A grounded theory of musical independence in the concert band
Journal of Research in Music Education
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.
Weidner, Brian, "A grounded theory of musical independence in the concert band" (2020). Scholarship and Professional Work – Arts. 33.