Running Head: FINAL RESEARCH PROJECT

Final Research Project

Be Part of Something Bigger Than Yourself:
Exploring the Views of 8th Grade Band Members
Andrew Marsolek
Northern State University

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Abstract
The main goal of this research was to better understand the feelings of the Winona
Middle School 8th Grade Band members. Specifically, the research aimed to look closely at (1)
why students join band, (2) what do they value the most about being part of the band, and (3)
what social benefits does being in the band provide? This research was qualitative in nature and
was conducted by administering surveys to the 8th grade band members. In all, 61 responses were
collected and analyzed to look for themes in students responses and to better understand the
central questions. Three main topics arose regarding students feelings of 8th grade band, students
have a general desire to be involved with music in some way, family and friends play a large role
in a students participation in the ensemble, and students have a desire to be part of a group that
is grows and improves. This study offers a breakdown of those topics and attempts to address the
original central questions.
Keywords: band, qualitative, phenomenological

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Final Research Project

Be Part of Something Bigger Than Yourself: Exploring the Views of 8th Grade Band Members
Be part of something bigger than yourself. A phrase that our middle school bands have
coined important to them as being a member of the performing ensemble. Every year, many
students enroll in one of the performing ensembles that the Winona Area Public Schools offers.
The goal of this research study was to investigate the feelings of the members of the 8th grade
band program. It aimed to specifically categorize their responses into three categories: why
students join band, what do they value the most about being part of the band, and what social
benefits does being in the band provide? Adderly, Berz, and Kennedy (2003) found many
positive values and social benefits by being a member of a performing high school ensemble.
After reading through their research, I felt moved to see if the members of the Winona Middle
School 8th Grade Band had similar feelings as the participants in the Adderly, Berz and Kennedy
study. The following research is based, in part, on their design and methodology.
Background
The Winona Area Public Schools have a long history of successful music programs. At
the beginning of the 2016-2017 school year the 8th grade band consisted of 65 students. In the
group there are 29 female students and 36 male students. The 8th grade band is not a very
culturally diverse group. Of the 65 students that are part of the ensemble, 63 of them are
Caucasian.
The ensemble meets daily for 48 minutes in a large group. There are three students in the
class that are enrolled in multiple ensembles. Those students are part of both band and choir and
split there time between the classes. They attend choir on Tuesdays, Thursdays, and alternating
Fridays. I personally have worked in the school district since September of 2015. With the

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exception of two students who moved into the area, I have worked with all of these students as
their band director and marching band director while they were seventh grade students.
Literature Review
AHomeAwayfromHome:TheWorldoftheHighSchoolMusicClassroomisan
articlewrittenbyAdderly,Berz,andKennedy(2003).ThisarticlewaspublishedintheJournal
ofResearchinMusicEducationin2003.Thearticledetailsastudythattheauthorsconductedin
ahighschoolinthenortheasternUnitedStatestoexploretheperceptionsofthehighschool
musicclassroom.
Thestatedgoalofthestudywastoinvestigatetheworldofthehighschoolmusic
classroom(Berz&Kennedy,2003,pg.192).Theresearchersaskedaseriesoffifteenquestions
tofocusonfourmainissues:whatmotivatesstudentstojoinanensemble,whatthecommunity
andpeerperceptionwasofthemusicalensembles,whatvaluesdotheensemblesinstillintheir
participants,andwhattheclimateofthemusicclassroomwaslikewithregardstothesocial
atmosphere.Thestudywasaqualitativestudy.Therewasnotastatedhypothesisfromthe
authors.Theauthorsdidreferencefivepreviousstudiesusedtocomparetheirresults.
Thestudytookplaceatanundisclosed40yearoldhighschoolinasuburblocatedinthe
northeasternportionoftheUnitedStates.Thesocioeconomicstatusoftheareawasmainly
uppermiddleclassfamilies.Therewere60studentsthatparticipatedinthisstudy.Ofthe60
studentstherewere20studentschosenfromband,20fromchoir,and20fromorchestra.This
accountedforarangeof16%to21%participationfromeachensemble.
Thestudentsensembleteachersweregiventhetaskofselectinganevenbalanceof
genderandageamongtheparticipants.Despitethetaskofteachersselectingstudentsatrandom
tomaintainaproperbalance,accessibilitywasthepredominatefactorthatallowedforstudents

