What leads to a successful school vocal program?

Comparing successful and unsuccessful programs

Research Design

Advanced Humanities Research H

Hannah Richardson
3017679

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Abstract

While choirs are affordable, inclusive, and accessible, they are not a common feature
within school music programs. The purpose of this research design is to begin
establishing factors leading to successful and unsuccessful or non-existent vocal
programs. This approach differs from previous research, as current trends in music
education research lean towards establishing factors leading to success, without
comparing or contrasting success and lack of success. The methodological basis of
this research design is constructivist. The research method will establish case
studies from a range of ACT schools, identified through a self-completion
questionnaire. Once appropriate case studies are identified, the teachers involved
will participate in semi-structured interviews. A review of current literature
suggests school culture and size, teacher background, inclusivity, goal-oriented
learning, and the availability of financing and resources as important factors in
success. By comparing and contrasting different vocal programs, this research
design will open up a new avenue of research.

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Contents
2……… Abstract

3……… Contents

4……… Introduction

6……… Literature Review

8……… Research design

11……. Potential Findings

14……. Bibliography

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1. Introduction

This research proposal presents the question: Why do some schools have
successful vocal programs while others don’t? In order to address this, four research
questions will be used to address the various aspects entailed by the question:
1. What do schools with successful vocal programs have in common?
2. What do schools with unsuccessful vocal programs have in common?
3. What differentiates successful and unsuccessful vocal programs?
4. What alternatives are offered to vocal programs?
Through these questions, schools with successful, unsuccessful, and no vocal
program will be both individually examined, and compared with each other. This
will be achieved through a self-completion questionnaire across the broad spectrum
of secondary music teachers in the ACT, and semi-structured interviews with
selected case studies.
The scope of this research will be secondary schools (grades 7-12) within the
ACT. While the ACT schooling system is unique, similarities across Australia should
enable the research to be generalized outside of this context. For the purposes of
this research, a vocal program will be considered any group with the primary aim of
performing vocal music as a group. The majority of literature refers specifically to
choirs, and the term will be used to cover other options such as barbershop groups
and glee clubs.

1.1. Thesis Statement

Research into ACT secondary schools without successful vocal programs will
provide a more complete research picture, enabling expansion of vocal programs.

1.2. Questions
1.2.1. What do schools with successful vocal programs have in common?

Common factors in teachers, school environment, and student population

will be compared. All common factors will be examined, regardless of whether these
are true only of schools with successful vocal programs.

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 1.2.2. What do schools with unsuccessful vocal programs have in
common?

As above, using schools with unsuccessful vocal programs and excluding

schools without vocal programs.

1.2.3. What differentiates successful and unsuccessful vocal programs?

The results of the first two questions will be compared to identify the
distinguishing features of successful vocal programs. Any commonalities will be
identified as well.

1.2.4. What alternatives are offered to vocal programs?

This question will primarily use data from schools with no vocal programs, to
identify what alternatives are offered, and why this choice has been made.

1.3. Definitions
1.3.1. Vocal programs

In this research, a vocal program is any teacher-organised activity with the

sole aim of performing vocal music as a group. This includes choirs, barbershop
groups, glee clubs, and a range of other activities, however it will exclude musical
theatre. While expected to primarily be extracurricular activities, classes will be
considered if they meet the criteria.

1.3.2. ‘Success’

For this research, the subjective definition of success requires explicit criteria.
Three key selection criteria will be used to define success.
1. Group perpetuity
Membership has remained stable or grown over a period greater than five years.
Given the school context, a range of ages/grades needs to be represented.
2. Regular performance opportunities
Including performances outside of the school environment and to a wide
audience.

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3. Musical quality
This can be measured both through external measures such as eistoddfods and
critical acclaim, and internal assessment via the teacher. Offering an extension
group can be considered a measure of musical quality.

2. Literature Review
2.1. Research context

This research is aimed at addressing a gap within music education research.

