Date of Award


Document Type

Campus Access Dissertation


School of Music


Piano Pedagogy

First Advisor

Scott Price


The purpose of this study was to survey the outreach offerings and practices in piano areas of Community Music Schools affiliated with colleges and universities accredited by the National Association of Schools of Music (NASM). Information about general music offerings in Community Music Schools was also included. A 78-question online survey was distributed to 629 schools listed on the 2011 NASM directory. The survey elicited 181 responses (29%) concerning information about institutions, Community Music Schools, teachers, financial assistance, community outreach specializations, and opinions about community engagement and outreach.

Analysis of the data showed that while most participating institutions viewed community engagement and outreach as important, 43.6% of respondents did not have a program to offer music education and instruction to non-collegiate community members. Those institutions with Community Music Schools more often offered private music lessons than group music lessons or courses. Private and group music lessons were offered for piano more often than other instruments. Almost half of Community Music Schools with college and university affiliations did not provide financial assistance to students; most of those that did used less than 11% of their operating budget. While most schools were equipped with facilities for students with physical disabilities, many did not have currently enrolled students with visual or hearing impairments, learning disabilities, or developmental disabilities. Over half of Community Music Schools with college and university affiliations did not engage in instructional programs in cooperation with public and/or private schools, and almost half did not work in conjunction with outside agencies. The majority of institutions surveyed did have students and faculty who engaged in performance outreach, especially in piano, band, and choral areas.

Recommendations for further research included exploration of the perspectives of community members to assess their expectations of Community Music Schools in colleges and universities, and comparative research to determine the differences in offerings of Community Music Schools with and without membership in the National Guild of Community Arts Education (NGCAE). Further research should assess the lack of music offerings to underserved communities and persons including those in correctional institutions and students with disabilities. In addition, more detailed information about financial aspects of Community Music Schools and the affect this has on financial assistance offerings should be obtained.


© 2012, Anna Cheyenne Hamilton