This study investigated my experience as a facilitator of musical activities at a men’s correctional facility in New Jersey. Over a period of three years, I served as the director of the men’s chorus at Albert C. Wagner Youth Correctional Facility in Bordentown, New Jersey. This study focused on my planning, repertoire selection, and rehearsal processes. Data were collected using self-created lesson plans, personal reflections and journal entries, and individual feedback from members of the choir. The results indicated that in order for me to be an effective teacher, I had to work with my students rather than working in front of my students. Teaching in the prison environment influenced my ability to facilitate dialogue between students. Finally, the results indicated that the physical location of our rehearsal impacted the experience of our time together. When we allowed our rehearsal space to have power over our attitudes, our creativity was blocked, which had a negative effect on our environment and our sense of community. Conversely, when we focused on creating music rather than the location of our rehearsal, we were better able to enhance our time together.
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Rowland, Miranda, "My Three Years in Prison: Teaching Music behind Bars: An Autoethnography" (2013). Music Faculty. 1.