There is a wealth of research both within this field, and specifically when examining
vocal programs. However no research has yet explicitly examined unsuccessful and
non-existent programs as a point of comparison. Research that is relevant to this
question includes general research on the benefits and role of extracurricular
activities, the benefits of musical involvement, establishing vocal programs, student
motivation, and case studies.
Extracurricular activities (which is the primary place of vocal programs) have
been conclusively shown to benefit students. They result in increased academic
results, motivation, and social involvement (Adderly & Kennedy, 2003; Eccles &
Barber, 1999; Kinney, 2008; Parker, 2010). A range of research methods have been
used to demonstrate these results, ranging across the qualitative and quantitative
spectrum. Research has primarily consisted of surveys and questionnaires, and
interviews. Parents, teachers, and students have all been surveyed, and
extracurricular involvement has consistently been shown as positive. Information
on key literature will include more detail on music-specific research.
Case studies are a popular form of research. Even a lot of research into
establishing a vocal program primarily rests on an individual case study (Stevens,
2003). While generally focused on the positive, case studies provide a useful point of
comparison, whilst allowing for a level of correlation with success. Wilcox (2004)
and Keating (2005) both stress the role of the teacher, providing examples of
teachers in schools from completely different areas and socioeconomic backgrounds

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where one passionate teacher holds the vocal program together. Stevens (2003)
establishes more factors at a school-wide level, and also adds an Australian
perspective to the research.
Finally, the assumption that participation in a vocal program is positive is key to
this research. Previously mentioned research established the positives of
extracurricular involvement. Adderly & Kennedy (2003), Kinney (2008), and Parker
(2010) specifically established the academic benefits of musical involvement,
including correlates such as risk-taking behaviour. Stearns & Glennie (2010)
compared different musical activities, and established that compared to band and
orchestra, choir membership results in higher self-confidence. There is also a
correlation with extroversion and choral participation. Stevens (2003) provides
additional arguments for choirs on the basis of inclusivity and financial motivation.

2.2. Key literature

Key literature for this research is Stearns and Glennie (2010) ‘Opportunities to
participate: Extracurricular activities’ distribution across and academic correlates in
high schools’; and Parker, E. (2010) ‘Exploring student experiences of belonging
within an urban high school choral ensemble: An action research study’. Closer
analysis of these two articles provides many of the key assumptions within this
research, as well as providing a guide to the eventual research design. One is a large
scale quantitative study, while the other is significantly smaller and is qualitative in
focus. The qualitative/quantitative dichotomy is key to this research.
Stearns and Glennie’s (2010) research provides the large scale context within
this research will fall. They used readily school data such as yearbooks and
academic results, along with financial information. Their research established
factors that I predict will be significant in the availability of a vocal program: larger
school size, high socioeconomic status, and available resources are all positively
correlated with increased extra-curricular offerings. In addition, the more activities
a school offers, the higher the rate of student involvement. While purely numerical,
this suggests that schools with a culture of civic involvement allow for increased

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student activity. The scale of this study provides a significant research base in which
to place my own work.
At the other end of the research scale, Parker (2010) provides and example of
choral research using semi-structured interviews (groups in this case) and coding
the interviews. Her research suggests aspects of student motivation for belonging in
choral groups. My research will contrast this with teacher motivation in operating
them. In particular, I found the method used by Parker helpful in developing that
aspect of this research design.

3. Research Design
3.1. Methodology

The methodology of this thesis will be grounded in critically realist and

constructivist philosophy. A critically realist ontological approach acknowledges the
complexity of social science and research, and the role of human agency within
social structures. There is also room for interaction between qualitative and
quantitative methodology, creating a degree of freedom within the research process
(Danermark et al, 2001; Bryman, 2008). The epistemological basis will be
constructivist, building on the significant educational philosophical and research
work done in this area (Phillips, 1995).

3.2. Method
3.2.1. Data Collection

The questions clearly lend themselves to a cross-sectional research design, as

the form most able to compare the same factor across similar locations (Bryman,
2008). Specifically, a survey design will be adapted. An initial self-completion
questionnaire will be sent out to the music departments in all ACT secondary
schools, with follow up. This questionnaire will be used to establish demographic
data on vocal programs, assist in shaping interview questions, and identifying case
studies for further interviewing. Running the questionnaire first will restrict the

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data it collects in favor of a broader view of vocal program demographics, allowing
for appropriate case studies.
The “semi-structured interview schedule tends to be the one most favoured
by educational researchers as it allows respondents to express themselves at some
length, but offers enough shape to prevent aimless rambling” (Improving
Educational Management, 1994). As clear as this quote is, further advantages to
semi-structured interviews are clear in Improving Educational Management. Semi-
structured interviews are appropriate for small-scale social research projects, allow
flexibility whilst providing structure, and provide more room for interaction
between researcher and subject. Dealing with a potentially sensitive topic, this is
essential. At this stage, 6-9 interviews, across the three categories of vocal programs
are intended. This may change from demographic data gathered through the
questionnaire.

