The Effect of Socioeconomic Diversity on High School Choral Programs in East Tennessee
Location
D.P. Culp Center Room 303
Start Date
4-5-2024 1:30 PM
End Date
4-5-2024 2:30 PM
Name of Project's Faculty Sponsor
Lauren Ramey
Faculty Sponsor's Department
Music
Competition Type
Competitive
Type
Oral Presentation
Presentation Category
Education
Abstract or Artist's Statement
The Effect of Socioeconomic Diversity on High School Choral Programs in East Tennessee Adam Hybarger and Dr. Lauren Ramey, Department of Music, College of Arts and Sciences, East Tennessee State University, Johnson City, TN. The choral arts have been alive since the 2nd century, as it has been renowned as one of the most undying demonstrations of art. Although constantly evolving and adapting over time, the quality factors of the choral ensemble has not changed. Even the least musically inclined individual can differentiate a good choir from one that is not so great. Quality factors also transfer to the high school setting. Even though choir is a core fine arts class throughout the United States, the contrast of quality between one high school choir to the next could be astronomical. The cause of this, however, has been mostly pointed at the direct features of the ensemble’s members—are the students already musically apt? Were they given the proper training from their middle or elementary school environments? Although logical questions, this could be seen as a cop-out of the true markers of a quality choral ensemble. Could the socioeconomic status of the school have any effect on the quality of its choir? The financial presence of the school is often seen as a correlating detail in this, but the research is scarce. After discussing pertinent literature on quality indicators and their role in a high school choral ensemble, this document mentions accounts from east Tennessee high school choral directors, referencing specific quality indicators of their programs, including funding allocations, resource availability, teacher expertise, and student participation. The purpose of this study is to discover the correlation between the socioeconomic status of east Tennessee high schools and their choral programs. The names of the choral directors were collected through exploring each high school’s staff directory to gather emails, and this determined the directors who were surveyed and asked to provide information about their programs. The socioeconomic factors were retrieved through open-source educational information sites like U.S News & World Report and Niche. This document will serve as a resource for future studies on equitable choral environments.
The Effect of Socioeconomic Diversity on High School Choral Programs in East Tennessee
D.P. Culp Center Room 303
The Effect of Socioeconomic Diversity on High School Choral Programs in East Tennessee Adam Hybarger and Dr. Lauren Ramey, Department of Music, College of Arts and Sciences, East Tennessee State University, Johnson City, TN. The choral arts have been alive since the 2nd century, as it has been renowned as one of the most undying demonstrations of art. Although constantly evolving and adapting over time, the quality factors of the choral ensemble has not changed. Even the least musically inclined individual can differentiate a good choir from one that is not so great. Quality factors also transfer to the high school setting. Even though choir is a core fine arts class throughout the United States, the contrast of quality between one high school choir to the next could be astronomical. The cause of this, however, has been mostly pointed at the direct features of the ensemble’s members—are the students already musically apt? Were they given the proper training from their middle or elementary school environments? Although logical questions, this could be seen as a cop-out of the true markers of a quality choral ensemble. Could the socioeconomic status of the school have any effect on the quality of its choir? The financial presence of the school is often seen as a correlating detail in this, but the research is scarce. After discussing pertinent literature on quality indicators and their role in a high school choral ensemble, this document mentions accounts from east Tennessee high school choral directors, referencing specific quality indicators of their programs, including funding allocations, resource availability, teacher expertise, and student participation. The purpose of this study is to discover the correlation between the socioeconomic status of east Tennessee high schools and their choral programs. The names of the choral directors were collected through exploring each high school’s staff directory to gather emails, and this determined the directors who were surveyed and asked to provide information about their programs. The socioeconomic factors were retrieved through open-source educational information sites like U.S News & World Report and Niche. This document will serve as a resource for future studies on equitable choral environments.