Symphonic Engagement: A Case Study of Extra-curricular Engagement in String Orchestras

• Main Author: Leong, Tony Nam-Hai
• Other Authors: Booth, David
• Language: en_ca
• Published: 2010
• Subjects: Music; Education; String Education; Engagement; 0522; 0413
• Online Access: http://hdl.handle.net/1807/24810

Symphonic Engagement is a longitudinal study spanning six years, investigating the reasons and benefits for, and the impact on twelve urban public school students who decided to use their free time to participate and be engaged in extra-curricular activities in string orchestras. Literature and research inform us that the arts can play a significant role in the curriculum, inside and outside school, and this study discusses: the connection of the music curriculum to students’ future lives after secondary school graduation; the place of music education in the curriculum; music in our society; music and the brain; the effect of after-school programs on student engagement; and the pedagogy of arts education. Case study is the qualitative methodology used in this research. Data comes from interviews, field notes, and questionnaires that explore and interrogate the issues surrounding music education. Twelve young participants, from different gender, ethnic, and socio-economic backgrounds, were interviewed about their lived experiences and involvement with string orchestras, and on the ways in which these experiences have affected them as students and as members of society. The analysis of the data reveals connections between the author’s arts experiences in the public school system, and those of the twelve students interviewed. The teacher-student relationship, equity, family influence, and technology are discussed as factors that can strengthen programs for youth, by deepening engagement in school experiences. This study explores why some teachers and students choose to participate or become engaged in extra-curricular activities and examines the impact on educational communities, on the future direction of string education, and on the relationship of the teaching/learning experience.