Survey of elementary music education in selected schools of Montana

Transcription

1 University of Montana ScholarWorks at University of Montana Graduate Student Theses, Dissertations, & Professional Papers Graduate School 1959 Survey of elementary music education in selected schools of Montana Robert Q. Crebo The University of Montana Let us know how access to this document benefits you. Follow this and additional works at: Recommended Citation Crebo, Robert Q., "Survey of elementary music education in selected schools of Montana" (1959). Graduate Student Theses, Dissertations, & Professional Papers This Thesis is brought to you for free and open access by the Graduate School at ScholarWorks at University of Montana. It has been accepted for inclusion in Graduate Student Theses, Dissertations, & Professional Papers by an authorized administrator of ScholarWorks at University of Montana. For more information, please contact

2 A SURVEY OF ELEMENTARY MUSIC EDUCATION IN SELECTED SCHOOLS OF MONTANA by ROBERT Q. CREBO B, M., Chicago Musical College, 1948 Presented In partial fulfillment of the requirements for the degree of Master of Music In Music Education Mbntana Sta.te University 1959 Approved by: ChaIrroan, ioard of Exa^ners Dean, Graduate SchooI MAY 6 I960 Date

3 UMI Number: EP34842 All rights reserved INFORMATION TO ALL USERS The quality of this reproduction is dependent upon the quality of the copy submitted. In the unlikely event that the author did not send a complete manuscript and there are missing pages, these will be noted. Also, if material had to be removed, a note will indicate the deletion. UMT UMI EP34842 Published by ProQuest LLC (2012). Copyright in the Dissertation held by the Author. Microform Edition ProQuest LLC. All rights reserved. This work is protected against unauthorized copying under Title 17, United States Code ProQuest LLC. 789 East Eisenhower Parkway P.O. Box 1346 Ann Arbor, Ml

4 ACKNOWLEDGMENTS The writer acknowledges the excellent guidance from Professor Gerald Doty of the Montana State University School of Music and Dr* Alfred Humphreys^ State Supervisor of Music, especially In the construction of the questionnaire* The author would also like to thank the music specialists In Montana who furnished the information for the s tudy* R. Q* C*

5 TABLE OF CONTENTS CHAPTER I * I NT RODUCTICW T H0 ProBISfP * # o o o * «* o a a o o Qo Statement of the Problem o o f t o o o e o o o Purpose of the Study O O O O O O O O O O DelImltat Ions * o # * * «o o * o» 4 Definition of Terms o»»» 4 Value of the Study... 5 I I. DESIGN OF THE STUDY.. 6 Sources of D a t a * # # # * o o * c * a a 6 Procedure 6 Questionnaire Distribution e e 7 I I I, RESULTS OF THE STUDY... 9 Basic Aspects of Elementary Music Education».. 9 Supplies and Equipment in Elementary Music Education.» Elementary Music Education and the Classroom * * * * o «o o 35 Attitudes and Personal Data IV, SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS.. 52 BIBLIOGRAPHY.» APPENDIX A. a. 55 A P P END IXB 56

6 i V LIST OF TABLES TABLE PAGE 1. Questionnaire Returns... o. 8 lie Basic Music Series Being Used by Schools o o o o. o o. 10 I I I. Schools Doing Work With Out-of tune Singers.. o o... o II IV. Schools Teaching Music Reading V. Procedures Used in Music Reading VI. Schools Using Piano Keyboard As an Aid to Teaching Music Reading VII. Schools Offering Part-singing V III, Per Cent of Schools Offering Singing Games and Rhythmic Activities, «.. « IX. School-provided Recordings for Use In Elementary Music Program IB X, Number of Schools Using Recordings Provided for the Basic Music Series I9~ XI, Number of Schools Doing Creative Music Activities XII. Number of Schools Reporting Use of Specific Creative Activities X III, Number of Schools Using Me Iody Instruments

7 TABLE PAGE XIV, Grade Level AL Which Melody Instruments Are Begun o e s o o o. o,, 22 XV, Number of Schools Reporting Specific Values In the Use of Melody Instruments,,,, 23 XVI, Number of Schools Reporting String Programs... «.. «24 XVII, Grade Level for Beginning Work In Band and String Instruments 0 0, 0 0,, 25 XVIII, Time During Which Instrumental Instruction Is Given o,,,,,,,,. 27 XIX, Number of Music Specialists Giving Private Instrumental Lessons, When the Lessons Are Given, and If the Lessons Are Part of the School Program,, XX, Number of Schools Using Instruments In Combination with the Vocal Program,» «29 XXI, Number of Schools Reporting Adequacy or In* adequacy of Supplies and Equipment for the Elementary Music Program ««, ««,,, 30 XXII, Per Cent of Schools Having Phonographs and Tape Recorders Available for Use in the Music Program o,,,,..,.,., 32

8 Vf TABLE PAGE XXIII. Greatest Single Need In Regard to Supplies and Equipment for the Elemenf&ry Music Program XXIV, Number of Schools Reporting Music as Part of the Elementary Classroom Program Every Day o. o o. o 35 XXV, Number of Minutes Per Day Provided for General Music XXVI, Number of Schools Reporting the Teaching of All Vocal Music In the Elementary Grades by the Music Specialist XXVII, Schools Reporting the Number of Classroom Teachers Who Teach Only Their Own Classroom Music 38 XXVIII, Number of Schools Reporting Integration of Music with Other Subjects XXIX, Subjects Reported As Being Used for Integration with Music XXX, Greatest Weakness of the Classroom Teacher in Elementary Music as Reported by Music Specialists, XXXIé. Number of Schools Reporting Out-of-school Time Regularly Spent in Music Activities with Elementary ChiIdren

