Students' Experiences Within a Community-Based Orchestral Music Education Program: A Phenomenological Exploration
Abstract
Phenomenology was used to explore eighteen students’ experiences of participating within a community-based orchestral music education program with the aim of gaining understanding of experiences that may enter into the continuance of musical instruction. Interpretive analysis of audiotapes of in-depth interviews revealed three themes which together captured students’ holistic experience of being in a community-based orchestral music education program: (1) contextual factors facilitating/impeding progress; (2) enacting progression; and (3) experiencing the process of participating in the program. Findings revealed the importance of instructor feedback, students’ perceived necessity of striving, and students’ subjective feelings of participating in the program to student progression and continuance in the music education program. These insights suggest the merit of encouraging student participation in music education programs to promote the intellectual, social and emotional growth of students.