| Despite strong feeder programs at the elementary level, middle school frequently is the time when many boys choose to not continue singing. Although music education journals and music literature from the early 20th century to the present, have addressed the problem including strategies for male recruitment, low enrollment of male singers in middle school choral programs continues to be an issue. However, there are middle school vocal programs that consistently recruit and retain a high enrollment of males. The goal of this study was to identify teaching strategies of these vocal music teachers who achieve this high enrollment, and compare their strategies to the research.;Considering the interpretive and subjective nature of the study, the methodology included a qualitative approach. Observations and interviews were the tools used for the study, and were designed following Creswell's (2003) methods. Data was recorded and then compared for similarities and differences. In order to obtain recommendations of vocal music programs who maintained this high enrollment, music educators and researchers from New Jersey universities and public schools were contacted. A list was then compiled and these teachers were contacted. Initially, ten teachers were contacted via email and were then sent a formal letter. The final participants included three New Jersey vocal music teachers.;The final results showed many common threads regarding the teachers' rehearsal strategies, knowledge of their subject and classroom management styles. Moreover, despite cultural beliefs that singing is not a masculine pursuit and researchers' reasons for low enrollment, all three teachers acknowledged the importance of recruitment and retainment of all students, both males and females, and considered recruitment a part of their job responsibility. |
