“Failing in spite of wonderfulness”: High-stakes ensemble adjudication in low-income schools

Abstract

The culture of competition in music education is pervasive, reflecting the overall growth in standardization and accountability measures in education. With this study, I addressed the intersection of two underexamined topics in music education: teachers’ experience with competitive ensemble events and the structural challenges of working in a low-income, student of color (SOC) majority campus. In this basic qualitative study, I examined how instrumental music teachers navigate the high-stakes policy of an adjudicated large-ensemble contest within and beyond their classrooms. Research questions include the following: (a) What do teachers perceive to be the unique challenges they face in preparing for and participating in ensemble adjudication as a result of their context in a low-income, SOC-majority campus? (b) How does preparation and participation ensemble adjudication influence teaching and learning in instrumental music classrooms? (c) What do teachers perceive to be the function and justification for compulsory ensemble adjudication? Findings suggest that teachers working in these contexts experience unique challenges in preparing for and succeeding in adjudication events due to the intersection of campus-based challenges and policy. In addition, music teachers experience similar narrowing of content and heightened stress as their general education counterparts within accountability structures.

Who Has Access to Strings? Description of Public Schools With Orchestra Programs in Texas

“…Although most orchestra programs were located in Title I qualifying schools, it is important to note that these orchestras engaged less in the UIL C&SR event—registered fewer ensembles, on average, and represented the majority of schools that did not participate at all. Given that several researchers have identified the prominent role that the UIL C&SR evaluation plays in shaping ensemble music education in Texas (Nussbaum, 2022; Powell, 2021; Tucker, 2020), this finding suggests that orchestra programs housed in Title I eligible schools may have more barriers to engage in this normative statewide event than their non-Title I counterparts.…”

“…Research also demonstrates that low-income, predominantly African American and Hispanic campuses in Texas are disproportionately impacted by standardized testing systems (Valencia, 2000; Vasquez Heilig & Darling-Hammond, 2008), which can impose upon music instruction in these schools. High-stakes accountability systems have been found to impact music programming by limiting student elective opportunities (Chappell, 2013), requiring teachers to incorporate tested content (West, 2012), and interfering with the staffing and scheduling of music classes (Nussbaum, 2022).…”

“…We also gathered data regarding participation in the statewide University Interscholastic League Concert and Sight-Reading Contest 2 (UIL C&SR). The UIL C&SR Contest is highly esteemed within the state, and participation is a tacit requirement for most ensemble-based music classes (Nussbaum, 2022; Tucker, 2020). Results from the contest are maintained on a publicly accessible website, Texas Music Forms (n.d).…”

“…In Tucker's (2023) study of Texas band director agency, she found that not only did each of her participants compete in UIL events as a norm, but they also spent a large proportion of their instructional time and resources preparing for the events. However, researchers have found that teachers in Title I campuses may experience greater challenges when participating in large-ensemble adjudications (Nussbaum, 2022).…”

Adjudication of Music Performances in Three Selected Municipality/ District in Ghana

“…The authors observed that while other countries have engaged in the adjudication process, there remains a focus on addressing the necessities that are worthwhile to improve the adjudication system. Indeed, the adjudication of cultural events serves not only to equip students with lifelong skills but also to teach them how to manage nervous energy effectively to achieve desired outcomes (Nussbaum, 2023;Davico et al, 2022). Additionally, the adjudication of cultural events acts as a motivational tool for students, encouraging them to dedicate more time to practice and advocating for the inclusion of music education programmes at both national, municipal and district levels (Hedgecoth & Major, 2019).…”