School’s curriculum
decisions are based on mandates derived from federal, state, and local policies
and other government funding resources but the decision-making in large part is
left to the principal at the school level. Unfortunately, music programs are
often the first programs to be eliminated, though, principals and other
administrators understand the value of these programs on the balance of the
overall curriculum (Simon, 2013). The purpose of this qualitative descriptive
phenomenological study was to describe principals’ lived experiences and
perceptions of how the process of funding, legislation, and decision-making has
impacted K-12 music programs. Seven principals were interviewed on their
perceptions of the value of music education, and the impact of legislative
changes and funding allocation on the existence of music programs within the
K-12 curriculum. Additionally, the participants shared other factors that
influenced their decision-making process. Findings indicated that these
principals highly valued the role of music education in a well-rounded
curriculum.
