Type of Document	Dissertation
Author	Chandler, Deborah Lynn
Author's Email Address	DEBICHAN@AOL.COM
URN	etd-08162004-150850
Title	Colleen Jean Kirk (1918-2004): Her Life, Career and her Influence on American Choral Music Education
Degree	Doctor of Philosophy
Department	Music, School of
Advisory Committee	Advisor Name Title Kevin Fenton Committee Chair André Thomas Committee Member Clifford Madsen Committee Member Judy Bowers Committee Member Michael Corzine Committee Member
Keywords	Colleen Kirk Choral Music Educator Conductor ACDA Choral Conducting
Date of Defense	2004-07-23
Availability	unrestricted
Abstract ABSTRACT COLLEEN JEAN KIRK (1918-2004) : HER LIFE, CAREER AND HER INFLUENCE ON AMERICAN CHORAL MUSIC EDUCATION Deborah Lynn Chandler, PhD Florida State University, 2004 Major Professor: Kevin Fenton, PhD In her fifty years of teaching, Colleen J. Kirk shared her knowledge of and her love for music with students and colleagues in church, public schools, and major universities. The present study documents Kirk’s career, 1940 through 1990: identifying (1) the musical and professional background of Kirk; (2) her professional activities and contributions; (3) her philosophy and methodology for teaching music; and (4) the choral literature chosen for her choirs. The study concludes that Kirk had a beneficial influence on choral music education. Through her years of teaching, co-authoring with Harold Decker a conducting textbook, Choral Conducting: Focus on Communication, and her service as president of the Southern Division and National American Choral Directors Association, Kirk gave direction, guidance, and insight to countless people. It also concludes that the teaching methods employed by Kirk and the expression of her philosophy of teaching had a lasting and positive effect on choral music education. Kirk was known for her infinite care and devoted mentoring of her students. For Kirk, a priority of knowing her students, by name, was of utmost importance. She expanded this care by giving her conducting time to her students and by meeting with each conductor in one-on-one sessions. This practice afforded the opportunity for positive assessment and evaluation forming a strong and trusting relationship between student and teacher.
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