Abstract
Jamie is a homeschooled student from the metro-Phoenix region of Arizona in the United States. An accomplished musician, Jamie’s resources for music education came not only from private lessons and music classes available through homeschool learning cooperatives, but also from public school, community college, and civic bands, choirs and orchestras. In this narrative case study, I present a longitudinal account of Jamie’s homeschooled education through high school and her matriculation into college and discuss Jamie’s perceptions of homeschooling, the benefits and limitations of music learning in the homeschooling environment, and the issues surrounding her attendance at the local public school to participate in music classes.
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Notes
- 1.
For the purposes of confidentiality, the names of the participants and other identifying markers, such as the name of the high school, have been changed.
- 2.
Debbie Munoz, Homeschool Coordinator, Maricopa County School Superintendent’s Office, Phoenix, AZ (mini-disc recording).
- 3.
Candace Cochran, Homeschool Liaison Maricopa County Superintendent of Schools.
- 4.
The use of the term “public school” in the U.S. context refers to state-based school education.
- 5.
General Educational Development (or GED) tests are a group of five subject tests which, when passed, certify that the taker has American high-school level academic skills. Passing the GED grants the student the equivalent of a high-school diploma.
- 6.
Information on the Yamaha Music in Education Program, a technology-rich approach to teaching piano and general musicianship, may be accessed via the World Wide Web at www.musicineducation.com.
- 7.
Jamie distinguishes her 4 years of high school with the traditional designations of freshman, sophomore, junior and senior, even though she “graduated” from her homeschool at 16 and began attending classes at the community college. I have elected to keep her designations.
- 8.
The Regional and All-State festival orchestras are part of the Arizona Music Educators Association system of interscholastic honors orchestras available by audition.
- 9.
For many public high-school students, graduation coursework requirements and scheduling conflicts preclude participation in more than one ensemble.
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Nichols, J. (2012). Music Education in Homeschooling: Jamie’s Story. In: Barrett, M., Stauffer, S. (eds) Narrative Soundings: An Anthology of Narrative Inquiry in Music Education. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0699-6_7
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