Mentors: Elizabeth Reed, Ph.D., Melissa Shew, Ph.D. (Marquette University)

This study explores the intersection between existentialist philosophy and secondary music education, driven by my experiences as a preservice music educator studying both music education and philosophy. To examine how existentialist themes show up in the band classroom, I interviewed four high school band directors about behaviors they observe in their students. Their responses showed that students and teachers alike engage with existential concepts including autonomy, intersubjective awareness, and authentic expression through participation in band. However, the interviews also revealed barriers within music education that can limit attention given to humanistic development. This research encourages music educators to think about how ensemble classes can support personal growth as well as musical growth.

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