The Benefits of College Marching Bands for Students and Universities: A Review of the Literature

Abstract

College marching bands are a large and visible part of American music education. Institutions of higher learning have benefited from the existence of marching bands, as they serve as a powerful recruitment tool and an essential public relations vehicle for music departments and universities. The benefit students may receive from marching band participation is influenced by a variety of social and educational factors. This article is a review of literature on the benefits of marching bands and band participation for universities and college students. The review is organized as follows: (a) brief introduction and methodology, (b) benefits for colleges and universities, (c) benefits for college students, (d) challenges for college students, and (e) summary and recommendations. This article presents scholarship on the possible benefits of marching bands for students and universities in an effort to aid recruitment and inform administrators of the value a marching band brings to their school.

The Perceived Influence of Social Media on High School Band Students’ Decision to Participate in a College Marching Band

“…At institutions of higher learning, Chen (2011) stated that student participation in instrumental music ensembles comprises a substantial amount of activity in music education. Cumberledge (2017) detailed how marching bands are often the largest and most visible instrumental music ensemble on campus and play a significant role in music education at colleges and universities. Williamson (2009) reported that college marching bands contribute to student learning and development.…”

“…The enjoyment of making music as a lifelong venture is a primary goal for music educators and has been an ongoing topic of interest in music education (Madsen, 2000). Cumberledge (2017) reported that marching bands are a vibrant part of music education at colleges and universities. Marching bands provide ample opportunities for continued musical growth, express an enjoyment of music, and cultivate social interaction at a critical period in students' lives (Cumberledge & Acklin, 2019;Kelly, 2019;Williamson, 2009).…”

“…Haynie (1971) defined music education in marching bands as activities in which the primary purpose is the development and cultivation of musical disciplines or the enlargement of musical taste in participating students through exposure to all types of repertoire. Directors of musical college marching bands, where repertoire is thoughtfully and thoroughly chosen, rehearsed, and performed, have been found to provide an education that is both musically provocative and engaging to students (Cumberledge, 2017). Researchers (Gouzouasis & Henderson, 2012; LaRue, 1986; Rogers, 1982) have suggested that marching band participation enhances students’ music learning, exposes students to a variety of musical styles, and develops overall musicianship.…”

“…For this musicianship to continue, college marching bands must recruit high school band students. Cumberledge (2017) stated that recruitment is central to the sustainability of college marching bands, for the benefit of students and university music education programs. With the recent advent of social media, Rutter et al (2016) reported that colleges and universities are using this interactive technology to attract prospective college students.…”

Band Together: How College Marching Band Students Perceived Community During the COVID-19 Pandemic

“…Marching band, primarily a vehicle for music learning and performance, is also an inherently social activity (Alosi, 2012; Brennan, 2018; Cumberledge, 2017; Weren, 2015). Researchers have reported that marching bands present opportunities for students to form a sense of community by working together across many ages (Ma & Hall, 2018), spending copious amounts of time together (Cumberledge, 2015; Dagaz, 2010), and creating a setting that welcomes students with varied sociocultural backgrounds (Carter, 2013).…”