The Rotation of Parts and Seats in the Ensemble Setting and Students’ Self Esteem and Mental Health

• In Event: AERA Research-in-Progress Roundtable Session 1
  In Invited Roundtable: Student Health and Well-Being: Understanding the Links to Identity, Self-Esteem, Engagement, Treatment-Seeking, and Student Outcomes (Table 17)

Abstract

This study investigates the effects of rotating parts and seating assignments in high school symphonic bands on students' musical growth, mental health, and program retention. Using action research, the study engages students, teachers, and administrators to explore how these practices enhance musical adaptability, reduce performance anxiety, and foster self-esteem. Mixed methods, including surveys and interviews, provide insights into students’ experiences and educators’ perspectives. Anticipated findings suggest that rotation promotes confidence, stronger peer connections, and increased ensemble cohesion, while challenging traditional hierarchical structures. This research aims to contribute to inclusive music education practices by integrating cognitive, emotional, and social development, offering a holistic approach to improving ensemble dynamics and student well-being.

Author

• Mackenzie Miller, Teachers College, Columbia Univeristy