9 vil TABLE PAGE XXXII* Number of Schools Reporting the Encouragement of Elementary Children In Solo and Small G roup Performance XXXIII, Number of Schools Reporting That Music Festivals Would Be a Valuable Experience fo r Elementary Children...* 45 XXXIV* Number o f Schools Using Visual Aids In the Elementary Music Program * * XXXV, General Attitude of the ÈJementary Children Toward the Music Program, * XXXVI, Music Specialists Reporting That the Administration Is Cooperative In Regard to the Music Program XXXVII, Music Specialists Reporting the Total Number of Elementary Children for Whom They Arc Responsible * * 48 XXXVIII, Music Specialists Reporting on the Length of Time In Prosent Position XXXIX* Music Specialists Reporting on Their Formal Training

10 CHAPTER I INTRODUCTION During recent yea rs there has been an Increased Interest shown by music educators In the development of the elementary music program* These music specialists, with the cooperation of the classroom teachers, have presented many and diverse programs to the children of the elementary schoois * From time to time It Is necessary to evaluate our work as elementary music educators to be cognizant of what we have done In the past, what we are doing presently, and what should be done In the future. The Importance of the music education program In the first six grades cannot be over-estimated. The enjoyment of life Itself may In a large part be determined by the child s participation In music activities In the elementary school* Music has a beneficial effect upon the physical, mental, and spiritual life of the child and has a high value as An emotional outlet and socializing force. Music In one form or another can enrich almost every other subject In the curriculum* The music department of the Bureau of Elementary Curriculum Development for the State of New York wrote the I

11 following statement in its publication Ch i Idren, the Mus1c Make r s»' 2 Love for music is natural in the life of children, as natural as play. No one who understands children can watch them at work or play without recognizing that music is a part of their very nature. Music, in fact, is necessary In the well-balanced life. It helps the Individual to come to terms with himself and his world. Yet, when one examines the progy»#s of music education in many elementary sc h(yp4s, too often he discovers that they consist of * narrowly conceived program made up of singing prescribed songs, learning notation, and, perhaps, studying an approved musical instrument. For adults in general, and adult musicians in particular, often think of music for children in these terras. That is the reason why so many of us grown to adulthood believe that music belongs only to the talented few. New York State Education Department, Chi Idren, the Mus i c Ma kers (Bureau of Elementary Cyrriculum DevelopmenT% I 953), p, 5,

12 3 THE PROBLEM The problem with which this survey is concerned Is the current status of elementary music education in selected schools In Montana# Inasmuch as the music specialists are responsible, within the limitations of their school situations, for the procedures and practices in elementary music education, by the question; the problem may also be simply expressed Are the music specialists providing opportunities for all elementary children to participate In a well-balanced program of music? Purpose of the Study» The purpose of the study has been directed to the following interrelated points* I. To learn what type of music education programs are being presented to elementary children# 2# To learn what school systems furnish adequate supplies and equipment for implementation of the music program# 3# To discover whether the music specialists include the following aspects of music education in their programs: singing, music reading, creative activities, listening to music, and playing instruments# 4, To provide an opportunity for the music specialists to suggest ways of improving their elementary music education programs# 5, To learn the attitudes of the music specialists.

13 am ^ orna classroom teachers, and children toward the music program» De I IfTil tat ions* The needed data were obtained exclusively through the use of the questionnaire and the survey was limited to selected public elementary schools in Montana, grades one through six» Primary emphasis was limited to the following aspects of elementary music educations singing, music reading, creative activities, listening to music, playing instruments, adequacy of supplies and equipment, and the attitudes of music specialists, classroom teachers, and children toward the music program* Défini11on of T e rms» I. Classroom teacher as used in the study refers to the Individual responsible for imparting knowledge to children in the first six grades of the elementary school, 2* Music specialist is the name given to the Individual who Is responsible for the procedures and practices In the elementary music program, 3* Creative music activities are original responses from the elementary children, who may invent or compose melodies, words and music, dances, rhythms, and similar creative activities, 4» Melody Instruments are used by many music specialists as an aid to the teaching of music reading and as preparation for the instrumental program. The instruments generally used are limited in tonal range

14 - 5 - and may be purchased for a nominal fee, usual I y under five dollars. Most melody instruments are about twelve inches in length, have a mouthpiece and a body with aligned holes. A musical tone is produced by blowing into the mouthpiece and the pitch changes are made by covering or uncovering certain holes. 5. Singing games may be considered as rhythmic body movements accompanying the story of a song. The children may sing while doing the body movements, 6, Rhythmic activities include the physical response of the children to music by marching, running, skipping, tapping, or any other physical activity which necessitates the child keeping time to the music. Value of the Study. The value of the study may be found In an evaluation of current practices and procedures in elementary music education programs. By bringing certain weaknesses of the music program into the foreground it may be possible to circumvent serious deficiencies in the future by initiating in-service t ta I mining programs, workshops, and curriculum changes. The study may also point out many desirable aspects of music education in the elementary schools or new concepts which may be of value and interest to many persons in the field of music education.

