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Singing in School Culture: An Ethnog...

Bannerman, Julie Katherine.

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Singing in School Culture: An Ethnographic Case Study of a Secondary Choral Program.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Singing in School Culture: An Ethnographic Case Study of a Secondary Choral Program./
作者:	Bannerman, Julie Katherine.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2016,
面頁冊數:	238 p.
附註:	Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
Contained By:	Dissertation Abstracts International78-02A(E).
標題:	Music education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10160473
ISBN:	9781369153804

Singing in School Culture: An Ethnographic Case Study of a Secondary Choral Program.
Bannerman, Julie Katherine.

Singing in School Culture: An Ethnographic Case Study of a Secondary Choral Program. - Ann Arbor : ProQuest Dissertations & Theses, 2016 - 238 p.

Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.

Thesis (Ph.D.)--Northwestern University, 2016.

Participation in music programs is influenced by the educational context in which they exist. Examining contexts of music programs promotes understanding of participation patterns and gaps in music education related to issues such as socioeconomic class, gender, and academic achievement. This study examined a rural, secondary choral program and how it was situated within a school cultural context in order to examine how choir participation was enabled or impeded. An ethnographic case study design was used to explore the culture of the choral program and its interaction with the social and academic culture of the school. Data generation included interviews, non-participant observations, and document analysis. Participants included choir students, the choir teacher, parents, and school personnel.

ISBN: 9781369153804Subjects--Topical Terms:

3168367
Music education.

Singing in School Culture: An Ethnographic Case Study of a Secondary Choral Program.
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500 $a Source: Dissertation Abstracts International, Volume: 78-02(E), Section: A.
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520 $a Participation in music programs is influenced by the educational context in which they exist. Examining contexts of music programs promotes understanding of participation patterns and gaps in music education related to issues such as socioeconomic class, gender, and academic achievement. This study examined a rural, secondary choral program and how it was situated within a school cultural context in order to examine how choir participation was enabled or impeded. An ethnographic case study design was used to explore the culture of the choral program and its interaction with the social and academic culture of the school. Data generation included interviews, non-participant observations, and document analysis. Participants included choir students, the choir teacher, parents, and school personnel.
520 $a Singing in school was enabled by the choir program's convergence with school culture. The rural school district served a mixed socioeconomic student population and promoted middle class values with which the choral program aligned. Choir was valued as contributing to a well-rounded education. The choir teacher enabled participation via contextually responsive teaching, developing and maintaining the choral program through positive interaction with the school and community context. The teacher's philosophy and approach to the social and academic culture of the program additionally enabled participation. Choral participation generated positive musical, social, and personal meanings for students.
520 $a Singers faced impediments to choral participation related to curricular tracks with associations related to socioeconomic status, academic achievement, and gender. Male singers cited gender norms as impediments to their participation that they negotiated in part by drawing upon school values. School personnel did not problematize all impediments. Some, however, were actively addressed such as those for students with special needs, academic challenges, and financial hardships. This research reveals how impediments to choral participation can be embedded in curricular structures and in cultural beliefs. Attention to how music programs are situated in school cultures aids in understanding contextually responsive teaching and how music teachers and programs function within wider cultures of learning.
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