More Than Teachers: A Study of How Band Directors Handle Student Grief Barrett Undergraduate Honors Thesis Defense Alaina Peters Director: Dr. Margaret Schmidt Second Reader: Julie Hoffer, MM, MT-BC

Summary Topic: how band directors’ ensembles are affected during times of tragedy & how the directors respond Three research questions: In what musical or non-musical ways do band directors aid their students in the grieving process? How do band directors handle their own personal emotions, both in front of their students and privately? What resources and previous experiences prepared band directors to handle a grief situation, and what additional methods may have prepared them more effectively? Qualitative study

Motivations and Need for Study Personal Motivations Related Literature Student grief is common and diverse. School support systems exist, but there are many barriers. Group support curriculums are beneficial for students, especially those including art therapy. Music ensemble directors have chances to develop students’ affective domains.

Methodology Obtained IRB approval (exempt status) Recruitment – recommendations and snowball sampling Semi-Structured Interviews “Describe your classes the day the news broke.” “Are there any of your students’ responses to the situation that stick out in your mind? “Did you vary your classes’ normal activities/routines when this happened? Why/why not?” “What advice would you give to a fellow ensemble director going through a similar situation?” Transcriptions Analysis – coding for main themes

Meet the Participants (Case Studies) Mr. Arias Former high school band director & current community college band director (most students between age 18 and 22) 9/11 attacks, student suicides, student killed in accident on way to performance, sexual relationship between students Passionate about inspiring student personal growth Mr. Bryant 8-year high school band director (w/ 1 elementary) Death of former student, current student’s suicide attempts, drunk driving simulation Focused on supporting students and being vulnerable w/ them Mr. Callahan 19-year high school band director (w/ 3 elementaries) Student medical concerns, school shooting, accidental death of non- band student at school, suicides of non-band students at school Concerned with maintaining professionalism & physical protection of students

Common Themes Theme 1: Contextual factors affect stakeholders’ responses. Timing Cause of accident/death Legal constraints Preparation and resources

Common Themes (cont.) Theme 2: Band Directors Make Many Decisions When Handling Student Grief Reading the group Strengthening relationships with students Taking class time to grieve Continuing rehearsals/normal procedures Performing to grieve

Common Themes (cont.) Theme 3: Band directors recall responses of the wider community. Student-student relationships Parents Fellow victims, concerned for children, informants, role models School community Residual impacts

Common Themes (cont.) Theme 4: Band Directors Experience Personal Impact Guilt Personal inspiration and support Life lessons for band directors

Addressing Research Questions In what musical or non-musical ways do band directors aid their students in the grieving process? Musical Musical performances Continuing rehearsals to provide structure/normalcy Non-musical Forming relationships with students

Addressing Research Questions (cont.) How do band directors handle their own personal emotions, both in front of their students and privately? In front of students Needs of students > directors’ feelings Mr. Bryant: appeared vulnerable and hurt Mr. Callahan: maintained professional demeanor Privately Reach out to others for support (family, other band directors, mentors) Found meaning through observing student responses

Addressing Research Questions (cont.) What resources and previous experiences prepared band directors to handle a grief situation, and what additional methods may have prepared them more effectively? What Prepared Them Referred students to school counseling services Any training was reportedly helpful Physical safety concerns addressed more than student emotional concerns Ideas from other leaders Additional Methods More training More conversing with others in the field

Limitations Small sample size (cannot generalize) All participants were male Specific school/teacher demographics were not collected Only addressed band directors (original intent was to include multiple ensemble types)

Implications for Practice Implications for individual band directors Develop knowledge of each student Familiarize self with school social work program Seek training on subject Consider chosen repertoire to reflect aspects of affective domain Consider social media as tool to monitor student concerns Implications for band director community Intentionally build personal network Share stories on grief with others Implications for educating current/future band directors School social workers may educate teachers on grief Hold roundtable discussions, etc. at music ed. conventions Professors can address in teacher preparation classes

Future Studies Replicate this study with more teachers Demographics to consider: gender, years of teaching experience, cultures/religions, size of program, type of program, age of students Conduct survey-based study to gain surface- level information and generalizations Conduct similar study with different types of teachers

Personal Reflections Orientations to teaching Orientations to leadership Orientations to research

Video Faith

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