15 CHAPTER I I DESIGN OF THE STUDY Sources of Datao The material used in the study 2 was obtained through a questionnaire survey among music specialists In the Class I, I I, and III school districts In the State of Montana* Information concerning the music specialists was provided by the 3 of Montana Music Educators Official Directory Procedore. The questionnaire was formulated on the basts of seven years' experience In the supervision of elementary music programs In the States of Colorado and Montana. Specific questions were submitted for use In the questionnaire by Dr, Alfred W, Humphreys* Supervisor of Music for the State of Montana* Mr, Robert G. Sando* Supervisor of Elementary Education for the State of Montana* Professor William Richards of Montana State University* and Professor Gerald Doty* Chairman of Graduate Studies la the School of Music * Montana State Univers I ty. Questionnaires were sent to all ten schools in the 2 See Appendix R* p Alfred W. Humphreys* Official Directory of Montana Mus I c Educa tors (Helenas S t a.t &#pa'r fnwnt f'"'putstt c Instructlon, 1^ K.

16 - 7 - Class I districts and to twenty-five schools In each of the Class 11 and Class III districts on a random selection basis. In addition to the questionnaire a letter of Introduction^ was sent to each selected music specialist. Two weeks after the Initial copies of letters and questionnaires were sent, additional the same letters and questionnaires were again mailed to those music specialists who had not responded to the first Inquiry. June I, 1959 was chosen as the cut-off date for return of the Inquiries and subsequent questionnaire returns were disregarded. Ques tlonna1re D1strlbutlon. A total of sixty questionnaires were distributed and, of these, fifty three were returned, at least partially completed, for an overall return of per cent. The numerical returns of questionnaires by Class I, 1I, and III school districts are presented In Table I, page 8. The returns were classified by Class I, II, and 111 school districts. The designation Class I Indicates a school district which has a population of 8,000 or over; Class II a population of 1,000 or more and less than 8,000; and Class III a population of less than 1,000. ^See Appendix B, p. 59.

17 » 8 * TABLE I Number of Returns of the Questionnaire Number of Number of Per Cent Schools questionnaires questionnaires of by Classes sent returned Returns I II I I I Total ,33

18 - 9 - CHAPTER I I I RESULTS OF THE STUDY I. BASIC ASPECTS OF ELEMENTARY MUSIC EDUCATION The first section of this report is devoted to data pertinent to the teaching of basic aspects of element* ary music education: singing, music reading, creative activities, listening to music, and playing Instrumentso The results of the questionnaire study presented In Table II, page 10, show t^^t all schools, with the exception of two schools In the Class III district, use 5 a basic music series* The American Singer Is the predominant series among all schools, with a lesser number of schools reporting use of the following music series; 6 7 Together We Sing, New Music HorIzons, and Our Singing WorId. 5 John Beattie and others. The American Singer (New York: American Book Company, I954T% ^Margaret Fullerton and Irving Wolfe, Together We Sing (Chicago: Follett Publishing Company, 193^1* ^Osbourne McConathy and others. New Music Horizons (New York: Silver Burdett Company, 19441* ^Mabelle ^lenn, LI I I a Belle Pitts, and Lorrain E* Watters, Our Singing World (Boston: Ginn and Company* 1950). ^

19 10- TABLE II Basic Music S&rles Being Used by Schools Mus 1c Series trniss"'! Schoo1s ' CTass 11 Schoo1s C1ass I 11 Schoo1s The American Singer Toge t he r We Sing New Music Horizons Our Singing World No Series Schoo1s from Tabulation Above Using More Than One Series 4 5 4

20 Il* Most mustc specialists Indicated that work was being dome with owt-of-twne singers (commonly referred to as non-singers or monotones! In the elementary school Affirmative replies were given In 7 per cent of Class! schools, 78,22 per cent In Class II schools, and 76 per cent In Class III Schools, These returns are shown In Table I I I, TABLE I 11 Number of Schools Doing Wor With Out-of-tune Singers Schoo1s by Class Number of Af f 1rma tive Rep lies Number of Negative Rep 1les Per Cent of Af f 1rma tive Rep1I es , ,22 1I 1 IS 5 76,00 Table IV, page 13, reveals that, with the exception of one school In the Class Ml district, every reporting school Indicated that music reading was being taught to elementary children. The responses to the question concerning the procedures used In teaching music reading were revealing In that the music specialists presented seyeral methods of approach, Thlrty-slx of the fifty-three schools

21 = 12 reporting preferred the use of syllables (do, re, ml, etc«)«fifteen schools, however, used numbers to label the lines and spaces of the staff and twenty schools used letter names for the same purpose» Diversity In procedures Is apparent when twenty-two schools Indicated that combinations such as syllables and numbers, numbers and letters were used* syllables and letters, and The procedures used In teaching music reading are shown In Table V, page 13» One of the Important aids used In the teaching of music reading. In addition to those already mentioned, 1$ the piano keyboard* Seven or 70 per cent of the respondents In the Class I districts reported affirmatively, whereas the Class 11 and lit districts reported little more than 50 per cent of the music specialists using the keyboard as a music reading aid* Numerical Information regarding the use of the piano keyboard may be found In Table VI, page 14, One of the prime considerations In the supervision of the elementary music education program Is the ability of the elementary children to sing songs In parts* The chi Id*s Interest In music Is greatly enhanced by being able to sing another line In harmony with the melody*

