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Findings from the field: A pedagogic...

Vance, Janie Leigh.

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Findings from the field: A pedagogical and cultural study of the North American drum and bugle corps experience.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Findings from the field: A pedagogical and cultural study of the North American drum and bugle corps experience./
Author:	Vance, Janie Leigh.
Description:	363 p.
Notes:	Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
Contained By:	Dissertation Abstracts International75-10A(E).
Subject:	Music education. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3622278
ISBN:	9781303939242

Findings from the field: A pedagogical and cultural study of the North American drum and bugle corps experience.
Vance, Janie Leigh.

Findings from the field: A pedagogical and cultural study of the North American drum and bugle corps experience. - 363 p.

Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.

Thesis (Ed.D.)--Teachers College, Columbia University, 2014.

This study examined the culture and pedagogy of three historic North American drum and bugle corps. I sought to understand and describe the social and musical dimensions within the drum and bugle corps experience, and how these dimensions intersect with teaching and learning. I examined how competition gives shape to its culture, and how it fosters certain kinds of relationships. Multiple case study design was used to compare and contrast three corps: the Cadets from Allentown, Pennsylvania; the Cavaliers from Rosemont, Illinois; and the Blue Devils from Concord, California. Data were collected through observation, field notes, interviews with corps members and instructors, and a review of historical and archival documents. Interview subjects were selected based on their various roles within each organization; attention was paid to participants who were or wanted to become public school music educators. Findings from this study indicate that drum corps is a "culture of data," transmitted through a hierarchical pedagogy, driven by competitive ends. I found a complicated relationship to history and tradition, with simultaneous evidence of both "traditionalism" and an evolving or "living tradition." The corps differ in the ways that members experience organizational identification. Varying degrees of fraternalism and professionalism were indicated through the enactment of social rituals, the wearing of visual identifiers, and their expressed commitment to their organization. A tension between the notion of a professional performer versus that of a student or young learner was complicated by the impact and resulting confusion around the role of competition. The implications of these findings have the potential to impact public school music programs, particularly with regard to pedagogical practices and organizational or social ends.

ISBN: 9781303939242Subjects--Topical Terms:

3168367
Music education.

Findings from the field: A pedagogical and cultural study of the North American drum and bugle corps experience.
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100 1 $a Vance, Janie Leigh. $3 3277024
245 1 0 $a Findings from the field: A pedagogical and cultural study of the North American drum and bugle corps experience.
300 $a 363 p.
500 $a Source: Dissertation Abstracts International, Volume: 75-10(E), Section: A.
500 $a Adviser: Randall E. Allsup.
502 $a Thesis (Ed.D.)--Teachers College, Columbia University, 2014.
520 $a This study examined the culture and pedagogy of three historic North American drum and bugle corps. I sought to understand and describe the social and musical dimensions within the drum and bugle corps experience, and how these dimensions intersect with teaching and learning. I examined how competition gives shape to its culture, and how it fosters certain kinds of relationships. Multiple case study design was used to compare and contrast three corps: the Cadets from Allentown, Pennsylvania; the Cavaliers from Rosemont, Illinois; and the Blue Devils from Concord, California. Data were collected through observation, field notes, interviews with corps members and instructors, and a review of historical and archival documents. Interview subjects were selected based on their various roles within each organization; attention was paid to participants who were or wanted to become public school music educators. Findings from this study indicate that drum corps is a "culture of data," transmitted through a hierarchical pedagogy, driven by competitive ends. I found a complicated relationship to history and tradition, with simultaneous evidence of both "traditionalism" and an evolving or "living tradition." The corps differ in the ways that members experience organizational identification. Varying degrees of fraternalism and professionalism were indicated through the enactment of social rituals, the wearing of visual identifiers, and their expressed commitment to their organization. A tension between the notion of a professional performer versus that of a student or young learner was complicated by the impact and resulting confusion around the role of competition. The implications of these findings have the potential to impact public school music programs, particularly with regard to pedagogical practices and organizational or social ends.
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