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toparticipate.Studentswhowereselectedbytheteacherweregiventheopportunitytooptoutof
participatinginthestudy.Inall,16sophomores(8girls,8boys),19juniors(12girls,7boys),
and25seniors(11girls,14boys)wereinterviewed(p.193).
Thequalitativeresearchprojectwasconductedthroughoneononestructuredinterviews
withstudentsduringtheirensembleclassperiod.Eachinterviewwasconductedinanadjacent
practiceroom.Theaudiofromtheinterviewswasalsorecorded.Allofthedatawasconverted
intotranscriptsandorganizedbyensembleandtheparticipantsgender.Thetranscriptswere
thenanalyzedtolookforpatternsthataddressthefourfocusareasofthestudy:motivationto
joinmusicensemblesandtoremain,perceptionofthemusicalgroupsbytheirmembersandby
theschoolcommunityasawhole,themeaningandvaluethatmusicensemblesengenderfor
theirparticipants,andthesocialclimateofthemusicclassroom(p.193).
Thearticlegaveitsfindingsineachofthefourfocuscategoriesandhighlightedthe
patternsthatwerefoundinmultiplefocuscategories.Threemainareasseemedtoinfluence
studentstojoinandremaininmusicensembles;familyinfluence,apersonalenjoymentofthings
havingtodowithmusic,andthebalancethatamusicalensembleprovidestoastudentsschool
life.Participantshaddifferingideasabouthowtheywereperceivedbytheirpeersandthe
community.Becauseofthelargenumbersthatattendedtheirconcerts,andthepridestudents
tookintheirart,studentsbelievedtheywerewellreceivedbythosewhowerenotpartofthe
ensemble.Othercommonperceptionsbytheirpeerswerethatstudentswereconsidered
intelligent,talented,andpartofsomethingunique.
Themeaningandvaluethatstudentsfoundfromparticipatinginanensemblewere
summarizedintomusicandnonmusiccategories.Learningmusicalskillsandtheprocessof

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makingmusicandperformancewerethehighlightsinthemusiccategory.Inthenonmusic
category,theresearchersfoundsubcategoriesofpsychology,social,andacademic.Personal
growthwascitedinallthreeofthosesubcategories.Lastly,thefocusareaofthesocialclimate
wasdiscussedinallfocusareasofthestudy.Itwasfoundthatmanypositivesocialrelationships
startandblossominthemusicclassroomandcontinueoutsideoftheclassroom.
Itismyimpressionthatthiswasawellexecutedresearchprojectthatcorrectlydepicts
theworldofthehighschoolmusicclassroomswiththesameparameters.Themethodandresults
wereclearlyexplainedandorganizedinalogicalmanner.Whiletheresultsofthisstudywere
similartotheothersimilarstudiescitedinthearticle,theoverallperceptionoftheschoolseemed
tomirrorthepositiveattitudesfoundinthemusicclassroom.Theauthorsmayconsider
conductingthesameinterviewsinotherschoolsthatmayofferadifferentsocialandcultural
environment.Theauthorsacknowledgedthatselectingparticipantswasnotrandomdueto
accessibilityissues.Thisledmetowonderifgettingahigherpercentageofeachensemblewould
havebeenofferedmoreinputfromstudents?Overall,Ifeelthatthisstudywasanaccurate
generalizationoftheparticipantsandthemusicclassroomsthattheywereapartof.
Adderly,Berz,andKennedyshareananalysisofwhatperceptionsandfeelingsexist
withinthehighschoolmusicclassroom.Theirfindingsareavaluablesourceofinformationon
howstudentsperceivetheirmusiceducation.
TheprocessofSocialIdentityDevelopmentinAdolescentHighSchoolChoralSingers:
AGroundedTheoryisaresearcharticlewrittenbyElizabethParker(2014).Thearticlewas
writtenin2014andwaspublishedintheJournalofResearchinMusicEducation.Thisresearch
articlewasbasedonParkersdoctoraldissertationwhileattheUniversityofNebraskaLincoln.