22 TABLE IV Number of Schools Teaching Music Reading School s by Class Number of Af firma11ve Rep lies Number of Negative Rep lies Rer Cent of Af f 1rma 11ve Replies , , ,74 TABLE V Procedures Used In Music Reading Kind of Procedure Tot a I Number of SchooIs Class I Class I I Class ill Using This Schools Schools Schools Procedure Syllables only 5 Numbers only Letters only I 0 6 SyIlables and Numbers ^ SyIlables and Letters 2 12 Numbers and Letters 0 G

23 I n answer to the query on schools singing in the elementary music program, that offer part no schools reported the teaching of four-part songs, even though space was provided in the questionnaire for this response. Both Class I and Class II schools showed a 100 per cent affirmative response in regard to the teaching of two-part songs, while the Class III schools were also high with a response of 85 per cent. The problems encountered in presenting three-part songs become apparent when Table VI I, page 14, Î S examined. Only 25 per cent of the Class III schools offer three-part singing to elementary children, while a relatively high per cent of the Class I and Class II schools do three-part work. Table V III, page 16, refers to the per cent of schools offering singing games and rhythmic activities to the children in the elementary schools. It will be observed that 100 per cent of the music specialists in the Class I districts responded affirmatively to both items. The Class II and Class III schools indicate a high per cent using rhythmic activities, but there is a noticeable drop In the per cent of these schools offering singing games when compared with 100 per cent affirmation of the Class I schooi So The music specialists from all schools reported a

24 TABLE VI Number of Schools Using the Plano Keyboard As an Aid to Teaching Music Reading Schoo1s by Class Number of Af f 1rma11ve Rep 11e s Number of Nega 11ye' RepI1es Per Cent of Affirmative Replies f To t a TABLE VI I Schools Offering Part-slnging Type of Class 1 Songs Schools Class II Schoo1s Class ill Schoo1s ToVar~ Two-part songs *17 50 Three-part songs Per Cent TeachIng Two-part songs 100, Per Cent Teaching Th^te-part songs *17 of 20 Schools Reporting

25 16- TABLE VI I I Per Cent of Schools Offering Singing Games and Rhythmic Activities to Elementary Chi Idren Singing Games Schools by Class Number of Af f 1rma tive Replies Number of Negat i ve RepIles Per Cent of Af f i rma tive RepIles I Rhythmic Activities I I

26 varlety of school-provided recordings available for use In the elementary school music program* The largest number of recordings were found In the categories of symphonies, folk songs, marches, and dances* A number of schools reported one or two recordings available In the following catetorless popular. Instrument recognition, song stories, basic appreciation series, and rhythm exercises* of recordings available for use in the The kind and number elementary music program may be found In Table IX, page 17* In addition to recordings specifically used for listening purposes, other recordings are available for use In conjunction with the basic music series* Many of the songs found In the basic music series have been recorded* Ninety per cent of the Class I schools and 73*91 per cent of the Class II schools Indicated they were using recordings of this type, whereas only 35*00 per cent of the Class 111 schools reported affirmatively* Information concerning the use of recordings with the basic music series Is found In Table X, page 19* The number of schools doing creative work in music with elementary children has been reported In Table XI, page 20* Over fifty per cent of the Class III schools reported that creative work was done as compared to 73*91 per cent of the Class II schools and 100 per cent of Class I schools* Also on page 20 Is a breakdown of specific

27 I 8** TABLE IX School-Provided Recordings for Use In the Elementary School Masic Program* Kind of Recordings Available Class I SchooIs Class II SchooIs Class I SchooIs SymphonI es 6 16 IS Folk Songs Marches Dances 6 16 IS Popular Records ns trument RecognIt Ion Song Stories VIc tor Basic Co 1lection Rhythm Exerc1ses *AII Schools Reporting

28 19. TABLE X Nwmber of Schools Using Recordings for the Basic Music Series Prov i ded Schoo)s by Class Number of A ff1rma 11ve Rep 1i es Number of Negative Rep lies Per Cent of AffIrma 11ve Rep 1! es I

29 -20- TABLE XI Number of Schools Doing Creative Music Activities with Elementary Children Schools by Class Number of Affirmative Rep lies Number of Negative Replies Fer %Zeml of Af f 1rma 11ve Rep lies I 17 6 : Total 38 IS TABLE XI 1 Number of Schools Reporting Use of Creative Activities* SpecIfic kind of Act 1VIty TTasTT Schoo1s Class M Schoo1s Class III Schoo1s Original Songs Original Act Ions or MoVernen ts to Music Original Rhythmic Activity Original Dances Original Use of Ar t with Mus 1c *AII Schools Reporting

30 creahve activities I m mwslc. Table XII shows that, I n addition to the creative music activities shown on the questionnaire. and harmonies, I.e., creactlve dancing, rhythms, melodies, six schools indicated that art and music were correlated in a creative manner. The next aspect of music education In the elementary schools concerns the use of melody Instruments. An examination of Table X III, pag<t 22, reveals that only 30 per cent of the larger Class I schools use melody Instruments in the grades, whereas over 50 per cent of the Class II and Class III schools use them. Table XIV, page 22, shows that most of the schools begin using melody instruments at grade four, but six schools in the Ci ass III districts introduce melody instruments in grade three. Inasmuch as many schools indicated that melody instruments were not used in the music programs, the importance of determining what specific values accrue from the use of melody Instruments by those schools that use them becomes apparent. The music specialists listed four values and among them are found music reading, preparation for the Instrumental program, ear training, and rhythmic activity, A few of the schools Indicated that more than one value was derived from the use of melody Instruments. Numerical results relative to these values

