This study explored music education outside of a public-school context. The intent of the study was to gain an understanding of the learning experiences of two professional drummers. Using the method of narrative inquiry, specifically biography, the study looked at how their learning experiences shaped their (w)holistic development as musicians. The study attempts to identify specific aspects of the drummers learning experiences that could benefit all music students. The study looked at two drummers; one is a traditional Indigenous drummer who learned to drum within traditional Indigenous culture. The second drummer learned to play percussion in a western music education setting. The co- participants took very different paths through the learning process. However, the experiences that made an impact and stood out as meaningful to the co-participants’ development had several similarities. Through narrative inquiry, these similarities were investigated. This process helped to develop an understanding of how teaching music can be done with purpose and success inside and outside a classroom setting. Furthermore, the process of exploring drumming through a narrative lens demanded that I looked at my own experiences with music education. This introspective approach led to personal insights into my own teaching and learning practices.
Networked Digital Library of Theses and Dissertations
Faculty of Graduate Studies and Research, University of Regina