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Theresearchwasconductedtodescribethedevelopmentalprocessofsocialidentityofhigh
schoolchoirstudentsinthreeMidwesternschools.
Thestatedgoalofthestudywastodiscoverinductivelytheprocessofadolescentchoral
singerssocialidentitydevelopment,includingidentifyingactionsandinteractions,intervening
conditions,acentralphenomenon,andconsequences(Parker,2014,pg.20).Thisqualitative
researchwasconductedusinggroundedtheory.Inthisparticularstudy,groundedtheorywas
usedtoanalyzethedataandinductivelyunderstandthedevelopmentoftheparticipantssocial
identity.
Thestudytookplaceatthreeschoolsitestocreateadiverserangeinitsparticipants.To
ensurepurposivemaximumvariationsampling,thecriteriaforschoolsandparticipants
includedhavingdiversepopulationdensities,varyingsizedstudentenrollments,andsampling
fromvarioussizedchoirs(Parker,2014,pg.21).Intotal,therewerethreewavesofdata
collectionwith36totalparticipantswhowereinterviewed.

Thefirstwaveconsistedof45minuteinterviewsof5studentsfromeachsite.Each

interviewwastaped,analyzed,andcodedtoidentifycategoriesthatsharedcommonproperties.
Duringthesecondwave,21participantswereselectedthroughtheoreticalsampling.Categorical
codeswerethencomparedtothefirstwave.Throughthisanalysis,acentralphenomenon
emerged.Thethirdwaveofinterviewsinvolved13oftheoriginal36participants.Thepurpose
ofthisfinalwavewastoprovidefeedbackandinputonthepropositionalstatementsthe
researcherhadproposedthroughheroriginalanalysis.Theresearcheralsocollectedsecondary
databyobservingthemixedchoirsandinterviewingthechoirteachersfromeachsite.

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Thefindingsofthisresearchwerecomplex,inthatcategorizingthemandsiftingthrough
variablestookmuchanalysis.Theresearchresultssuggestedthatthedevelopmentofsocial
identitydevelopmentoccurredinaneightstageprocess.Thisprocesswasdividedintothree
mainpieces.Thefirstportionwasmadeupofthestageschoosingtotryoutandremain
involved,beingchosen,andsingingwithothers.Afterthosestagesoccurred,participantsfound
themselvesaspartofsomethingtheycouldrelateto,orateam.Thefinalfoursstagescameina
progressionofbeingacknowledgedoraccomplished,pride,whoIam,andthedesiretogive
back.Theresearchfoundthatthethreeoverallcontextualconditionsofeachgroupweretime,
intensity,andsizeofgroup.
Theresearcherfoundthatthestageteamwasalsothecentralphenomenonofthegroups.
Basedonthegroundedtheoryapproach,actionsorinteractionsactasfactorsofthecentral
phenomenon(Parker,2014,pg.24).Theseactionsandinteractionsledtomanyofthe
participantscommentingthatbeingpartofateambroughtthemtogetherasagroup.Parker
sharedsomeoftheparticipantsquotessuchas,Choirisaplacetobelong,andIfeellikeI
havefoundmyplace(Parker,2014,pg.26).Thisfeelingofbelonging,alongwithshared
responsibility,helpedstudentsidentifytheirspecificrolewithinthegroups.Theaforementioned
contextualconditionswerefoundtoplayaroleinthestrengthandidentityofthegroups.
Subsequently,itwastheresearchersfindingsthatthedevelopmentoftheteamdirectlyaffected
thefinalfourstagesofthedevelopmentprocess.
Aftercompletingananalysisofthisresearchproject,Ifeelthatitwasverywellexecuted
andwellorganized.Parkerwasverydeliberateinunderstandingtheprocessofgroundedtheory.
Byutilizingitsmethodsinapropermeans,shewasabletogenerateinductivetheoriesthrough

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categorizingandanalysis.Iwasespeciallyimpressedwiththemembercheckingthatwas
conductedinthethirdwaveofinterviews.Theresearchalsocitedotherresearchtopointout
parallelsinthefindingstostrengthentheresultsofthenewresearch.Toelaborateonthestudy
further,theresearchercouldcomparedifferentpartsofthecountryordifferentagegroupstosee
ifthereareshiftsinthefindings.Iwouldbeinterestedtoseeifthecentralphenomenonwould
changewithdifferentagedparticipants.
ElizabethParkersharedheranalysisofthesocialidentitydevelopmentalprocessthat
highschoolchoralsingersfindthemselvesgoingthroughwhileinvolvedwiththeensemble.Her
findingsareavaluabletoolforallwhoareinterestedinbetterunderstandinghowstudentsgrow
andidentifythemselveswhilegoingthroughsocialdevelopment.
LearningfromtheBand:Trust,Acceptance,andSelfConfidenceisanarticlewrittenby
MariDagaz(2012).ThisarticlewaspublishedintheJournalofContemporaryEthnographyin
2012.Thearticleisawriteupthatdescribestheresearchconductedbytheauthorafterspending
anextensiveperiodoftimewithtwoseparatemidwesternhighschoolmarchingbandgroups
overtwoseparateschoolyears.Theresearchtookplaceoverthe20062007and20072008
schoolyears.
Theauthorcitesmanydifferentresearcharticlesthatverifythepositivepersonalbenefits
thatstudentsfindwhilebeingapartofextracurricularactivities.Theauthorsintentistoexplain
howthebenefitsthatareprovidedtostudentsthroughtheseactivitiesariseduringtheir
participation.Specifically,Dagaztakesanindepthlookastohowtrust,acceptance,andself
confidencecharacterizeeachmarchingbandmemberspersonalidentity.Therewasnotastated
hypothesisfromtheauthorasthiswasaninductivequalitativeresearchproject.

