Application of Andragogic Principles to the Study of Gregorian Chant: A Grounded Theory Study

Despite literature on pedagogies or methodologies for Gregorian chant, there is a lack of research regarding the application of andragogic perspectives to the teaching of Gregorian chant. This grounded theory study seeks to identify the experiences of adult learners and instructors of Gregorian chant active in small to mid-size Roman Catholic parishes in the United States with modest program resources. While pedagogical and philosophical models regarding Gregorian chant have proliferated throughout the Roman Church for over a millennium, instructors and learners, do not have information regarding how to apply andragogic perspectives to the teaching of Gregorian chant to facilitate instruction and learning of adults who wish to learn Gregorian chant. This grounded theory study reviewed and analyzed data from music directors and adult learners of Gregorian chant regarding their experiences and perceptions of learning and teaching Gregorian chant to adult learners. The information gathered led to the creation of an interpretative grounded theory regarding the interaction of Knowlesian andragogic principles with Gregorian chant teaching and learning. It also presented a theory of action to improve learner experiences by educating instructors about andragogy.