Date of Award
2022
Document Type
Masters Thesis
Degree Name
M.A.
Organizational Unit
College of Arts Humanities and Social Sciences, Lamont School of Music
First Advisor
Aleysia Whitmore
Second Advisor
Joshua Hanan
Third Advisor
Norma Hafenstein
Fourth Advisor
Jack Sheinbaum
Fifth Advisor
Jonathan Leathwood
Keywords
Assessment, Education, Music, Pedagogy, Reform, Student
Abstract
Conversations surrounding curricular reform are abound in music education today. Much of the literature on this topic explores how professors can adapt their teaching practices to the presumed needs of students in the classroom, but student voices are infrequently centered in these discussions.
This thesis examines the study of music in the collegiate setting from the student perspective. Using a survey which I designed and interviews that I conducted, I examine the disconnect between student values and those of the institutions they attend. I then put these student perspectives in conversation with existing literature.
I discovered that student experiences revolve around three main themes: representation, assessment, and burnout. My data suggest that student perceptions of what institutions and faculty value do not align with what student’s value. I argue that music departments could address this disconnect in the following ways: increasing representation, reimagining assessment, and managing workload which could enable music institutions to foster healthier relationships with music education.
Publication Statement
Copyright is held by the author. User is responsible for all copyright compliance.
Rights Holder
Sophie Ailsa Lewis
Provenance
Received from ProQuest
File Format
application/pdf
Language
en
File Size
75 pgs
Recommended Citation
Lewis, Sophie Ailsa, "“This Rigid Curricular Way”: Evaluating Expectations in Collegiate Music Education" (2022). Electronic Theses and Dissertations. 2061.
https://digitalcommons.du.edu/etd/2061
Copyright date
2022
Discipline
Music, Music education, Education