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Theresearchprojectusedtwoschoolswithvaryingdegreesofsize,characteristics,
socioeconomics,andattributestoofferacomparativeanalysisbetweenthem.Theschoolshave
beenlabeledasRiverviewandMapleCity.Eachschoolwasobservedandanalyzedoverseparate
schoolyears.RiverviewwaslabeledasaruralMidwestschoolwhileMapleCitywasconsidered
amidsizedcityhighschool.Respondentswerealsochosenforinterviewsintheresearch.Inall,
thereweretwentyfiverespondentschosenatrandom.Theserespondentsweresaidtohave
representedgradelevels,genders,andindividualstatus.Becauseofthenatureoftheinterviews,
parentswerealsoincludedintheinterviewprocess.Dagazseparatedtheseparentsintotwo
categoriesbasedonhowmuchtheywereinvolvedinthemarchingbandprogram.Inall,there
werenineparentsthatwereinterviewed.
Thisresearchwasqualitativeinnatureandwasdiscussedthroughthelensofidentity
theorytoinferthestudentconnectionsthatwerecreatedinmarchingband.Thethreemain
pointsofdatacollectionwerefromobservations,interviews,andanalyzingethnography.The
authorspentapproximately150hoursateachschoolobservingthemarchingbandseason.These
hours,spreadacrossfourmonths,werespentobservingbandclasses,spendingtimeat
competitions,aswellasbeingembeddedwiththestudentsduringtheirpersonalsocialtimewith
otherbandmembers.Theauthorsoughttogointoshallowcoverortocultivateafriendrole
duringmytimewitheachband(Dagaz,2012,pg.437).Theinterviewprocessofalltwentyfive
studentsandsomeparentswereallrecordedandtranscribed.Theseinterviewsweresemi
structuredandwereintendedtofindoutindepthinformationregardingtheirrelationshipswith
otherbandmembersandthebenefitsthatcomefrombeingamemberofthemarchingband.

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Boththedatacollectedfrominterviewsandobservationsweredocumentedand
systematicallyorganizedtodrawconclusionsaboutwhatwasbeingobserved.Theobservations
weredocumentedaftereachday.Tosearchfornegativecircumstances,theresearcheralsoused
theoreticalsampling.Theresearchertookthetranscriptionsandcodedthedatatocreatethemes
andcategories.Boththeobservationaldataandtheinterviewdatawereusedtodefendthemes
thatwerearisingaswellasshownegativeinstances.
Throughtheanalysisofthedatacollectedbytheresearcher,theauthorwasabletofocus
ontheresultstotryandexplainthedevelopmentofamarchingbandidentity.Thedevelopment
ofthemarchingbandidentityisfoundthroughathreestepprocess:choice,thedevelopmentof
interactionalandaffectivecommitment,andtherelationshiptoidentitysalience(Dagaz,2012,
pg.456).Overall,throughthisthreestepprocessitwasfoundthatmarchingbandofferedan
identityandasocialgroupthatwassupportiveandconducivetoachildsdevelopment.
Itismypersonalbeliefthatthiswasawellthoughtoutandwellexecutedresearch
project.Thearticlewaswritteninaclearandconcisefashion,whilecitingenoughencounters
andreferencestodefendandsupportthefindingstheauthorwasseeinginthefield.Iappreciated
thattheauthortookatopicthathasbeenstudiedforyearsanddecidedtogodownadifferent
pathbylookingatthewhyandhowinsteadoftheconcludingstatisticsofextracurricular
activities.AsIreflectedontheauthorsapproachtotheresearch,Ifoundthatitwasmaybe
bettershedidnothaveextensivebackgroundknowledgeonthemarchingbandprocess.This
allowedhertohaveasmuchofanoutsideperspectivewhilestillimmersingherselfinthe
groups.Sheishonestinherdiscussionaboutthelimitationsthattheprojectyielded,ranging
fromthelackofdiversityinstudentpopulation,beinglimitedtoobservingonlytwoschools,and