3.2.2. Case studies

Within the constraints of availability, case studies will be selected to provide a

representative sample of schools within the ACT. Two examples of each variety of
vocal program will be selected, successful, unsuccessful, and none. Across these six
case studies, public, private, 7-10, 7-12, and 11-12 schools will all be included. The
exact spread of schools needs to be confirmed, and will be selected based upon the
self-completion questionnaires to be as typical of that type of vocal program as
possible.

3.3. Ethical Considerations

3.3.1. Confidentiality

The primary ethical issue within this study is that of school and teacher
confidentiality. Unfortunately, identifying characteristics such as size,
socioeconomic status, and the availability of extra-curricular activities are key to
this research. In order to truly de-identify schools, this thesis needs to be written up
exceedingly carefully, and no extraneous information can be included. As far as

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possible, graphs and aggregate data will be used, incorporating information from
individual schools will not be identifiable.

3.3.2. Data storage

As per university guidelines (University of Canberra, n.d.) and the National

Statement on Ethical Conduct in Human Research (2007), original data sources such
as questionnaires and interview transcripts will be kept for seven years. They will
remain under lock and key, and if another researcher requests data, it will be
provided in a de-identified format. This possibility will be included in all consent
forms.

3.4. Design validity

Given the aim and scope of this research, this is a valid research design. Using a
self-completion questionnaire will enable the broadest range of schools possible to
respond. Semi-structured interviews will enable detailed questioning, whilst leaving
unexpected research avenues open. Within the scope of the ACT, six schools is a
reasonable research sample size. The ACT is small and has a relatively homogenous
population, enabling generalization. Additionally, socioeconomic and academic
information is available through the MySchools website. If the self-completion
questionnaire response rate is low, there is information available on non-
respondents as well.
There are drawbacks to the research design being deployed. Self-completion
questionnaires inevitably result in biased responses, and those who are invested are
more likely to respond (Bryman, 2008; Bennett, Glatter & Levacic, 1994).
Particularly given the potential political implications, schools with vocal programs
would be more likely to respond. As mentioned, if necessary other sources of data
will be consulted. Semi-structured interviews can run the risk of researcher bias
(Bryman, 2008), while maintaining an impartial interviewer/interviewee
relationship may not be possible within a community as small as the ACT. All
possible steps will be taken to eliminate these biases, and I believe that a structured
interview would not allow for the research freedom that is needed.

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4. Potential findings
4.1. Successful vocal programs

Based on prior research, the expected findings on schools with successful vocal
programs will fall into three categories- executive support, supportive school
culture, and teacher expertise (Stearns & Glennie, 2010). It is well established that
the support of the executive and administrative arm of a school is key to success in
any extra-curricular program. While this can partly be attributed to the effect on the
school culture, budgetary implications are impossible to ignore. Resources are
necessary for every program, while executive support for professional development
and necessary time off teaching is essential to many programs (Masling, 2011).
It has also been established that teachers’ experience affects both what and how
they teach. Music teachers with experience as members of and conducting vocal
groups are significantly more likely to choose to become involved with these
activities. Added to this, I would theorise that schools with established programs
would be inclined to hire teachers with relevant expertise. At the same time, the
school culture is inescapable. This can be seen in the difficulties in involving boys
within choirs, and the significance of changing school-wide perceptions of singing
before a program can grow (Stevens, 2003). Schools with a culture supportive of the
arts, and a culture of involvement are more likely to allow for a vocal program
(Stearns & Glennie, 2010).
Outside of the expected, there are a multitude of possible results. The impact of
other programs within the school cannot be predicted. While promoting extra-
curricular involvement, a strong program in another area may draw students away
from the vocal arena. In terms of success, socioeconomic status may be a factor, as
with academic results (as seen through NAPLAN)(Kinney, 2010). For a successful
vocal program, it would be predicted that both of these would fall within a higher
category. Opportunities in terms of available performances and rehearsal
scheduling will potentially affect results in unexpected ways, as both of these are
essential for success within a program, yet unlikely to be affected by other factors
under consideration.

