Teaching Citizenship Through Music Education: A Case Study of a Community Youth Orchestra Program

Abstract

Abstract This instrumental case study was designed to elicit a nuanced view of perspectives and approaches to citizenship education in one context of music teaching and learning. I chose an El Sistema-inspired youth orchestra program as an instrumental case of citizenship education given the program's explicit mission: to educate students as citizens through intensive ensemble-based music instruction. Throughout one academic year, I conducted observations of the program's routine activities and engaged with five participants in interviews and processes of member reflection. Through these interviews, one program director, two instructors, and two student participants illuminated the phenomenon of citizenship education within the case. I chose a theoretical framework encompassing Nussbaum's (1998, 2000) world citizenship, as well as categories of legalism and communitarianism, to analyze perspectives and program practices relevant to citizenship education. Primary themes related to participants’ perspectives on citizenship education included expectations for individual development via musical and intrapersonal skills. Additionally, program participants discussed possible instruments of wider social and community change through long-term program outcomes. Based on this analysis, I suggest that organizations intent on citizenship education more closely examine whether classical techniques and curricula inspired by El Sistema best fulfill their missions or if the needs of their communities transcend these traditions.

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