Band, belonging, and becoming: a music educator's self-study
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Abstract
This study explores how reimagining high school wind band instruction through Communities of Musical Practice (CoMPs) and praxial music education can transform student experiences of identity, belonging, and collaboration. Using action research (AR) over twelve weeks in a suburban Title I school, thirty-five students engaged in three student-centered modes: small-group composition, collaborative repertoire selection, and chamber ensemble work. Findings indicate that shifting from a historically commonplace, top-down rehearsal model to a more collaborative, facilitative approach fostered student agency, peer mentorship, and emotional investment. Students reported greater identification as creative contributors, deeper connections with peers, and increased confidence in musical decision-making. These outcomes were especially meaningful for students from marginalized backgrounds, who described the ensemble as a space of trust and support. However, this shift also surfaced tensions, particularly around relinquishing traditional authority, navigating unfamiliar roles, and balancing structure with student autonomy. The study also documents the researcher’s evolution as a band director, moving from a conductor-centered model toward a more responsive, relational teaching practice. Letting go of control encouraged students to co-create meaning and revealed new possibilities for musical and personal growth.
Implications include strategies for equitable curriculum design, expanded teacher roles, and fostering CoMP-like environments that promote participation, leadership, and shared ownership. While limited to a single context, this study contributes to music education scholarship advocating for ethical, inclusive, and student-centered ensemble practices. Ultimately, it affirms that band classrooms can be powerful spaces for cultivating identity, community, and human flourishing through shared musicking.
Description
2025