Date of Award


Document Type

Masters Thesis

Degree Name


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


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.

Publication Statement

Copyright is held by the author. User is responsible for all copyright compliance.

Rights Holder

Sophie Ailsa Lewis


Received from ProQuest

File Format




File Size

75 pgs


Music, Music education, Education