A Mixed Methods Study on the Status of School Orchestra Programs in Oregon: An Explanation of Inhibiting and Promoting Factors

The purpose of this explanatory sequential mixed methods study was to examine the status of school orchestra programs in Oregon and to explain the reasoning behind the descriptive data. The quantitative phase of the study reported the data on the number of school districts and schools by type that offer orchestra instruction as well as the profile of those schools, their orchestra programs, and orchestra teachers. Unexpected findings from the quantitative phase indicated that among the three large school districts that are comparable in size, budget, and students’ demographics, only one offers orchestra instruction in every school within the district ( n = 65) while the other two districts offer orchestra instruction in one high school each. This finding prompted the qualitative phase of the study that illuminated factors that inhibit and promote the quality of education within Oregon schools. The mixed methods findings explained the discrepancy in music offerings among the three large school districts through the perspectives of the three arts administrators, one from each district.

Psychological Needs and Motivational Outcomes in a High School Orchestra Program

Motivation has formed a core strand of research in music education, reflecting its importance in educational psychology and other skill-based performance domains. Understanding motivation is crucial for explaining students’ achievement, performance, well-being, and intentions to continue participation in (or drop out of) music learning throughout school and into adulthood. In the present study, we addressed the need to better understand motivation in music education by examining the impact of psychological needs satisfaction and frustration in a high school orchestra program. Psychological needs—a core component of self-determination theory—have considerable explanatory power in other life domains and educational settings and are the focus of recent attention in music education. Participants ( N = 704) were surveyed in orchestra programs in three schools in the midwestern United States. Structural equation modeling was used to examine the effects of psychological needs satisfaction and frustration. The model explained substantial variance on three key outcomes: practice time (22%), intentions to continue participating in the orchestra program (45%), and global-self esteem (34%). The results point to psychological needs satisfaction and frustration as key elements of music education in which teachers might intervene to improve these outcomes as well as students’ learning, engagement, and psychological well-being more broadly.

The National School Orchestra Contests

The purpose of this study was to examine the National School Orchestra Contests sponsored by the National Bureau for the Advancement of Music and the Committee on Instrumental Affairs (CIA) of Music Supervisors National Conference from 1929 to 1937. Research questions examined contest (a) organization and operation, (b) rules and procedures, (c) participants, and (d) repertoire, as well as (e) the influence of early school orchestra competitions on subsequent large-group assessment. I also made recommendations for the development of these events today based on their counterparts of the 1920s and 1930s. The first national school orchestra contest convened at the State University of Iowa in May 1929 and in other cities throughout the mid United States until 1937. Judges ranked ensembles based on their ability to perform two prepared selections and sight-read unfamiliar music until 1933, when the CIA implemented a rating system to improve the validity of adjudication, emphasize educational values, and reduce competitiveness. Although the number of participants increased substantially with the rating system, the contests never achieved a national scope due to prohibitive expenses for orchestras traveling long distances.