The Intersections of School, Community, and Music in Rural Spaces

School music programs do not operate in isolation. They are influenced by school and community cultures as well as musical subcultures. In rural spaces, the school and surrounding community are laden with physical significance, such as the role of a school building or town event, and psychologically constructed meaning, including feelings of nostalgia or tradition, and the expected perpetuation of local values. As a content area, music is a focal point for identity and social connection. To engage with a rural school music program, teachers must first understand the influences that surround it. This chapter explores music as a content area, school as a construct, and community as a construct. This discussion includes the relationships between pairs from this triad and identifies music programs at the heart of the music-school-community nexus. Recognizing the connections between these areas can help music educators better understand influences on their teaching and equip them with the necessary perspectives to advocate for their program and their students’ needs.