Understanding Participation in Secondary Music Classes: A Literature Review

Abstract

Sustaining and increasing participation in secondary music classes has been a regular topic of discourse within the field of music education. Music researchers and professionals have recently addressed specific issues related to music participation such as access to music classes, policy initiatives, and student interest in the music curriculum. This review of literature is an exploration of student enrollment trends in secondary music classes and a broad examination of the many factors that influence student enrollment decisions. In this review of literature, I frame music participation as a complex issue where multiple factors influence enrollment in secondary music classes. Next, research on the structural, interpersonal, and intrapersonal factors that affect music participation are presented. Finally, I address how music teachers and advocacy leaders might direct their efforts to support and increase music participation.

Supporting English Learners in Music Classrooms

“…Barriers to music participation for EL students, particularly those with lower levels of English proficiency or with lower academic achievement, may exist in secondary contexts when students are prevented from participating in music electives due to conflicts in scheduling with English language classes or when students enter course patterns that prevent access to music electives. 17 In a case study of a high school with a large newcomer population, few of these students were enrolling in elective choir classes. 18 The researcher identified advising practices and scheduling barriers as impacting these students' access to choir.…”

Research-to-Resource: Two Motivation Frameworks for Encouraging School Choral Participation

“…Barriers represent a complete lack of access to music classes rather than conflicts of energy, obligations, or interests. Although many barriers occur at a macro-level (e.g., state funding and lack of access in small schools/charter schools/low-SES schools), there are school-level barriers as well (Pendergast, 2020). First, consider if your scheduling practices block students from certain academic tracks, special education classes, or English-Language Learning classes from participating in the choral program (Cowell & Glossenger, 2021; Elpus, 2013; Verhoeven et al, 2019).…”

Adopting an Organismic Perspective on Adolescent Academic Motivation for Instrumental Ensemble Participation

“…For example, an adolescent may exhibit behaviors that are readily accepted and mirrored by the aggregate population of students in that school and that of parents (M. P. McCormick & Cappella, 2014). Moreover, middle school students selectively apply ability appraisals from peers, parents, and teachers in their efforts to manage expectancies for academic success (McPartlan et al, 2020;Pendergast, 2020). Although academic motivation ebbs and flows over time, changes in academic motivation may also be moderated by parents, peers, teachers, and more stable characteristics such as aptitude, gender, and personality (Eccles, 2011;Freer & Evans, 2018;Oga-Baldwin et al, 2017).…”

“…Music education researchers have faced difficulty interpreting the “intersecting factors” that influence music participation, thus limiting the development of practical suggestions for music teachers (Pendergast, 2020, p. 39). Ensemble participation has often been related to high competency levels in music and achievement in other subjects as strong indicators of future enrollment (Corenblum & Marshall, 1998; Hartley & Porter, 2009; Kinney, 2009; Klinedinst, 1991), while structural elements of the music program, peers and parents, and student interests have also been associated with retention (Stewart, 2005; Warnock, 2009).…”