Date of Award
Assessment, Education, Music, Pedagogy, Reform, Student
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.
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Lewis, Sophie Ailsa, "“This Rigid Curricular Way”: Evaluating Expectations in Collegiate Music Education" (2022). Electronic Theses and Dissertations. 2061.
Received from ProQuest
Sophie Ailsa Lewis
Music, Music education, Education