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|Title:||A survey of public school music in the state of North Carolina for 1990-1991|
|Author(s):||Chenault, John Brimicombe|
|Doctoral Committee Chair(s):||Leonhard, Charles|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
|Abstract:||The purpose of this study was to ascertain the status of the music education program in the public schools in the state of North Carolina and to compare the status with that reported in The Status of Arts Education in American Public Schools. Three separate questionnaires were adapted from the national survey and used to gather the following data: demographic, curricular, adequacy of instructional materials, equipment and facilities and support for music education. Six hundred questionnaires were sent to elementary, middle/junior high and high schools (200 each) and 398 or 66.3 percent were returned.
Results for elementary schools indicated that: (1) an insufficient amount of instructional time was allotted to general music, (2) music programs received only moderate parental support, (3) teachers emphasized traditional musical experiences with little attention to creative techniques, technology, Orff or Kodaly, (4) approximately one-half of elementary schools offered performance activities, and (5) field trips and enrichment activities were abundant.
Results for middle/junior high schools indicated that: (1) concert band, mixed chorus and beginning instruments were the performance activities most frequently offered and general music was the most frequent academic music course offering, (2) field trips to music productions and visits by musicians were frequent, (3) respondents reported instructional materials and equipment as inadequate in a large percentage of schools, and (4) funding of the music program, especially in small middle/junior high schools, was inadequate.
Results from high schools indicated that: (1) disparity existed between ethnic representation in the school population and in performance groups, (2) parental support for music was generally strong, (3) small high schools received much less funding than large schools; band programs received the highest amount of funding but were required to raise approximately half of their total budgets; funding for academic music courses was nearly absent, (4) serious deficiencies in instructional equipment and materials emerged, and (5) string performance groups were infrequently offered and music appreciation was the academic music course offered with the greatest frequency.
Music programs in North Carolina schools were similar to those sampled in the national study. Deficiencies in financial and parental support, adequacy of instructional materials and equipment, and allotment of instructional time to music programs in elementary schools emerged.
|Rights Information:||Copyright 1993 Chenault, John Brimicombe|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9411586|