A survey to determine the use of music theory knowledge and skills by North Carolina public school music teachers

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Robert L. Decker (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site: http://library.uncg.edu/
Walter L. Wehner

Abstract: The purpose of this study was to attempt to define and examine those areas taught in undergraduate music theory classes perceived to be of most importance and least importance in the work of music educators who teach in the state of North Carolina. A questionnaire was sent to a random sample of 149 North Carolina public school music educators. Completed questionnaires were returned by 112 of these music educators—a 75% return rate. A one-way ANOVA revealed that there were statistically significant differences among instrumental music teachers, choral music teachers, and elementary/general music teachers concerning the perception of the importance of selected areas of music theory used in their teaching. The differences were statistically significant at or beyond the .05 level in 44% (n = 20) of the 45 items on the questionnaire. All music teachers surveyed perceived 29% (n = 13) of the areas of theory on the questionnaire to be of greatest importance in their work. Only 9% (n = 4) of the areas of theory on the questionnaire were perceived to be of least importance by all teachers surveyed.

Additional Information

Language: English
Date: 1984
Music teachers $z North Carolina
Music $x Instruction and study $z North Carolina
Music theory

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