Files in this item
|(no description provided)|
|Title:||Illinois fine arts: Elementary classroom teachers' perceptions of music instruction|
|Author(s):||Krehbiel, Helen Jane|
|Doctoral Committee Chair(s):||Manolakes, Theodore|
|Department / Program:||Education|
|Degree Granting Institution:||University of Illinois at Urbana-Champaign|
Education, Teacher Training
|Abstract:||The purpose of this study was to explore the perceptions of elementary classroom teachers in regard to the fine arts area of development in general and the fine art of music in particular as defined by the State of Illinois' 1985 reform legislation. Because Illinois classroom teachers share responsibility for implementation of the fine arts curriculum, their perceptions about the value of fine arts (dance, drama, music, visual art) were explored. In particular, their perceptions about music were investigated as to emphasis, competence and frequency. Further, background arts experiences were investigated in an effort to search for possible relationships between those experiences and current teacher perceptions which influence classroom planning and implementation.
The sample was composed of 450 randomly selected fourth and fifth grade classroom teachers who taught in self-contained classrooms. The mail survey method was used for data collection; the return rate was 79.5%.
Illinois classroom teachers ranked the fine arts last in importance when compared to the other five areas of development defined by the State of Illinois. Generally teachers ranked the Illinois fine arts goals at a mediocre level of importance. Music was perceived to be the most important of the fine arts, followed in order of importance by visual art, drama, and dance. Teachers perceived themselves more competent to teach visual art than drama, music, and dance, in descending order of competence. In curriculum implementation, they placed little to no emphasis on ten musical outcome statements taken directly from the Illinois State Board of Education (1986) sample objectives. In the main, they guided the ten listed musical activities rarely to never.
The data suggested that Illinois classroom teachers have not accepted ownership or responsibility toward the fine arts area of development. Through qualitative comments, they expressed concerns about budget and time constraints which were compounded by statewide mandates. They clearly stated the need for music specialists to plan and implement the music curriculum according to the mandated fine arts goals. Suggestions for further study of the classroom teachers' role in the fine arts curriculum are offered.
|Rights Information:||Copyright 1990 Krehbiel, Helen Jane|
|Date Available in IDEALS:||2011-05-07|
|Identifier in Online Catalog:||AAI9021713|