The State of Music in the Elementary School

Carlos R. Abril · Brent M. Gault

87 citations0/0 files storedJournal of Research in Music Education

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Abstract

This study is an examination of school principals' perceptions of the elementary school music curriculum. A survey, mailed to 350 elementary school principals (61% response rate), was designed to answer the following questions: What are principals' perceptions of music learning outcomes and broad educational goals that result from school music instruction at their respective schools? How do they believe these should exist in ideal conditions? Is there a difference between principals' ratings for current and ideal conditions? To what degree do certain variables affect the music program? Results revealed that principals were generally satisfied with their music programs' ability to meet music education standards and broad educational goals. However, significant differences between the current and ideal conditions imply that they believe improvement is possible. Principals reported that the No Child Left Behind Act, budgets, standardized tests, and scheduling had the most negative effects on their music programs. September 15, 2005 November 30, 2005

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References

2004The New Handbook Of Research On Music Teaching And Learning 1999Classroom Teachers' and Music Specialists' Perceived Ability to Implement the National Standards for Music Education

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2011Singing One's Way to Self-Regulation: The Role of Early Music and Movement Curricula and Private Speech 2009No Child Left Behind and Fine Arts Classes 2008Primary Music Education in the Absence of Specialists 2014Evaluating the Effect of No Child Left Behind on U.S. Music Course Enrollments 2009Preservice Classroom Teachers’ Attitudes Toward Music in the Elementary Curriculum 2012A first comparison of pre-service music teachers’ identities as creative musicians in the United States and England 2013How They Decide 2012Teaching Music in an Era of High-Stakes Testing and Budget Reductions

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