Prioritizing Relevancy in the Secondary Choral Classroom
Open Access
- Author:
- Works, Marissa Anne
- Area of Honors:
- Interdisciplinary in Advertising/Public Relations and Music Education
- Degree:
- Bachelor of Music Education
- Document Type:
- Thesis
- Thesis Supervisors:
- Dr. Linda Carol Porter Thornton, Thesis Supervisor
Ann Marie Major, Thesis Honors Advisor
Bryan Nichols, Faculty Reader
Dr. Linda Carol Porter Thornton, Thesis Honors Advisor - Keywords:
- Music Education
Relevancy
Public Relations
Education
Music
Choir
Choral Classroom
News Values - Abstract:
- The purpose of this study was to further understand how high school choral conductors could make their curriculum most relevant to students. Associated research questions explored whether anyone over the age of eighteen with one year of experience in high school choir found their experiences relevant and why, what was most memorable, and if they felt the curriculum reflected or intersected with their daily lives. Further, the research aimed to uncover how choral programs could become most relevant, and if students have preferences regarding certain teaching tactics that focus on relevancy. The research for this study was gathered through an online survey utilizing the Qualtrics platform. The survey was distributed in three main ways: first, by email to students in all Penn State collegiate choral ensembles, secondly, through posts on music-related Facebook groups, and lastly, through an email chain the researcher crafted in order to use the snowballing sampling technique. There were 170 anonymous responses to the survey. The data from the survey does not show any statistically significant claims that one type of experience was most memorable, or that a certain teaching tactic was more relevant than others. The data supports the conclusion that it is important for teachers to find diverse ways to connect with what is relevant to students, and that doing so is essential for a memorable and enriching high school choir experience.