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onlyobservingstudentsintheconfinesofthemarchingbandprogram.Herdiscussionandmy
thoughtsbothdrewthesameconclusion,thatthisprojectcouldbeconductedandexpandedonin
manyotherschoolsandsettingstocomparedataandseeiftheresultsaresimilar.Overall,Iam
veryimpressedwiththedatacollectedandhowitwaspresentedtothereader.
Dagazsharesheranalysisofaround300hoursofobservationsandmanyinterviewsof
twodifferentmarchingbandprograms.Herfindingsareavaluableresourceforthoseinterested
inthedevelopmentofpersonalandsocialidentityofadolescentstudents.
Method
Due to the nature of this research, I chose to follow a research design rooted in
phenomological qualitative research. In a phenomological study, the researcher is striving to
identify the essence of human experiences as described by the participants in the study
(Phillips, 2008, p. 13). The purpose of the research study is to better understand the feelings of
the members of the 8th grade band, specifically relating to why they joined, what they value most,
and what social aspects that being a member in the band offers. The phenomological qualitative
approach allows students to open up and share their feelings and experiences as it directly relates
to those three ideas. For this study, I used and tweaked questions from Adderly, et al, 2003 and
presented those questions to students in the form of an online survey (p. 194).
1. What is your instrument?
2. How long have you been a part of the Band?
3. Can you tell me why you chose to be a member of the band to begin with?
4. Can you tell me why you signed up for band this year?
5. What about being part of the 8th grade band do you like the most?
6. Does performing with the ensemble have meaning or value to you?

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7. If so, why is performing a valuable experience?

8. Do you socialize with the students in this class outside of the school day?
9. What is your perception of the social climate of the ensemble?
10. What do you think people that are not part of the band think about the group?
11. When you move to the high school next year, do you think you will continue with the
band?
12. Would you describe being in band as being in a class, a club, a team situation, or
something else?
13. Could you summarize gain why band is valuable to you?
14. Would you like to share any other feelings about the 8th grade band?
Procedures
To help me understand the feelings of the 8th grade band students, I created a survey on
Google Forms to distribute to all students electronically. By putting the survey in electronic
form, my hope was that it would generate as much honest feedback as possible. Anonymity of
responses was assured to all participants. Before allowing students to take the survey, I
introduced the survey link to them and read all of the questions aloud to ask if they had any
questions regarding what each questions meant. Students were also given the opportunity to opt
out of taking the survey if they did not want to participate. The participants were then dismissed
in groups of six to ten at a time to take the survey in a quiet location on a laptop. The participants
were instructed to take as much time as they needed, remain silent while taking the survey, and
keep their responses to themselves until after the class period was over.
Synthesis

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The synthesis of my data consisted of going through all of the responses and looking for
categories of responses. I went through each individual question and tallied reoccurring themes
and ideas to try and better understand the overall feeling of the group and to identify any
outlying topics. Of the 65 members of the ensemble, 61 responses were collected. The missing 4
responses were due to absences. It is important to note that there were two separate responses
that appeared as though the students were answering in manner that was not genuine and was
done to simply elicit humor. Because of that, I have omitted their responses from my analysis.
After analyzing the responses that were collected from the participants, there were three main
ideas that surfaced regarding how students felt about band and the 8th grade band ensemble.
1. Students have a general desire to be involved with music in some way.
2. Family and friends play a large role in a students participation in the ensemble.
3. Students had the desire to be part of a group that is growing and improving.
Analysis of Data
The phenomological data allowed me to closely look at the survey results and analyze
how that data fit in my three central questions regarding why students join band, what they value
about band, and what social benefits it provides them. After synthesizing the data to look for
themes and reoccurring ideas from students, I found three main ideas, (1) students have a general
desire to be involved with music in some way, (2) family and friends play a large role in a
students participation in the ensemble, and (3) students had the desire to be part of a group that
is growing and improving. Each of these main ideas from students was exposed in each of my
central questions.
Why do students join band?

