To investigate and describe the literature and characteristics of a population of "beginning" high school choirs, this study developed a 47-item questionnaire and then distributed it to 263 VA high school choral directors who were members of Music Educators National Conference. From the 80% responses, 8 categories covering the characteristics of and literature for beginning high school choirs were compiled and analyzed: (1) demographic information; (2) organization of singers; (3) repertoire selection criteria; (4) literature sources; (5) types of literature performed; (6) program description; (7) developing sequential programs; and (8) recommended repertoire for mixed choirs. / Chi-square and Kendall's tau-b analyses indicated significant relationships between selected characteristics and different levels of high school student enrollment, choral enrollment, and teacher experience; the analyses found only one significant relationship between teacher experience and literature selection. Larger school and choral enrollments had a positive affect on both the number of sequential course offerings and the number of beginning boys and beginning treble choirs. Forty percent of the schools offered 3 levels of choral instruction. Almost half of the schools offered 3 levels of instruction for females, but only one fourth offered 3 levels of instruction for males. Auditions were not required for registration into a beginning high school choir; the beginning mixed choir was the most prevalent. Directors selected repertoire for advanced and beginning choirs by weighing technical and aesthetic criteria equally. Directors valued concerts, choral reading sessions, personal choral libraries, and recordings as literature sources. They programmed Twentieth Century literature most frequently and they most often reported a Twentieth Century piece as having been successfully performed by a beginning high school mixed choir. Few similarities were found when selections recommended by directors were compared with a large published list of recommended high school works by choral experts. Directors reported the 7-period day facilitated sequential choral offerings, and scheduling limited sequential choral offerings. / Source: Dissertation Abstracts International, Volume: 56-08, Section: A, page: 3046. / Major Professor: Judy Kay Bowers. / Thesis (Ph.D.)--The Florida State University, 1995.
| Identifer | oai:union.ndltd.org:fsu.edu/oai:fsu.digital.flvc.org:fsu_77520 |
| Contributors | Reames, Rebecca Rae., Florida State University |
| Source Sets | Florida State University |
| Language | English |
| Detected Language | English |
| Type | Text |
| Format | 228 p. |
| Rights | On campus use only. |
| Relation | Dissertation Abstracts International |
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