A grounded theory of musical independence in the concert band

Document Type

Article

Publication Date

April 2020

Publication Title

Journal of Research in Music Education

First Page

53

Last Page

77

DOI

10.1177/0022429419897616

Abstract

Defined as the ability to engage in music activities on one’s own, musical independenceis a frequent goal of music education. This yearlong study investigated musicalindependence within concert bands through interviews and observations of participantsof secondary programs that included musical independence as a primary objective.Constructivist grounded theory analyses of the participants’ experiences led to amodel of musical independence that included three interrelated outcomes: studentagency, critical decision making, and lifewide/lifelong musicianship. These outcomeswere the result of specific instructional practices that utilized cognitive modeling,scaffolded instruction, and authentic, regular, student-led music-making in curricularensembles to promote student agency and decision making. These instructionalpractices relied upon preconditions for independence, including musical, social, and21st-century skills foundations frequently found in large-ensemble classrooms. Thisstudy provides a model that can be situated within current large-ensemble practicesto support the development of musical independence.

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