A grounded theory of musical independence in the concert band

Defined as the ability to engage in music activities on one’s own, musical independence

is a frequent goal of music education. This yearlong study investigated musical

independence within concert bands through interviews and observations of participants

of secondary programs that included musical independence as a primary objective.

Constructivist grounded theory analyses of the participants’ experiences led to a

model of musical independence that included three interrelated outcomes: student

agency, critical decision making, and lifewide/lifelong musicianship. These outcomes

were the result of specific instructional practices that utilized cognitive modeling,

scaffolded instruction, and authentic, regular, student-led music-making in curricular

ensembles to promote student agency and decision making. These instructional

practices relied upon preconditions for independence, including musical, social, and

21st-century skills foundations frequently found in large-ensemble classrooms. This

study provides a model that can be situated within current large-ensemble practices

to support the development of musical independence.