Thesis (M.M.E.)--Boston University / A comparison of the vocal music program of Fairfield High School with other Connecticut high schools was necessary because, it was felt by the author and the school authorities, that the existing program was not up to the standards desired by the State Department of Education. The high school level was chosen because it was at this level, that the author was chiefly concerned. When the study was begun Fairfield High School was a Class B school, but before the investigation was completed, the enrollment of this high school had increased, so that the number of pupils was over one thousand, thus making it a Class A school. For this reason both types of schools were included in the survey. A few of the Class C schools were sent questionnaires, because of their nearness to the Fairfield location. Another reason for selecting high school level was because it was there that opportunities in various phases of vocal music education should be offered to the gifted student. Some definite problems existed in this school, so that it was felt by the author, that too many of these students were not getting all the advantages of a full music program. Poor planning and scheduling of classes, the failure to recognize music as an equal with other subjects in the curriculum, the lack of pupil participation in music activities in the school, as well as in the state, and lack of proper housing of the music department, were all problems that contributed to the failure of providing acequate opportunity for students gifted in music [TRUNCATED]

Thesis (Ph.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / 2031-01-01

This study was based upon the assumption that there was a need to discover current practices in Utah music education programs. The purpose of the study was to gather data relevant to the status of music programs in the elementary, junior high, and senior high schools of Utah and to evaluate and interpret the data in relation to selected criteria. School size and geographic location were established as variables upon the assumption that large schools generally provide more comprehensive programs than smaller schools and that schools located in large population and cultural centers generally provide more comprehensive programs then those located away from these centers in more remote areas. The forty school districts were divided into eight regions. A questionnaire for purposes of comparison was constructed in three sections: elementary, junior high, and senior high . Each section requested information in the areas of content and sequence, personnel, time allotment and scheduling, and facilities and instructional materials. Freedom to express general ideas was given in "open-ended' questions. The sample comprised the 403 elementary, 82 junior high, and 84 senior high schools listed in the Utah Public Schools Directory, 1967-68. The permission of the district superintendents was obtained to carry out the study. The questionnaire , with a letter of explanation to the principal and a letter of endorsement from the State Department of Education, was mailed to each principal. Questionnaires were returned by 73 percent of the elementary, 91 percent of the junior high, and 93 percent of the high schools. Utah data were tabulated, processed, and presented in a series of tables with explanations and interpretations of the data. The data were compared to the evaluative criteria and results presented. There was great variation among the schools according to school size and geographic location. The data revealed that more comprehensive music programs were generally provided in larger schools than in smaller schools and that more isolated schools away from large population and cultural centers offered fewer activities in music education than those located in the larger population centers. Regions I, II, and III, located along the Wasatch Front, comprise large population centers and generally provide comprehensive music programs. In these regions the elementary schools devoted sufficient time to the study of music in all grades and most of the schools offered choral and instrumental experiences. The junior high schools provided general music classes and opportunities to study instrumental and choral music. The high schools provided specialized music classes and choral and instrumental music groups. Regions IV, V, VI, VII, and VIII are located away from the Wasatch Front and large cultural centern and provide limited opportunities for the study of music and music performance. The limitations included insufficient time allotments in elementary music classes, lack of a variety cf music experiences in elementary general music classes, lack of participation in elementary instrumental and choral groups, and lack of string programs at all levels. Lack of teacher specialization and training, consultant services and supervision, instructional materials and facilities were among the more serious limitations within smaller and more isolated schools and school districts. Elementary principals reported dissatisfaction with the elementary music program in marginal notes on the questionnaire. They state that the classroom teacher is unprepared to teach music, that supervision is not adequate, and that the principal can do nothing to help. Recommendations centered around a written philosophy statement, provision of music guides, the elementary music program, percentage of student enrollment in high school music, general music requirements, specialized music classes, a variety of music experiences in general music and in performing groups, supervision, time allotments, materials, and equipment.

The purpose of this study was to compare two types of teaching music, isolated and integrative, to determine their influence on achievements in music and academic subjects of pupils in two fourth-grade classes in a Fort Worth elementary school. Attention was directed to the values of music in the lives of individuals, to the two types of teaching music, and to the outcomes of instruction from both types of programs.

The purpose of this study was to examine factors that band directors may be able to use in enhancing enrollment in band programs. The categories of predictor variables were school leadership, level of support, student characteristics, band leadership, and band leader characteristics. There was one criterion variable, band enrollment. Stepwise multiple regression was used to determine which predictor variables explained a portion of the criterion variable, band enrollment. A sample of 400 active band directors was drawn from the membership of the American School Band Directors Association. A table of random numbers was used to select the sample. Data were collected from responses to a questionnaire that was mailed to all persons in the sample. Usable responses were received from 250 males and 65 females. Results of a stepwise multiple regression indicated that five variables accounted for 86.7% of the variance in band enrollment. These five variables in the order of the amount of variance accounted for are (1) the total number of students in the band director's school, (2) the relationship between the band director and constituents (principal component one), (3) revenue per band student, (4) proportion of students on free or reduced-price lunch in the band director's school, and (5) race of the band director. One of the main implications of this study appears to be broadly associated with the kinds of relationships a band director develops with the members of the band community. Even though the band director cannot do anything about the size of the student body, the challenge is for band directors to use strategies that enhance their relationships with the band community. / Ed. D.

A study of the causes and remedial treatment of inaccurate singing through experimentation and research was chosen by the writer as a practical problem urgently in need of solution.

The purpose of this study was to design a rehearsal method for presenting the historical and theoretical aspects of selected works for concert band. 1. 'What systematic approach can be designed for studying the historical aspects of a musical work? 2. What systematic approach can be designed for studying the theoretical aspects of a musical work? 3. What compositions can be used to demonstrate historical and theoretical elements? 4. What rehearsal method can be devised by applying the systematic approaches for studying historical and theoretical aspects to the selected works?

Many persons who major in music with the intention of teaching, either at the public school or college level, are poorly equipped to cope with every problem confronting them. With this in mind, the author has attempted to assemble as much valuable and helpful material as possible into a course of study.

After teaching music in several high schools for a number of years, and observing the lack of continuity in assembly programs, the writer became interested in developing a program of music which would more adequately function in the high school assembly.

The purpose of the present study is three-fold in its nature: (1). To determine, by means of interviews and questionnaires, the attitudes of school administrators toward the various aspects of the instrumental music program; (2). To interpret these attitudes in the light of modern music education; (3). To make recommendations for the improvement of the instrumental music program with respect to the findings of the study.