31 22- TABLE XI I I Number of Schools Using Melody Instruments Schoo 1s by Class Number of Affirmative Replies Number of Negatlve Rep lies Per Cent of A ff1rma 11ve RepIles TABLE XIV Grade Level At Wh1ch Me 1ody 1nst rumen t s Are Begun Schoo I s by Class Grade 3 Grade 4 Grade

32 TABLE XV Number of Schools Reporting Specific Values In the Use of Melody Instruments Value Reported Class r SchooIs C l a s s FT SchooIs class ill SchooIs Music Reading I 18 8 Preparation for I n s, t r ume n t a I Program 6 4 Ear Training 9 6 Rhythmic Activity 0 2 MtfSic Reading a*d Preparation for Ins trumen ta I Program I 6 0 Mu sic Reading and Ear Training 0 4 0

33 24 maÿ be found In Table XV, page 23» Very few of the reporting schools, with the exception of the Class I schools, have string programs at the elementary level. The findings show that 80 per cent of the Class I schools maintain string programs while only 13 per cent of the Class II schools offer this type of program. No Class 111 school offers string Instruction, as indicated In Table XVI at the bottom of this page. TABLE XVI Number of Schools Reporting String Programs Number of Nurober ot Per Cent of Schools Affirmative Negative Affirmative by Class RepI les Replies Replies I II I I I

34 Most music specialists begin work with the band and string Instruments In the elementary gradeso AI I reporting schools offer some type of Instruction to elementary students in band Instruments and a large majority of the music specialists begin this band Instruction In grade five* The majority of Class I schools offer beginning string Instruction In grade five, but two of the three Class II school*/ offer string Instruction, beginning In grade four. Table XVII, below, gives the numerical returns Indicating the grade level for beginning work in band and string Instruments, TABLE XVI I Grade Level for Beginning Work In Band and String Instruments Band Beginning Ins truction Beglnning String Instruction Schpo1s by Class Grade 4 Grade Grade 5 6 Grade 7 Grade Grade I

35 -26- Over 50 per cent of the music specialists who teach Instrumental music In the elementary grades also give private Instrumental lessons» Reference to Table XVIII, page 27, shows that some of the private lessons are given during school time, some are given outside school time, and some lessons are a part of the school program» Three music specialists In the Class III schools Indicated that they give private lessons, but failed to specify where the lessons were given and whether these lessons were a part of the school program» Many schools offer elementary Instrumental students an opportunity to accompany or play along with the other children who are singing songs as part of the vocal program» A majority of music specialists In the Class I and Class II schools afford this opportunity to the elementary children, while over 40 per cent of the music specialists In the Class III schools concur with this program» The total number and per cent of schools offering this aspect of music education to the elementary children may be found In Table XIX, page 28»

36 2 7 - Table XVI II at the bottom of the page shows that a majority of music specialists carry on the Instrumental program In the elementary schools at a time other than that allotted to general music* A total of only three schools In the Class II and Class Ml districts use general music time for Instrumental Instruction, while only a total of seven schools In all three districts use part of the time allotted for general music for the Instrumental program* TABLE XVI I I Time During Which Instrumental Instruction Is Given T1me Preference Class 1 Schoo 1s Class II Schoo1s Class III Schoo 1s Taken from Time Allotted to General Mus 1c n Add!11on to Time Allotted to General Music Partly Drawn from Time Allotted to General Music and Partly In Addition to That Time 3 2

37 28- TABLE XIX Number of Music Specialists Giving Private Instrumental Lessons, When the Lessons Are Given, and If the Lessons Are Part of the School Program Private ' CI ass Î Class ÏT Class FT Les sons Schoo I s Schoo I s Schoo I s Numbe r Giving Private Lessons 6 10 II Number Giving Private Lessons During School Time Nufiffeer Qi VI ng Private Lts sons Owtsldf School Time Number Giving Privft^e Lessons As Part of School Program 0 6 6

38 TABLE XX Number of Schools Using Instruments in Combination with the Vocal Program SchooIs by Class Number of AffIrmatlye Rep lies Number of Negatlve Rep lies Per Cent of AffIrma 11ve Rep I les I I I , S2 9 I I 45.00

39 =30 " Ho SUPPLIES AND EQUIPMENT IN ELEMENTARY MUSIC EDUCATION The second section of with supplies and equipment the report will be concerned in the elementary music education programo Over half of the respondents In the Class 11 and Class III schools reported that the supplies and equipment necessary for the elementary music program are Inadequate» The majority of the schools In the Class I districts indicated that supplies and equipment were adequate with 70 per cent reporting affirmatively» A summation of the findings may be found in Table XXI, be Iowo TABLE XXI Number of Schools Reporting Adequacy or Inadequacy of Supplies and Equipment Necessary for the Elementary Music Program NumberofNumber o f P e r Centof Schools Affirmative Negative Affirmative by Class Rep lies RepI I es Replies I II II I I I ,00