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 4.2. Unsuccessful vocal programs

For an unsuccessful vocal program to exist, there has to be enough support from
either an individual teacher or the school executive for it to be considered
important, yet not enough for it to be successfully promoted within the school
(Masling, 2011). Therefore, I predict that a number of the factors in favour of
successful vocal programs will work against an unsuccessful vocal program,
possibly not consistently. So a school with executive support might lack an
experienced teacher, while an experienced teacher could be struggling with an
uninvolved school culture. At this point, it is unknown if one factor will be
predominant within this mix.
Given research into success, the complementary aspects to an unsuccessful vocal
program would be a lack of clear direction, minimal performances, unexciting or
irrelevant repertoire, and unrealistically high or low expectations of the group
(Albert, 2006; Hamann, 2007; Parker, 2010). A number of these rely primarily upon
the teacher in charge, although that may be mitigated by outside circumstances.
However this is complicated by the paucity of prior research into the area. This
research aim to address the lack of research into factors working against success,
and the unexpected cannot be discounted.

4.3. No vocal program

There are two main possibilities for schools with no vocal program; either a
predominance of factors proven detrimental to success, or an extremely strong
program of another variety sapping potential student involvement. While I would
predict that schools without vocal programs have cultures that aren’t supportive of
artistic involvement or performance music, a strong program in a closely related but
uncounted field such as musical theatre could reduce student numbers to a point
where a vocal program is unviable (Townsend, 2006). It is also possible that age or
level of schooling may play a role, as higher civic involvement in younger years
(Stearns & Glennie, 2010) competes with maturing voices enabling fuller
participation in vocal programs (Adderly, Kennedy & Berz, 2003; Stevens, 2003).

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5. Potential implications from research

The purpose of this research is to establish the factors that allow for successful
vocal programs. Therefore, the aim is to provide schools with unsuccessful vocal
programs with knowledge of what needs to change in order to offer a successful
program. Alternatively, research may show that certain factors make a vocal
program unviable, in which case limited school resources may require a difficult
decision. Ideally, the implication from this research will be to provide a clear guide
on what is needed for a successful vocal program, through comparison with the
unsuccessful.
Additionally, there is no way in which one honours thesis can truly cover this
area. One of the implications of this thesis is highlighting an area in which very little
research has previously occurred. Therefore, implications for future research are
essential. A range of questions will inevitably raised, and the research will be limited
to the ACT, which is not representative of much of Australia. A major implication of
this thesis will be future research directions.

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6. Bibliography
Adderly, C., Kennedy, M., & Berz, W., (2003) “A home away from home”: The world
of the high school music classroom. [online] Journal of Research in Music Education
(51)3
Albert, D., (2006) Strategies for the recruitment and retention of band students in
low socioeconomic school districts. Contributions to Music Education (33)2, 53-72
Australian Government (2007) National Statement on Ethical Conduct in Human
Research Canberra; Author
Bryman, A. (2008) Social Research Methods 3rd edn.; Oxford: Oxford University Press.
Danermark, B., Ekstrom, M., Jakobsen, L., & Karlsson, J. (2001) Explaining Society: An
Introduction to Critical Realism in the Social Sciences (Critical Realism: Interventions)
Abingdon, Routledge.
Eccles, J., & Barber, B. (1999) Student council, volunteering, basketball, or marching
band: What kind of extracurricular involvement matters?. Journal of adolescent
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Freer, P. (2007) Between research and practice: How choral music loses boys in the
“middle”. [online] Music Educators Journal (94)2
Hamann, K. (2007) Influence on the curriculum choices of middle school choir
teachers. [online] Applications of Research in Music Education (26)1
Ianni, F. (n.d.) Qualitative Research for Education, Robart Bogdan & Sari Knopp
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http://www.francescoianni.com/
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Music (13)1
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Bennett, N., Glatter, R., & Levacic, R. (eds.) London: Sage
Kinney, D. (2008) Selected demographic variables, school music participation, and
achievement test scores of urban middle school students. [online] Journal of
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Masling, D. (2011) Personal communication
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school choral ensemble: An action research study. Music Education Research (12)4,
339-352
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Stearns E. & Glennie E., (2010) Opportunities to participate: Extracurricular
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Stevens, C., (2003) Refining raw talent. Choir and Organ (11)2 p.41-44
Townsend, A. (2006) Building shared goals: In the high school music department.
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