849921400500003

22.

UNC Educator Quality Dashboard. (2020). https://myapps.northcarolina.edu/p12division/educator-quality-data-and-research-2/

Supplementary Material

Please find the following supplemental material available below.

For Open Access articles published under a Creative Commons License, all supplemental material carries the same license as the article it is associated with.

For non-Open Access articles published, all supplemental material carries a non-exclusive license, and permission requests for re-use of supplemental material or any part of supplemental material shall be sent directly to the copyright owner as specified in the copyright notice associated with the article.

0.00 MB

0.03 MB

Status of Band and Orchestra Programs in North Carolina

Abstract

Keywords

Get full access to this article

References

Supplementary Material