Source: Dissertation Abstracts International, Volume: 38-05, Section: A, page: 2637. / Thesis (Ph.D.)--The Florida State University, 1977.

Source: Dissertation Abstracts International, Volume: 36-06, Section: A, page: 3479. / Thesis (Ph.D.)--The Florida State University, 1975.

Source: Dissertation Abstracts International, Volume: 36-08, Section: A, page: 5115. / Thesis (Ph.D.)--The Florida State University, 1975.

Source: Dissertation Abstracts International, Volume: 36-02, Section: A, page: 0761. / Thesis (Ph.D.)--The Florida State University, 1975.

Source: Dissertation Abstracts International, Volume: 39-06, Section: A, page: 3438. / Thesis (Ph.D.)--The Florida State University, 1978.

Source: Dissertation Abstracts International, Volume: 40-02, Section: A, page: 0732. / Thesis (Ph.D.)--The Florida State University, 1978.

Music educators must continually justify their existence in the school curriculum. The profession's inconsistencies between philosophy and practice give those to whom music must be justified a special challenge. School principals usually have the chief responsibility for instructional leadership and program evaluation in the schools. Music programs are not exempt from the principal's evaluative processes. / This study is designed to survey secondary school principals and their views on the role of music in the school curriculum, their perceptions about bands in the school curriculum, and their ideas about the bands' most outstanding attributes. / A fifty-one item questionnaire was developed based on thirteen statements about music education made by Paul Lehman, Charles Leonhard, and the Music Educators National Conference. Attitudes and perceptions regarding both musical and non-musical goals were sought. Musical statements include: (1) Music transmits our cultural heritage; (2) The study of music provides opportunities for self-expression; (3) The study of music encourages lifelong participation in music; (4) Music education provides opportunities for students to meet their level of performance skills; (5) The study of music can encourage the creative spirit; (6) Music education encourages the musically gifted student; and, (7) The study of music can provide a better understanding of musical concepts. / Non-Musical statements include: (1) The study of music encourages self-discipline; (2) Music programs can establish good public relations for the school; (3) Participating in music teaches students to cooperate with others; (4) Music programs can provide appropriate music for public and private social events; (5) Music programs can promote school spirit; and, (6) Music activities can provide social recognition and acceptance. / Information on other band related issues such as band parents, budgets, and evaluative criteria were also sought. / The population for the study was comprised of six hundred secondary school principals in the United States taken from a random list provided by the National Association of Secondary School Principals. A total of four hundred and thirty-one principals participated in the survey (71%). / Findings indicate that principals generally agree that music programs and bands should be responsible for reaching both musical and non-musical goals. The non-musical goals considered most important by principals were teaching cooperation (96%), encouraging students to be more disciplined (95%), and promoting good public relations (91%). The highest rated musical goals were placing an equal emphasis between performance skills and musical concepts (94.7%), providing opportunities for self-expression (90%), and identifying the musically gifted (90%). The strongest attributes of bands, based on principals' perceptions, included improving performance skills, promoting school spirit, improving public relations, teaching understanding of musical concepts, teaching discipline, and stressing cooperation. / Source: Dissertation Abstracts International, Volume: 52-10, Section: A, page: 3552. / Major Professor: James E. Croft. / Thesis (Ph.D.)--The Florida State University, 1991.

This work is an annotated bibliography of literature that examines the psychoacoustics of the perception of musical sound. The bibliography is limited to that literature which examined or discussed the perception of musical sound by human subjects with normal hearing and was published between the years 1930 and 1991. Included is literature which studies the psychoacoustics of the perception of pitch, loudness, timbre, subjective tones, absolute pitch, consonance and dissonance, and rhythm. Also included is that literature which examines the psychoacoustics of topics in psychomusicology such as the perception of intervals, intonation, and tuning. The bibliography also contains an analysis of gaps in the extant literature with suggestions for future research. / Source: Dissertation Abstracts International, Volume: 52-04, Section: A, page: 1248. / Major Professor: Jack A. Taylor. / Thesis (Ph.D.)--The Florida State University, 1991.

Source: Dissertation Abstracts International, Volume: 37-10, Section: A, page: 6334. / Thesis (Ph.D.)--The Florida State University, 1976.

Source: Dissertation Abstracts International, Volume: 37-10, Section: A, page: 6334. / Thesis (Ph.D.)--The Florida State University, 1976.