Ken's Boston University StudyBackground Information |
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Queens 3 Band Day
| Date | Sunday, April 12th |
| Location | Liverpool Regional High School |
| Schedule | 3:30 - 4:00 - Arrival & Setup |
| 4:30 - 5:15 - Sectionals - Mixed Groups & Mentor Led | |
| 5:15 - 6:00 - Full Massed Band Rehearsal | |
| 6:00 - 6:30 - Pizza Break | |
| 6:30 - 7:00 - Showcase Concert | |
| 7:00 - 7:30 - Social & Tear Down | |
March 31, 2026
Hi Folks!
My name is Ken Foote. I am an experienced music educator, currently serving as a Band Clinician with the Halifax Regional Centre for Education through Halifax Regional Arts, and a doctoral candidate at Boston University. My research project is titled Belonging and the Transition from Pre-High School Music to High School Music.
Purpose and Research Questions
This dissertation examines mentoring and its potential impact on students’ sense of belonging within school music programs. Specifically, the study explores how participants describe:
- Their experiences with student-to-student mentoring.
- The impact of these experiences on their well-being and sense of belonging.
- The influence of mentoring on their musicianship.
Participants will include musicians from South Queens Middle School, Liverpool High School, and the Mersey Band.
What Will Happen in This Research Study
Participants will take part in a band day at Liverpool High School on April 12. During this event, I will observe musicians as they rehearse and collaborate. I will also engage participants in informal conversations and may ask questions about their musical background and experiences with peer mentoring.
Observations will be documented through field notes, and sessions may be audio and/or video recorded. Audio recordings will be transcribed and made available for review.
Benefits and Risks
Participants will receive no direct benefit from being in this study. The primary goal of this research is to collect information about the scientific questions asked in this study. This study may help me learn information that may benefit music educators and music students in the future as it may help educators to better utilize peer mentoring within their music programs.
There are no known risks associated with participation. Some participants may feel minor discomfort when discussing mentoring experiences; they may decline to answer any questions at any time. Participation is entirely voluntary, and individuals may withdraw at any point.
If a participant chooses to withdraw, any data already collected will remain part of the study. All information will be securely stored: paper records in a locked cabinet and electronic files will be password-protected, encrypted, and stored offline. Recordings will be kept for approximately six months (the duration of the study) and then permanently deleted. Collected data will be anonymized, with no identifying information linked to individual participants. Study documentation will be kept for seven years, in accordance with Boston University policy, and then securely destroyed.
Approvals
This research has been approved by the South Shore Regional Centre for Education and reviewed by the Institutional Review Board at Boston University in accordance with federal guidelines for research involving human subjects.
Participation is anonymous and voluntary. Adult participants will provide informed consent. Students will provide assent, along with parent or guardian consent. This research is conducted under the supervision of my faculty advisor.
Closing
This study will not interfere with instructional time, as all activities will take place outside regular class hours. Efforts have been made to minimize the time commitment required of music teachers.
Student mentoring in music programs may foster belonging, well-being, and musical growth. This research may contribute to a deeper understanding of these benefits within school music settings.
Thank you for your time. Please feel free to reach out if you would like additional information.
Additional Information
Introduction
Based on my experiences as a music educator and athletic coach, I wonder if mentoring among musicians can not only help them grow as learners and players, but also create a sense of belonging that may enhance their overall well-being. I wonder, could that sense of belonging and well-being smooth the transition from middle school music to high school music, which seems to me a crucial time where students make big decisions about whether to continue in music? How might mentoring impact the performance and motivation to continue among youth musicians?
Here are the two programs I have completed to prepare for this research.
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| See CITI PDF for more details | See TCPS 2 PDF for clearer details |
I was the recipient of a Honourary Lifetime Membership from the Nova Scotia Band Association in October. Here is PDF with some information on that award: Ken Foote.
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Sample Questions
To help you get a feel for the questions I will ask, here are some sample questions that were dropped from this research.
- Tell me about a piece or two that you really liked playing in band. What made them stand out to you?
- Have you noticed improvements in your musical skills since joining the band? How?
- What is helpful/beneficial/good about working together in a group? What does not work as well or is difficult?
- Do you feel that being in the band has helped you grow as a person? If so, in what ways?
- Tell me about a time when your band teacher/director taught you something difficult. Walk me through it.
Here is some additional information on my research taken from my dissertation.
Problem
The transition from middle school to high school can sometimes be one of the most stressful events in a young person’s life, potentially negatively impacting both their academic achievement and well-being. The difficulties associated with this transition may lead some students to feel disconnected to fellow students and perhaps discontinue their involvement in school music; this is a problem.
Purpose
The purpose of this study is to investigate the potential results of mentoring and students' expressed perceptions of belonging in their music program.
Research Questions
These questions will serve to guide this research study:
- How do participants describe their experiences in a student-to-student mentoring program while they also transition into a high school music program?
- How do participants describe the impact of a student-to-student mentoring program on their well-being and sense of belonging as they transition into a high school music program?
- How do participants describe the influence of a student-to-student mentoring program on their musicianship as they transition into a high school music program?