This is not what I want it to be yet, but we need to start somewhere. I latched on this train of thought about a month before this class started, but I feel really good about its relevance to my work life, potential for my academic career, and long-term interest.
Blog for Week 5
What do you know about your phenomenon of interest?
Leadership has been studied quite frequently outside of music, especially in the business arena. Studies like Logue et al. (2005) examine the impact of leadership on the collegiate experience in an attempt to broaden the learning experience and further develop interpersonal skills.
Leadership in the music ensemble can enhance the offerings of the ensemble (Hendricks, 2012).
Although there has been much research done in the area of leadership development in college age students as a portion of their development as leaders in the business world, there is much work to be done on where leadership skills develop in high school age children, or even earlier (Dempster, 2007).
Theoretical frameworks exist to describe and breakdown the evolution of leadership as a construct over the course of a life span (Komives and Dugan, 2014, p. 817).
What are some of the interesting things that you have learned from specific articles you have read thus far?
The definition of leadership is transitioning from a fixed, inherent attribute (Burns, 1978) to a facet of identity that can develop over the lifespan and can be encouraged and grown (Komives and Dugan, 2014). Modern definitions of leadership are inclusive of the changing perception of leadership as children grow and develop more encompassing worldviews. Simply put, leaders start as empowered others (e.g. teachers in a classroom) and evolve to more informal, personal structures (taking an informal leadership role in a professional work group up through being a CEO).
From what theoretical perspective(s) have other scholars (in and out of music) studied some aspect of this phenomenon, and why have they justified that stance?
Melton (2012) has taken a phenomenological stance in examining the power structures of leadership in band programs in relation to bullying.
Komives, et al., (2006) used grounded theory to develop a description of a six-stage process of the growth of the role of leadership identity and the definition of that concept (p. 807).
Burns, J. (1978). Leadership. New York, NT: Harper and Row.
Dempster, N., and Lizzio, A., (2007). Student leadership: Necessary research. Australian
Journal of Education, 51(3), 276-285. doi:10.1177/00494410705100305
Hendricks, K. S., Roesler, R. A., Chaffee, C. C. and Glawe, J. (2012). Orchestra student
leadership: Developing motivation, trust, and musicianship. American String
Teacher, 62(3), 36-40.
Komives, S., Longerbeam, S., Mainella, F., & Osteen, L. (2006). A leadership identity
development model: Applications from a grounded theory. Journal of college
Student Development, 47, 401-doi:https://dooi.org/10.1353/csd.2006.0048
Komives, S. & Dugan, J. (2014). Student leadership development: Theory, research, and
practice. In D. Day (Ed.), The Oxford Handbook of Leadership and Organizations.
Oxford: Oxford University Press. doi:10.1093/oxfordhb/9780199755615.013.039
Logue, C., Hutchens, T. A., Hector, M. A. (2005). Student leadership: A phenomenological
exploration of postsecondary experiences. Journal of College Student Development,
46(4), 393-408. doi:10.1353/csd.2005.0039
Melton, C. (2012). Facing the music: Student power relations in student leadership within
high school band programs (Doctoral dissertation). ProQuest Dissertation and
Theses. (UMI No. 3553658).