Lessons Learned from Java Jam: An Alternative Music Making Event at the High School Level

Abstract

The purpose of this intrinsic case study was to understand the function and significance of Java Jam--an annual music performance event at a public high school in which students select and rehearse music to perform. Five questions guided the study: How do different groups of Pikeford High School community members view Java Jam? How does Java Jam influence music-making? What are the successes and failures of Java Jam? What are the connections between Java Jam participants and school music? And, how does Java Jam affect the Pikeford High School community? In this study, I provide a detailed description of Java Jam through the perspective of 24 participants representing varied roles among PHS community members: students, teachers, parents, and alumni. The study was bound by both time and place, and data were collected at Pikeford High School during the 2013-2014 school year. Data used in this study consist of personal interviews, a focus group session, observations, and archival data submitted by participants. The research results are presented as both a personal narrative and case description from participant perspectives. This study provides an example of extracurricular alternative music making in which students engage in self-directed learning and peer learning. This study impacts the field of music education in that it demonstrates positive outcomes from an event such as Java Jam, including increased student autonomy, space for musical creativity, and increased confidence among student participants. I present additional implications for the field of music education, music teacher education, and future research to close the study.