The purpose of this study was to examine and provide a pedagogical content analysis of the published songs of Karl Goldmark (1830-1915), an Austrian composer from the Romantic Era. The songs' characteristics were evaluated to determine the level of singer for which they would be appropriate. The creation of an annotation format was devised for the analysis of each song including the areas of subject matter, difficulty level, range, tessitura, tempo indication, duration, and unique characteristics of the vocal line and the piano line. The detailed entries provide an easy and accurate evaluation of the individual songs in order for the voice teacher to assess their value for each student, with particular attention to their suitability for the beginning, intermediate and advanced singer. These levels generally correspond to freshman or sophomore, junior or senior, and graduate student, respectively. The results indicate a division of difficulty level among all of the songs, with moderate difficulty being the most common. It has also been concluded that there are valuable songs for all levels of student. Areas for further study are included.

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The purpose of this study was to investigate preservice music educators' perceptions of collegiate large ensemble experiences. The researcher created and tested a survey designed to explore how preservice music educators perceived their large ensemble experiences may impact their pedagogy skills and musicianship skills. Local (n = 101) and national (n = 77) respondents answered agreement statements about ensemble experiences, course enrollment questions, and a ranking question. An exploratory factor analysis on data from the instrument yielded four factors: Conducting Gesture Growth, Musical Skills and Pedagogy Skills, Repertoire and Literature Selection, and Other with a Cronbach's alpha of .92. Composite score results indicated that there was a statistically significant difference for one factor by primary teaching identity. Preservice music educators observed the most musical skills growth for their conducting gesture. Participants gave the highest pedagogy skills ratings for statements about large ensembles preparing them for a career in music education, improving their teaching effectiveness, and ensemble experiences altering their perceptions of music teaching.