Student Retention in School Bands and Orchestras: A Literature Review

Student Retention in School Bands and Orchestras: A Literature Review offers insight on 35 years of student retention research in band and orchestra programs. Hash found that students remain in– or withdraw from instrumental study because of three areas: “(a) practical considerations, especially related to scheduling and other interests and commitments; (b) students’ attitudes on their musicianship and various aspects of the program; and (c) the influence of other people” (p. 11). As a result, educators feel stress; negative perceptions arise from administrators and other stakeholders; and students miss lifelong musical opportunities.

School schedules, time allotted for practice/study, cost of equipment, transportation to events, perceived value of musical study, interest/motivation, and encouragement from friends, teachers, counselors, and family were all influences in determining student attrition or retention. Students and music educators face these factors everyday and there isn’t a single solution to a multifaceted experience. Hash recommends parents, teachers, and administrators work together to identify issues that could prevent or discourage from continuing in the instrumental program. Teachers and parents can have a great influence on students’ attitudes and motivation. At the most local level, teachers might survey or interview students considering continuation or withdrawal from the instrumental program.

Scheduling, school resources, and time might be areas where teachers have the least amount of influence. Teachers must use their direct connection to students in the class to influence students’ attitudes. Hash recommends using a survey developed by Dr. Brett Jones to gauge students’ attitude. The MUSIC Model of Motivation is a model based on the idea that motivation is a construct manifested in actions (e.g., task selection, effort, and persistence) and verbalization (e.g., ‘I like orchestra’), whereby a person instigates and sustains goal-directed physical or mental activity (Jones, 2009). Information about The MUSIC Model can be found here: https://www.themusicmodel.com/ Although the title of this model is “MUSIC,” the model is applicable to all academic subject areas.

Collaboration with stakeholders, parents, administrators, and colleagues is a pivotal step to ensuring student retention in instrumental programs. Perhaps the most important element in this puzzle is the relationship between students and teachers. Taking stock of our students’ needs and engagement with music is where we can make an immediate impact. The MUSIC Model survey items are specifically worded to gauge students’ feelings of empowerment, content usefulness, success, interest, and care. The survey can be used at the beginning of a year long course, the end of a year long course, or at the end of a learning unit. This is a worthy place to start, a space to learn more about our students’ perspective.

Link to The MUSIC Model User Guide: https://www.themusicmodel.com/wp-content/uploads/2022/09/User-Guide-for-the-MUSIC-Model-Inventory.pdf