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Students response to why they initially chose to be a member of the band had varied. 31
students responded that they were intrigued or interested to peruse either music, an instrument, or
some combination of the two. 17 other students cited that their family members or friends were a
part of their decision or had been involved in the past and this moved them to become interested
in partaking in the ensemble. In some of the 31 responses regarding musical interest, some
students also cited the idea of family or friends playing a particular instrument and wanting to
emulate their actions. One student wrote, I chose to be a part of band because all of my family
was in some sort of band or something like that and I wanted to be able to play with them.
To see if their motivation to be in band had changed since they first joined, I asked them
to respond to the statement, Please tell me why you signed up for band this year. The responses
to this question were heavily focused in one direction. Of all of the responses, 56 of them
indicated that they had previously been a member and they wanted to continue. Of those 56
responses, many students added additional data such as motivation from other friends to
continue, positive past experience, and the challenge to improve as they worked through the band
program. Two outlying responses cited that parenting roles demanded they continue in the band
program during 8th grade.
What do students value the most about being in band?
All three of the main themes can also be found in response to the question, What do
students value the most about being in band? Looking at the survey results, 32 students
responded that making music and or playing an instrument was their favorite part of being in 8th
grade band. 8 students indicated in some way that their favorite part of being in band was
because of their friends and the people in the classroom. 6 students indicated a combination of

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both of those ideas. The outlying responses were split between liking the possibility of going on
a trip with the band and being part of a group that others are not.
What social benefits does being in band provide?
I found the data to be inconclusive regarding this question. There were 56 students who
responded yes to the question, Do you socialize with the students in the class outside of the
school day? There was also clear evidence that students relationships with their peers played a
role in their desire to join band, continue with band, and their enjoyment of the class
environment. However, students perception of the social climate of the group did not have any
clear trends. Students varied in their responses to how they felt about the social climate of the
group. Responses ranged from fine, talkative, too serious, fun, and loud. With the
data collected, students did not elaborate on how being in the group benefited them socially, thus
leaving this question, inconclusive.
Conclusions and Discussion
Researching how students feel about aspects of their lives, specifically pertaining to their
participation in the 8th grade band at Winona Middle School is best examined under a qualitative
method. I chose to continue to examine students feelings under the same method, similar to
Dagaz (2012), Parker (2014), and Adderly, et al, (2003). This study looked to better understand
the participants feeling on 8th grade band.
Not having conclusive data about the social benefits of the ensemble could have been
avoided by better-worded survey questions. If I had the opportunity to rework parts of this
research, I would have worded questions differently and added questions to help directly answer
one of my main questions. I would also allow the opportunity for one-on-one interviews with

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students. This would provide me an opportunity to ask open-ended questions and possibly gather
more in depth data.
This particular research allows for two types of follow up from others and myself. The
first option would be a continuation of the investigation over the high school years of these
students to analyze changes and developments in the participants thoughts. The second option
would be to conduct the same survey with the following years 8th grade students to compare and
contrast their feelings of these participants. I feel that there are many incentives to both educators
and researchers to better understand the students that they work with. Having a better
understanding provides more opportunity to build relationships and become a more effective
educator.
The data collected from this research was meant to better understand students feelings of
the 8th grade band. The survey results offered a glimpse of what drives students to participate in
music and what motivates them to continue to be a part of the ensemble. It was evident, based on
their responses, that both music and relationships play a role in becoming a member of the
ensemble. As students continued with music, it was evident that those traits still exist but that
students also desire to grow and improve. These three topics are similar to the same topics
discovered by Adderly, et al, (2003). Through students desire to be with their friends, their
desire to make music, and the want to improve, I believe that the Winona Middle School 8th
Grade Band finds importance in their phrase, Be part of something bigger than yourself.

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References

Adderley, A., Berz, W., & Kennedy, M. (2003). A Home Away from Home: The World of the
High School Music Classroom. Journal of Research in Music Education, 51(3), 190-205.
Dagaz, Mari C. (2012). Learning from the Band: Trust, Acceptance, and Self-Confidence.
Journal of Contemporary Ethnography, 41(4), 432-461.
Parker, Elizabeth (2014). The Process of Social Identity Development in Adolescent High School
Choral Singers: A Grounded Theory. Journal of Research in Music Education, 62(1), 1832.
Phillips, Kenneth H. (2008). Exploring Research In Music Education & Music Therapy. New
York, NY: Oxford University Press, Inc.