Graduate Thesis Or Dissertation


Creating Successful Community Music School Engagement Programs to Reach Socio-Economically Disadvantaged Communities: A Case Study of Three Models Public Deposited
  • In the wake of reduced funding for music education in Title 1 public schools, it is essential that community music schools create outreach programs that are well-developed, well-researched, and successfully reach the socio-economically disadvantaged communities that they serve (McDaniel, 2011). Three community music schools studied across the United States each feature vastly different models of engagement programming in socio-economically disadvantaged communities. Through interviews with outreach staff and detailed analysis, the author studies which models and their characteristics are successful in order to discern how to best bring music to these communities in a meaningful way. Based on the interviews and analysis, the author identifies eight major needs that community music schools face when bringing music outreach to disadvantaged populations. These needs are analyzed via Maslow’s Hierarchy of Needs and are categorized by importance according to the hierarchy. Of the needs evaluated, the need to foster belongingness in students through the curriculum is shown to be an often-overlooked aspect when designing music outreach. In the same way, societal constructs and hegemony regarding the tradition of music education and the participation therein operates on a somewhat exclusive level that frequently does not consider the needs or desires of the population served. It is with this foundation that the author recommends future research in the form of a long-term, immersive study that includes a larger and more diverse group of participants.

Date Issued
  • 2019-12-19
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Last Modified
  • 2020-01-13
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Rights Statement