Music Educator Views on String and/or Orchestral Participation in Alabama, Arkansas, Louisiana, and Mississippi

Abstract

The purpose of this study was to discover music educators' views on string music education by surveying active NAfME members in Alabama, Arkansas, Louisiana, Mississippi, and to compare results based on teaching area: string/ orchestra (SO) and non-string/orchestra (NSO). While statistically we cannot generalize results because of the response rate and numbers of SO and NSO teachers in our study, those who responded to our online survey support our hypothesis that fewer string/orchestra programs exist in our four focus states than other U.S. regions. Respondents agreed that string/orchestra programs would benefi t overall music programs, allowing for more student participation. However, results suggest some NSO teachers choose program preservation over music program diversifi cation, and ultimately student opportunities for music participation. The largest barriers to implementation of new programs were fi nancial costs and administrative support, then scheduling, availability of qualifi ed teachers, and lack of facilities. It is unclear if NSO teachers' views represent an "unspoken" barrier. Additional research to determine reasons for fewer programs is needed to increase the numbers of string/orchestra programs and enrollment in existing programs.

A Mixed Methods Study on the Status of School Orchestra Programs in Oregon: An Explanation of Inhibiting and Promoting Factors

“…Insufficient budget, scheduling difficulties, lack of administrative support, and a shortage of highly qualified music teachers were pointed out as major inhibiting factors. All of these reasons were proposed to be the main negative factors for the development of string programs in schools in previous studies (Abril & Gault, 2008;Gillespie & Hamann, 2010;Kuehne & Harrison, 2016). Strong parental and administrative support, sufficient funding, scheduling, and quality music teachers, on the other hand, were identified as promoting factors, which is also in accordance with findings of previous studies (Gillespie & Hamann, 2010).…”

“…Tast (2014) reported that 13% of school districts in Kansas offered string instruction, that 95% of orchestra teachers were White, and that 75% of teachers indicated a string instrument as their primary instrument. Kuehne and Harrison (2016) investigated music educators' views on the state of string/orchestra programs in four focus states: Alabama, Arkansas, Louisiana, and Mississippi. The findings suggested a teachers' perception that fewer school orchestra programs exist in these four states than in other parts of the country.…”

“…In their study on the state of music instruction in secondary schools at the national level, Abril and Gault (2008) reported standardized tests and No Child Left Behind as the factors that had the most negative impact on music programs. Kuehne and Harrison (2016) suggested that “the largest barriers to implementation of new [string] programs were financial costs and administrative support, then scheduling, availability of qualified teachers, and lack of facilities” (p. 83).…”

String Teacher Preparation Programs in the United States

“…These concerns may lead to a vital question: Can the current professional pipeline supply the demand for new string teachers? The current body of research suggests not (Hamman et al, 2002; Kuehne & Harrison, 2016; Schimek, 2002).…”