What should the core purpose of educational wind bands in the United States be? Many music students may not pursue the activity in college (or may not even play a band instrument again after their formal schooling). Musical and artistic values, however, can be applied in creative practice throughout one's life. This dissertation explores what it would mean to resituate those values so that musicians learn to listen, invest, and act, becoming "intradependent" as "artistic citizens of place." This study opens by critically questioning the broad systems and challenges influencing large ensembles: culture, community, public schools, standardization, identity development, history of ensembles, competition, societal expectations of success, and social justice. However, by discussing these through a multilayered definition of "place," a more fulfilling story is revealed. Blending personal reflection with oral interviews, a compelling narrative describes the transformative experiences found in one high school band. The stories are used to generate ideas about the elements necessary for building community, and the obstacles that sometimes face such work. Avoiding sweeping conclusions--as those deny localized, place-based values--readers will instead find a new lens through which to view large ensemble music education. One that ultimately increases its relevance, deepens its meaning, and proves its usefulness for cultivating a more just, democratic society. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]