Article
A grounded theory of musical independence in the concert band
Journal of Research in Music Education
(2020)
Abstract
Defined as the ability to engage in music activities on one’s own, musical independence
is a frequent goal of music education. This yearlong study investigated musical
independence within concert bands through interviews and observations of participants
of secondary programs that included musical independence as a primary objective.
Constructivist grounded theory analyses of the participants’ experiences led to a
model of musical independence that included three interrelated outcomes: student
agency, critical decision making, and lifewide/lifelong musicianship. These outcomes
were the result of specific instructional practices that utilized cognitive modeling,
scaffolded instruction, and authentic, regular, student-led music-making in curricular
ensembles to promote student agency and decision making. These instructional
practices relied upon preconditions for independence, including musical, social, and
21st-century skills foundations frequently found in large-ensemble classrooms. This
study provides a model that can be situated within current large-ensemble practices
to support the development of musical independence.
Keywords
- musical independence,
- cognitive apprenticeship,
- grounded theory,
- concert band
Disciplines
Publication Date
Spring April, 2020
DOI
10.1177/0022429419897616
Citation Information
Brian N. Weidner. "A grounded theory of musical independence in the concert band" Journal of Research in Music Education Vol. 68 Iss. 1 (2020) p. 53 - 77 Available at: http://works.bepress.com/brian-weidner/8/