New insights into music education in Kansas cities
This nonfiction study surveys how music is taught in cities of the third class in central and western Kansas. It explains how schools, teachers, and communities shape musical learning, from curricula to performances.
This thesis draws on reports from many schools, government sources, and the author’s own observations. It describes the size and makeup of school music programs, the duties of music teachers, and the ways departments cooperate with other school staff. The book also examines how instrumental and vocal organizations are formed, funded, and used in daily practice, including challenges with budget, space, and scheduling. It aims to map the status of music instruction and its development over time for educators and researchers alike.
- Learn how music programs are organized in small and larger schools, including staff roles and cross-subject work.
- Explore the range of student organizations, such as choruses, glee clubs, orchestras, and bands, and who leads them.
- Understand common constraints like budget, equipment, space, and scheduling, and how teachers adapt.
- See how curricular choices and administrative practices affect daily music instruction.
Ideal for readers of education history, music education research, and administrators seeking context on early 20th-century school programs.