40 -31- Certaln equipment may be considered essential for the implementation of the elementary music program* Phonographs or record players and tape recorders may be put in this category* AI I of the schools replied to the Inquiry regarding the availability of phonographs and tape recorders for use In the music program* Over 90 per cent of alt reporting schools indicated that phonographs were available and 100 per cent of these phonographs were equipped to handle three speeds* 33 1/3* 45* and 78 rpm* In regard to tape recorders* the findings show that 60 per cent of the Class I and Class III schools had them available; whereas over 70 per cent of the Class II schools were equipped with tape recorders* Two of the schools in the Class III districts reported that neither phonographs nor tape recorders were available* The per cent of schools having phonographs and tape recorders available for use in the elementary music program may be found in Table XXII* page 32* Most of the supplies and equipment shown in Table XXIII* page 33* may be considered essential to any program in music education* The music specialists were asked to Indicate their greatest single need In regard to supplies and equipment for the elementary music program* Responses revealed that the greatest need for equipment in the Class I and Class II schools was supplementary music books*

41 -32- TABLE XXI Per Cent of Schools Having Phonographs and Tape Recorders Available for Use in the Music Program Per Cent Cf a-s s r SchooIs Class r Schoo i s Class lit SchooIs P«r Cent of SchooIs Having Phonographs 100*00 Per Cent of Schools Having Tape Recorders 60*00 Per Cent of SchooIs Having Both Tape Re= corders and Phonographs 60*00 95* * Per Cent of SchooIs Having No Phonographs or Tape Recorders 00*00 4*35 10*00

42 33' TABLÉ XXI I I Greatest Single Need In Regard to Supplies and Equip* memt for the Elementary Music Program STTss i ^I ass n class TT Need Schoo I s Schoo I s Schoo I s Phonographs Tape Recorders 2 I 4 Pianos Wind and String Inst rumenti SuppIementary Music Books Phonograph RecordIngs Me Iody Imstruments 0 0 1

43 34 The greatest single need for the Class III schools was additional wind and string Instruments* Many of the schools Indicated a need for other types of equipment. Including phonographs, tape recorders, pianos, phonograph recordings, and melody Instruments,

44 , ELEMENTARY MUSIC EDUCATION AND THE CLASSROOM TEACHER In many schools the success or failure of the elementary music program Is dependent upon the role of the classroom teacher In that program. The music specialists were asked If music was part of the elementary classroom program every day. Less than half of the Class II and Class 111 reported affirmatively* whereas 70 per cent of the Class 1 schools provide time for music every day In the classroom. Results of the Inquiry may be found In Table XXIV* below. TABLE XXIV Number of Schools Reporting Music As Part of the l«tt«ntary Classroom Program Every Day Number of Number of Per Cent of Schools Affirmative Negative Affirmative by Class RepI les RepI les Replies II ,48 Ml

45 The nriusîc specialists were asked to indicate the number of minutes provided dally for general music (vocal) In the elementary school curriculum. The majority of all schools allowed twenty minutes each day for general music, excluding the time given to Instrumental instruction, A close examination of the data presented in Table XXV, page 37, shows that in most schools a longer period for music Is allotted to the Intermediate or upper elementary grades than Is allotted to the primary grades. All schools In the Class I districts replied to the Inquiry regarding the time spent each day in the elementary music program, whereas twentytwo schools In the Class II districts and fifteen schools In the Class 111 districts replied. In Table XXVI, page 38, the music specialists revealed that only a small per cent of them teach all of the vocal music In the elementary grades, and the assumption must be made that at least part of the music teaching is done by the classroom teacher. Only 20 per cent of the Class 1 schools, 30 per cent of the Class II schools, and 45 per cent of the Class 111 schools Indicated that all of the vocal music teaching was dome by music specialists. Many elementary school administrators are insistent upon each classroom teacher teaching all of the subjects. Table XXVI1, page 38, reveals that most of the classroom

46 TABLE XXV Number of Minutes Per Day Provided for General Music Class 1-10 Schoo1s Reporting Grades 15 minutes 20 minutes 25 minutes I Class II - 22 SchooIs Report!ng Grades 15 minutes 20 minutes 25 minutes 30 minutes I ! Class Schools Reporting Grades 15 minutes 20 minutes 25 minutes 30 mlnutes

47 =38 TABLE XXVI Number of Schools Reporting the Teaching of All Vocal Music in the Elementary Grades by the Music Specialist Schoo1s by Class Number of Af f i rma 11ve RepIles Number of Nega t!ve RepIi s Per Cent of Aff Î rraat Î ve Rep!les , I 45,00 TABLE XXVI I Schools Reporting the Number of Classroom Teachers Who Teach Only Their Own Classroom Music Schools by Class Schoo1s No t Reporting Number of Affirmative RepI! es Number of Nega t i ve RepI!e s Per Cent of Affirmative RepI1es

48 =» 39 teachers in all schools teach only their own classroom musîco The evidence apparently substantiates the assump= tiom that there Is very lit t le exchange of music classes among classroom teachers. The data In Table XXVII shows that six of the Class II schools and nine of the Class 111 schools did not report. Am important aspect of elementary music is the In- tegratlon of music with other subject areas In the curriculum. Inasmuch as the music specialist is primarily responsible for a I I facets of the elementary music pro- gram* an Inquiry was made In music with other subjects. regard to the Integration of The findings in Table XXVI1I Indicate that the majority of schools carry on some type of Integration, with affirmative replies from 70 per cent of the Class I schools, 57 per cent of the Class II schools, and only 40 per cent of the Class 111 schools. An additional question was asked concerning specific subject areas In which Integration was attempted. Only 70 per cent of the Class I schools, 57 per cent of the Class 11 schools, and 40 per cent of the Class I II schools volunteered information on these specific subject areas. The survey shows that a majority of schools Integrated music with both social studies and physical education. Information concerning the integration of music with other elementary subjects may be

