A comparison of expected and observed piano skills required of public school music teachers in the state of North Carolina

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

Abstract: The problem of this study was to determine if the performance standards imposed on the music education major are comparable to the actual performance standards demonstrated in the teaching situation. The purpose was to investigate whether the music education teachers in selected public schools in North Carolina demonstrated piano skills which were stressed in their piano study in their current music teaching situations. The following hypotheses were investigated: (1) no significant relationship exists between 19 skills most frequently stressed in college piano study and those skills demonstrated in teaching;(2) no significant relationship exists between eight audible skills stressed in piano study and those skills demonstrated in teaching as evaluated by the observer and a panel of music specialists; (3) no significant relationship exists between the audible skills most frequently demonstrated in teaching and the audible skills as evaluated by the observer and music specialists; (4) no significant relationship exists between the piano literature studied in college and the piano literature utilized in teaching; and (5) no significant relationship exists between the area of specialization and the utilization of the piano in the teaching situation.

Additional Information

Publication
Dissertation
Language: English
Date: 1977
Subjects
Piano $x Instruction and study $z North Carolina
Music teachers $x Training of $z North Carolina

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