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Abstract
This qualitative study explored motivation in music education via the experiences of first-year members of an all-male world class drum and bugle corps in North America (N = 8). I sought to investigate motivating factors that lead to participation in drum corps through the lens of self-determination theory. With consideration toward member retention, I also assessed the attainment of participants’ goals and aspirations and the fulfillment of basic psychological needs. Participants completed two interviews, one each at the beginning and end of a summer season. The application of methodological pluralism and an openness toward analytic inspiration led to four separate analyses, with each method selected and adapted to best answer the research questions with the given data. Analysis methods included inductive thematic analysis, deductive thematic analysis, direct comparison of preseason and postseason interview quotes via a data matrix, and phenomenological horizontalization. Participants’ motivations for marching were categorized into three themes: (a) personal growth, (b) extrapersonal links, and (c) the drum corps experience. I determined that two mini-theories of self-determination theory effectively explain many of these motivations. For the most part, participants attained their goals and aspirations for the season and had their psychological needs met. Practical implications for leaders in the drum corps community and methodological implications for qualitative research in music education are discussed.