49 «'40 ' TABLE XXVIII Number of Schools Reporting Integration of Music With Other Subjects Schoo1s by Class Number of Affirmative RepIles Number of Nega t i ve RepIles Per Cent of A ffî rmafive RepIles TABLE XXIX Subjects Reported As Being Used for 1mtegratlon with Music# Subjects Class 1 Schoo1s Class II Schools Class III Schoo1s Soc1a 1 Studies Language Arts Physical Educa 11on Social Studies and Language Arts Seet a 1 Studies and Phys i ca1 Educat1on Language Arts and Physleal Educa 11on Comb 1mat Ion of Social Studies, Language Arts, and Physleal Educat1on ^Schools Report Ing--CIass 1=7* Class 11=13, Class

50 »4 1- found în Table XXIX, page 40. What Î S the greatest weakness of the classroom teacher? This question was answered by all of the music specialists In the Class I and Class II schools. Sixteen of the Class III schools failed to report on the question. Even though the answers varied somewhat, all of them fell Into three general categories: inadequate training, feeling of inadequacy, and no interest in music. Table XXX, page 41, reveals that a majority of respondents considered inadequate training as the greatest weakness. Specific comments pertaining to the weaknesses of classroom teachers were quite extensive, 9 TABLE XXX Greatest Weakness of the Classroom Teacher In Elementary Music As Reported by Music Spec i a 11s t s Weakness Class 1 Schoo1s Class 11 Schoo1s Class III Sc hoo 1s 1nadequa te Training Feeling of 1n adequacy No Interest in Music No Reply See Appendix A, p. 56

51 42 IV, ATTITUDES AND PERSONAL DATA According to data received, very few of the music specialists spend owt=of=school time In music activities with elementary children* A tabulation of the responses In Table XXXI, page 43, shows that approximately 30 per cent of the music specialists In ail schools regularly spend oot-of-school time with elementary children In music a ctivities* However, some of the music specialists indl= cate that out-of-school time was spent occasionally In music activities with elementary children* A large per cent of the reporting schools concurred in the practice of elementary children participating In solo and small group performance* One of the Class I schools failed to report on this particular phase of elementary music* The number and per cent of respondents may be found in Table XXXII, page 43* An Interesting response may be observed in Table XXXIII, page 45* A majority of the schools indicated that music festivals would be a valuable experience for elementary children* Well over 60 per cent of the Class II and Class III schools responded affirm atively, whereas 40 per cent of the Class 1 schools were in favor of music festivals* Several of the music specialists offered qualifying comments to their affirmative replies**^ *^See Appendix A, p* 57

52 -43- TABLE XXXI Number of Schools Report! Jig Ou t-of-schoo I Time Regularly Spent 1» Music Activities with Elementary Children Schoo1s by Class Number of Af f 1rmat1ve RepIles Number of Negative RepI1es Per Cent of Aff1rma 11ve RepIles TABLE XXXI I Number of Schools Reporting the Encouragement of Elementary Children In Solo and Small Group Performance# Class CI ass II Class III Performance Yes No Yes No Yes No Per Cent of Af firroa 11ve RepII es So lo Performance SmaI I Group Performance I 22 I IB #No Reply from One Class I School

53 es ^ cw A majority of the moslc specialists in the Class I and Class 11 schools replied affirmatively to the Inquiry concerning visual aids. In the Class I d istricts, 80 per cent of the respondents indicated that visual aids (films, film strips, flannel boards, etc,) were used In the music program, with 65 per cent of the Class II schools replying in the same manner. Only 45 per cent of the Class Ml districts responded affirm atively, A breakdown of numbers and percentages may be found in Table XXXIV, page 45, In the fie ld of elementary music education It Is sometimes d iffic u lt to determine the attitude of the children toward the music program. However, the music specialists were asked to arrive at some determination of the childrens attitude, generally, toward the music pro gram. The music specialists were asked to reply to the inquiry concerning attitudes toward music with the follow- Ing descriptive terms: favorable. Indifferent, or unfavor able, A high per cent of the respondents showed a favorable attitude among the children, but the response may have been somewhat Influenced by the music specialists own conception of the success or failure of the elementary music program. The numerical results may be found In Table XXXV, page 46, Table XXXVI, page 46, shows that over 85 per cent of

54 -45- TABLE XXXI11 Number of Schools Reporting That Music Festivals Would Be a Valuable Experience for Elementary Children Schoo1s by Class Number of Affirmative RepIles Number of Negative RepIi es Per Cent of Affirmative Replies TABLE XXXIV Number of Schools Using Visual Aids in the Elementary Music Program Schools by Class Number of Af f i rma five Rep lies Number of NegatIve Replies Per Cenf of Af f 1rmat i ve RepIÎ es II

55 = 46' TABLE XXXV General Attitude of the Elementary Children Toward the Music Program SchooIs by Class Number Report!n g Favorable Attitude Number Repor ting Indifferent Atti tude Number Repo rting Unfavorable Attitude Per Cent of Favorable Attitude TABLE XXXVI Music Specialists Reporting That the Administration Is Cooperative in Regard to the Music Program Numbe r o7 Numbe r of Per Cen t of Schools Affirmative Negative Affirmative by Class Rep lies RepI 1es _Replies I 9 I II III 19 I 95.00

