Rural Students, Aspiration, Motivation, and Music Education
Why Don't More Rural Students Make It to College?
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The examined the influence of participation in high school choral music classes and aesthetic experiences on a group of high school students' postsecondary aspirations. Themes and commonalities between responses were examined. Students discussed their need to feel connected to the school through relationships with teachers and coaches. Connectedness to peers was achieved through participation in sports and other extracurricular activities, such as choral music. Choral music students had developed a broader social understanding through their performance travels to places such as New York City. ...
The examined the influence of participation in high
school choral music classes and aesthetic
experiences
on a group of high school students' postsecondary
aspirations. Themes and commonalities between
responses were examined. Students discussed their
need to feel connected to the school through
relationships with teachers and coaches.
Connectedness to peers was achieved through
participation in sports and other extracurricular
activities, such as choral music. Choral music
students had developed a broader social
understanding
through their performance travels to places such as
New York City. All of the participants in the study
spoke of their experiences with aesthetics, with the
choral music students having the greatest ease and
facility discussing their experiences. Their
feedback
indicated they had a stronger understanding of the
aesthetic experiences than students without choral
music experience. Through their choral music
experiences and their shared aesthetic experiences,
students developed connections to their director and
each other.
school choral music classes and aesthetic
experiences
on a group of high school students' postsecondary
aspirations. Themes and commonalities between
responses were examined. Students discussed their
need to feel connected to the school through
relationships with teachers and coaches.
Connectedness to peers was achieved through
participation in sports and other extracurricular
activities, such as choral music. Choral music
students had developed a broader social
understanding
through their performance travels to places such as
New York City. All of the participants in the study
spoke of their experiences with aesthetics, with the
choral music students having the greatest ease and
facility discussing their experiences. Their
feedback
indicated they had a stronger understanding of the
aesthetic experiences than students without choral
music experience. Through their choral music
experiences and their shared aesthetic experiences,
students developed connections to their director and
each other.
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