Experiences of South Carolina Middle School Music Directors Teaching Multicultural Music in Performance Classes: A Multiple Case Study

The purpose of this multiple case study was to discover the experiences of middle school music directors in providing multicultural music performance experiences for students in South Carolina. The theory guiding this study was Cultural-Historical Activity Theory as it allowed for the examination of tools used for teaching and learning. A qualitative multiple case study design allowed for the collection of data from four purposefully selected middle schools in South Carolina. The study sought to answer the central research question: How do music educators describe their experiences in teaching multicultural music in music performance classes? The focus of the research questions were the actions, tools, and communities that are utilized by middle school teachers to provide culturally relevant experiences in music performance. The music teachers at each school, including choral, band, and strings teachers served as participants. The data collected consisted of observations, teacher interviews, and concert programs. The data from all three sources were analyzed using cross-case synthesis, with each case examined separately before being studied for emerging patterns.