56 =47 all schools Indicated that the administration was cooperative In regard to the music program* There were only five music specialists from fifty-three reporting schools that Indicated the administration was not cooperative In the Implementation of the music program* Table XXXVII, page 48, Is a report showing the tqtal number of elementary children for whom each music specialist is responsible* It Is evident from the return totals that, expecially In the Class I and Class II schools, there Is a wide divergence In each class of the number of children for whom the music specialist Is responsible* In the Class I districts the number ranges from 350 children In one of the schools to over 7,000 in another school* The spread in the Class 11 d istricts Is not as great, but ranges from ISO children to over 700 children* In the Class III d istricts the spread has been considerably narrowed inasmuch as the majority of music specialists are responsible for less than 100 children with none responsible for over 300 chi Idren«The data shown In Table XXXVIII, page 49, Is a report on the length of time the music specialists have spent In their present position* In all classes It is interesting to note that by far the largest majority of music specialists have spent a very short time in their

57 "48 TABLE XXXVI I Music Specialists Reporting the Total Number of Elementary Children for Whom They Are Responsible SchooIs by Classes and Approx ima te Number of Children Number of Mu sic Specialists Repo rting Class / 2 Class JJ_ / 3 Class IL L 0 -^

58 49. TABLE XXXVI I Music Specialists Reporting on the Length of Time In Present Position Schools by Classes and Approximate Length of Time Music Spec I a 1i s t Class Years 7 II - 20 Years Years Years I Class II 0 4 Years Ô Years Years Years 1 Class Years Years Years 2

59 50 " positions* most falling into the I-4 year category. Not one music specialist in the Class 111 schools had spent over five years In his present position* The formal musical training of the responding music specialists may be found In Table XXXIX* page 51* The data show that the music specialists in the Class I districts* on a degree basis* have more formal training than the music specialists In the Class II and Class ill schoois. The final inquiry made of the music specialists was concerned with the primary need for the Improvement of the elementary music programs* The responses were so diverse that it was impossible to set up a table or chart indicating agreement in an specific areas* Some of the comments made by the music specialists may be found in Appendix A, page 57*

60 -51- TABLE XXXIX Music Specialists Reporting on Their Formal Training Sc hoois by Classes and Forma 1 Training Mus i c Special 1st Class 1 Bachelor of Music Education 5 Bachelor of Science in Elementary Education with a Major in Music 1 Bache1or of Arts 1 Master of Music Education 3 Mas ter of Sc 1ence 1 Master of Music (Applied) 2 Class II No Degree - Music Minor 4 Bachelor of Arts In Education - Music Major 5 Bachelor of Mus 1c 3 Bachelor of Music Education 9 Master of Music Education 3 Class III No Degree - Music Minor 3 Bachelor of Arts In Education - Music Major 2 Bachelor of Mus 1c 2 Bachelor of Music Education 10 Master of Music Education 3

61 -52- CHAPTER IV SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS The final chapter of the study has the responsibility of bringing into focus some of the more Important findings that were submitted by the respondents. At the risk of being redundant, a reiteration of the problem Is again stated In the form of a question: Are the music specialists providing opportunities for all elementary children to participate In a well-balanced progr am of mus Ic? GeneralIzatlons Derived f rom the S twdy. Most schools offer music reading to elementary children, but there Is a great diversity in the procedures used by the music specialists In presenting this aspect of music education. Syllables are used predominantly in all schools. Over 50 per cent of the reporting schools use melody instruments in the music program and the values accruing from this use include music reading, preparation for the Instrumental program, ear training, and rhythmic a ctivities. In regard to equipment and supplies, most schools reported inadequacies. Many schools do not have even the basic prerequisites for implementation of the elementary

62 idusîc program. The majority of music specialists indicated that supplementary music books are among the greatest needs. Many schools are deficient in the amount of time provided for general music in the elementary schools. A majority of the music specialists believed that elementary music festivals would be a valuable experience for elementary children. Most of the music specialists are presenting adequate programs of music education to elementary children. Op I nions and Sugge stions. In addition to arriving at generalizations with tangible evidence regarding the music program in the elementary schools, it may be of importance to be cognizant of certain implications not found in the study. There was no apparent correlation between the amount of training in music and the type of program being carried out by the music specialists. There were no significant differences in the type of music programs when taught solely by the music specialist or solely by the classroom teacher. Recomme n da tions. I. An evaluation of procedures in the teaching of music reading would be valuable. A determination should be made as to the roo.s t desirable and effective procedures

63 -5 4 for the improvement of this basic aspect of elementary music educa t i on» 2o Music specialists who do not, or have mot, used melody instruments in the elementary schools should investigate this use for the possible enhancement of the music program, 3, Inasmuch as the Music Educators National Conference** recommends that a minimum of 120 minutes per week should be provided for children in the general music program (the State of Montana has concurred In this recommendation), it is recommended that music specialists in deficient schools attempt to provide at least the minimum time recommended for elementary children, 4, Music specialists should investigate the possibility of setting up music festivals in a confined area, Morgan, Helen Nohaves (Editor), Fa It h, Purpose, and Action, (Music Education Source Book, 194 7) p, 12,