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Zugl.: Halle (Saale), Univ., Diss., 2007

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2009. / Source: Dissertation Abstracts International, Volume: 70-06, Section: A. Adviser: Gregory DeNardo. Includes bibliographical references (leaves 264-292) Available on microfilm from Pro Quest Information and Learning.

The purpose of this quasi-experimental study was to identify the changes which occur for elementary education majors as they proceed through a course in music fundamentals for classroom teachers and a course which presents methods of teaching music. The subjects responded to several measuring instruments on the first day of classes in the music fundamentals course (the pretreatment group, five classes, N = 103) or on the last day of classes in the methods course (the posttreatment group, five classes, N = 93, all of whom had completed the prior fundamentals course). The study addressed one main question: Are there significant differences between the responses of the pretreatment and posttreatment groups to questions which consider intentions, beliefs, and feelings about the teaching of music? The analysis of data first considered several items bearing on the extent to which the two groups were a representative sample of the population of students enrolling in such classes during a three-year period and to what extent the two groups could be considered equivalent. The lack of significant differences in grade-point average, grade in school, and declared major suggested that the two groups could be considered quasi-random samples from the population of students enrolling in such classes. No significant differences were found between the two test groups in terms of GPA, age gender, and several items related to music background. Regarding the research question, the analysis of data identified significant differences between groups in three areas. Subjects in the posttreatment group: (1) intend to use more musical activities more frequently in their classrooms than those in the pretreatment group, (2) have more positive beliefs about their musical skills/knowledge and fewer negative ones than those in the pretreatment group, (3) have more positive feelings about their ability to provide music in the classroom than those in the pretreatment group.

The purpose of this study was to investigate the current programs in precollegiate instruction within the 463 Full- and Associate-member institutions of National Association of Schools of Music in the United States. A nation-wide survey was conducted in 1978-1979 to investigate the status of existing preparatory programs, and to develop an annotated directory, documenting this aspect of music enrichment opportunities for students in grades prekindergarten through twelve. The response rate was 89.4 percent.FindingsThe study revealed the following findings:1. Of the 463 NASM member institutions, 178 offer organized precollegiate instruction in music by the faculty of the school of music.2. Of these precollegiate programs, 60.6 percent are separately organized as a Preparatory Division.3. In one-third of the precollegiate programs, the administrative and developmental responsibilities are vested in a director other than the administrative head of the school of music.4. Over 45,000 students receive music enrichment through precollegiate programs in music at NASM member institutions.5. Over 60 percent of the precollegiate programs have an enrollment of one hundred or less.6. Nearly 80 percent of the institutions with precollegiate programs have experienced a five-year trend in enrollment gains.7. Of the ancillary course offerings, general musicianship is offered by slightly more than one-third of the precollegiate programs, followed by ensembles, prekindergarten programs, dance, and appreciation, respectively.8. In the institutions offering general musicianship, slightly more than one-third of the students are enrolled.9. While over 80 percent of the students receive private instruction, less than one-sixth are automatically assigned to a general musicianship class.10. In slightly more than one-fifth of the precollegiate programs, there is no extra tuition fee for the general musicianship class for students enrolled in private instruction.11. Piano, followed by voice, violin, guitar, and flute, respectively, represented the most frequently taught performance media.12. Some type of evaluative procedures are available at two-thirds of the precollegiate programs.13. Accelerated credit is available at 40 percent of the institutions.14. Less than one-fifth of the precollegiate programs have sufficiently structured evaluative procedures leading to a diploma or certificate.15. The financial support at nearly 90 percent of the institutions is by tuition alone.16. Less than 10 percent of the institutions are currently conducting research in precollegiate instruction. 17. Of the nearly one-third of the precollegiate programs that are the result of deliberate planning and organizing by the parent institution, 60 percent have originated since 1970.ConclusionsThe following conclusions are based' upon the findings of this study.1. Preparatory divisions may be found in any community regardless of geographic or demographic considerations, and in any parent institutions regardless of enrollment.2. Precollegiate instruction is limited where it does not have separate organization and a designated director other than the administrative head of the school of music in areas of program design, scope, publicity and financial development.3. Most preparatory divisions do not support a comprehensive music enrichment program. While they offer ancillary courses, their main thrust is private instruction.4. Adjunct faculty, hired solely in the preparatory division, decrease the likelihood of integrated activities with the collegiate faculty of the parent institution.5. Historically, most preparatory divisions originated as a conservatory, or as the result of deliberate planning and organizing. The growth trend in the field of preparatory programs is evidenced by the nearly 20 percent of the 178 parent institutions which have organized division division since 1970.6. Tuition fees generate the operational funds for the preparatory division in most institutions, although facilities and equipment are provided by the parent institution.Recommendations. Recommendations for program development and improvement include:1. A statement of philosophy and objectives for an organized preparatory division must be determined by administrators, from which operational procedures will be developed to determine the scope of the program.2. The designated director should receive load allocation in proportion for administrative and developmental responsibilities.3. Sources of funding should be sought for specific programming for ethnic groups within the community.4. A program structure which leads to a recognition of program completion, provides opportunity for ancillary course requirements. Performance levels and evaluative procedures would provide checks both for the teacher and parent on the progress and achievement of the student.5. The preparatory division personnel must continuously analyze and evaluate all components of the program. Lines of communication between adjunct and full-time faculty are a vital link in constructive program growth.

The purpose of this study was to compare specific aspects of music in general education between selected residential and non-residential public two-year colleges in the United States. The comparison was made by conducting a nationwide mail survey to see how well each college fulfills ten guidelines for specific aspects of music education for the non-major. These guidelines were determined by the National Association of Schools of Music (NASM) for music departments in higher education. A stratified random sample consisted of 140 colleges.One-hundred fifteen music educators completed surveys. In order to determine if a significant difference existed between residential and non-residential colleges, a two-way factorial analysis of variance was performed on the groups with region and group as factors. The analysis was carried out for each question of the survey. Respondents were given the option of making comments after each question. These qualitative data were compiled and compared for similarities and differences.Many similarities were discovered between the two groups. A significant difference (p<.05) was found between the groups regarding the involvement of the music department in institutional admissions and counseling processes used to convey opportunities for student participation in music studies and activities. / School of Music

Thesis (D. Mus. Arts)--University of Washington, 2007. / Vita. Includes bibliographical references (leaves 88-91).