Zeleski, S. Justin2022-11-102022-11-102022https://hdl.handle.net/2097/42832High School graduation often marks a point where students, who have participated in music, drop out of participation. Misconceptions, inequitable skill development, and an overemphasis on semi-professional large ensembles continue to perpetuate this problem. This 7-month qualitative study in Millard, Nebraska used Participatory Action Research (PAR) to develop, implement, and empower students to become independent musicians by closing a null curriculum centered around the exclusion of solo preparation and small ensemble instruction. Over the span of eight weeks, students engaged in self-directed learning during the class period after which they answered surveys and interview questions to get to the heart of their experience. The results indicated that students enjoyed participating in the unit and developed practical skills that all independent musicians use while simultaneously maintaining the mandated school curriculum and large ensemble expectations. Limitation of schedule, demographics, and SES invite opportunities for further research while curricular recommendations can provide a foundation for future curriculum development centered around skill acquisition, student-directed education, and lifelong learning.en-US© the author. This Item is protected by copyright and/or related rights. You are free to use this Item in any way that is permitted by the copyright and related rights legislation that applies to your use. For other uses you need to obtain permission from the rights-holder(s).http://rightsstatements.org/vocab/InC/1.0/Lifelong engagmentPARYPARAction researchSoloSmall ensembleMusic curriculumChange theoryExperiential learningLewinKolbKratusDissertation