Music Teachers and the Micropolitical Landscape of Schools

• In Event: Roundtable Session 18
  In Roundtable Session: Negotiating Culture and Power in Arts Education

Abstract

The purpose of this study was to examine how five experienced music teachers describe the micropolitical landscape in their schools. Data included teacher interviews, principal interviews, focus group interviews, a written survey and a researcher log. Findings suggest:
(a) experienced music teachers are methodical and purposeful in the way they navigate the MPL; (b) experienced teachers view "power with" students as important to enhancing learning; and (c) experienced teachers rely on parental voice for advocacy for music programs. All themes will be supported with evidence from the data and discussed in relation to past research.

Authors

• Colleen M. Conway, University of Michigan

• Shannan Hibbard