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Exploring music instructors' perceptions of the value of music appreciation at new jersey community colleges
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Billingsley, Michael. Exploring music instructors' perceptions of the value of music appreciation at new jersey community colleges. Retrieved from https://doi.org/doi:10.7282/t3-n5ka-dd96

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TitleExploring music instructors' perceptions of the value of music appreciation at new jersey community colleges
NameBillingsley, Michael (author); Cronenberg, Stephanie (chair); Berz, William (internal member); Grohman, Robert (internal member); Chong, Nicholas J. (internal member); Lugg, Catherine (outside member); Rutgers University; Mason Gross School of the Arts
Date Created2020
Other Date2020-05 (degree)
SubjectMusic appreciation, Music Education
Extent1 online resource (ix, 188 pages)
DescriptionCourses in music appreciation have long served a dual role towards the musical and humanistic education of non-majors at two-year colleges across the United States. Instruction in music appreciation has primarily been associated with accomplishing musical ends such as developing students’ perceptive listening skills and introducing them to the Western classical music tradition. However, as many courses in music appreciation are designed to fulfill a humanities requirement in a student’s general education program, it is important to consider the ways in which instruction in music appreciation also satisfies humanistic learning. This qualitative phenomenological study sought to describe the lived experiences of music instructors at New Jersey community colleges in order to determine how they perceive their class as being musically and humanistically valuable to their students. Over the course of hour-long interviews, ten participants from nine New Jersey community college reaffirmed findings from previous studies that instruction in music appreciation is perceived as valuable for students because it introduces them to Western classical music, develops their musical vocabularies, and strengthens their active music listening skills. The participants claimed that music appreciation is an important humanities elective as they believe it broadens students’ cultural and musical world views, expands students’ understanding of what it means to be human, introduces students to a variety of historical time periods, and supports the students’ learning in non-music subject areas (i.e. geography, history, etc.). However, the participants disagreed about the perceived value and appropriateness of discussing sensitive socio-cultural topics in music appreciation courses. Furthermore, given the varied missions and diverse student populations of community colleges, this study will discuss its findings alongside recommendations in the literature that instruction in music appreciation ought to be more culturally inclusive and generally considerate of the lives of 21st century students. Lastly, this study will offer implications for music appreciation stakeholders including practitioners, administrators, researchers, future students, policy makers and textbook companies and present recommendations for future research based on its findings.
NoteD.M.A.
NoteIncludes bibliographical references
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/t3-n5ka-dd96
LanguageEnglish
CollectionMason Gross School of the Arts Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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