Electronic Theses and Dissertations Archive

Date

2026

Document Type

Dissertation

Degree Name

Doctor of Musical Arts

Department

Music

Committee Chair

Martin McCain

Committee Member

David Spencer

Committee Member

Jack Cooper

Committee Member

Mahir Cetiz

Abstract

This dissertation examines the development, implementation, and evaluation of Brass Routes, a curriculum-based model and set of instructional tools designed to help existing secondary school band programs implement New Orleans-style brass band ensembles within their current schedules, personnel, and resources. As many schools face declining arts funding and increasingly standardized ensemble models, traditional band structures often fail to engage all students or reflect diverse musical identities. Brass Routes proposes an alternative ensemble model that integrates performance, pedagogy, and entrepreneurship to foster student engagement, leadership, and sustainability in school music programs. Grounded in culturally responsive pedagogy, informal learning practices, and community music traditions, this study explores how brass band models rooted in New Orleans traditions can be meaningfully adapted for educational contexts. The research employs a practice-based methodology supported by qualitative case study methods, including interviews, surveys, rehearsal observations, performance artifacts, and reflective journaling. Two secondary school ensembles participated in the implementation phase, forming brass bands, rehearsing repertoire, and preparing for school and community performances with support from their music educators. Data analysis focuses on themes of student musical identity, engagement, leadership development, and entrepreneurial thinking, as well as the pedagogical and administrative challenges associated with implementing non-traditional ensemble models in schools. Findings suggest that brass band–based programs provide accessible and flexible pathways for participation, promote oral and aural learning, and encourage students to view music as a lifelong, community-centered practice rather than a school-bound activity. The dissertation is complemented by a lecture recital that demonstrates the practical application of brass band pedagogy through live performance, historical contextualization, and original arrangements designed for educational use. Together, the written document and recital articulate a replicable framework for integrating community-based, culturally responsive, and entrepreneurial approaches into school music programs. This project contributes to scholarship in music education by offering an adaptable model that broadens the purpose of music education to include creativity, agency, and sustainability beyond the classroom.

Comments

Data is provided by the student.

Library Comment

Dissertation or thesis originally submitted to ProQuest/Clarivate.

Notes

Open Access

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