In this descriptive study, researchers surveyed choristers ( N = 630) from 16 mid-level collegiate choirs nationwide to investigate their perceptions and behaviors as they related to the strategies used by directors to facilitate ensemble identity. Also investigated were the factors affecting choristers’ dedication to choir and their intentions regarding future enrollment in the choral program. Results indicated that mid-level collegiate choristers hold very diverse opinions regarding the effectiveness of directors’ strategies. While participants indicated that many factors influenced their dedication to choir, those same factors did not directly affect reenrollment. Data indicated that choristers were dedicated when they did not have conflicts; felt committed; had an engaging, dedicated, and encouraging full-time faculty instructor; viewed the repertoire and ensemble as quality; and built friendships. Choristers who wanted to remain in their mid-level ensemble primarily cited the influence of personal and external factors followed by musical factors. Those who wanted to move into a different choir primarily sought the prestige of performing in a top-level choir.

In this qualitative case study, we used participant observation and interviews to examine Violet, a Flemish string youth orchestra. In doing so, we identify the qualities that constitute an ‘eclectic’ ensemble space, herein defined as a musical environment that uses a blend of informal and formal learning practices. Moreover, we emphasize how members benefit musically, socially, and personally from such spaces. Our findings suggest that a blend of eclectic practices create a music space that promotes social engagement, social interaction, and peer learning among members. Additionally, eclectic music spaces allow for personal development and nurture self-appreciation. An eclectic ensemble space thus provides a rich alternative to more traditional forms of music ensemble instruction.

At the collegiate level, directors implement specific strategies to help choristers of mid-level ensembles build a strong sense of identity, thereby promoting a choral experience with intellectual, psychological, emotional, social, and musical benefits. This study examined if such strategies applied only to mid-level ensemble choristers or if they could be generalized to other choral ensembles, specifically those considered top level. We surveyed members of top-level choral ensembles (N = 337) from 8 collegiate institutions in 6 different regions of the United States. Results indicated that although top- and mid-level collegiate choristers share similar values when constructing ensemble identity, these values do not translate into the same kind of dedication and enrollment factors. Top-level choristers tended to identify more, feel more dedication to, and want to remain with their current choirs. In contrast, mid-level choristers often enjoyed their choral experience but were more mobile and in greater pursuit of prestige.