Texas Middle School Choral Directors’ Beliefs About Repertoire Selection

Description:

Secondary choral directors often demonstrate a wide variety of organizational, instructional, and musical skills to promote and nurture thriving programs. Among the many tasks executed, choosing repertoire might be viewed as one of the most important duties performed. Material chosen for study is often the vehicle through which curricular concepts are taught. Multiple factors might influence middle school choral directors’ beliefs about repertoire choices. Ironically, repertoire choices might or might not reflect educators’ actual teaching philosophies; nevertheless, these decisions could influence student learning. This study surveyed a stratified random sampling of Texas middle school choral directors who participated in the 2010 University Interscholastic League Concert and Sight-reading competition (n = 209). Seventy middle school choral directors participated in the study. Each director took an online survey and indicated the degree to which they agreed or disagreed with 14 statements concerning repertoire choice. Many of the belief statements showed teachers were overwhelmingly in concordance with their beliefs (92.9%). Results indicated that beliefs were similar, regardless of who chose the curriculum or the amount of discussion perceived in undergraduate training. The only belief statement that continually showed differences between teachers concerned students’ ability to vote on repertoire.

Creator(s): Williams Jr., Scott Michael
Creation Date: December 2011
Partner(s):
UNT Libraries
Collection(s):
UNT Theses and Dissertations
Usage:
Total Uses: 133
Past 30 days: 2
Yesterday: 1
Creator (Author):
Publisher Info:
Publisher Name: University of North Texas
Publisher Info: www.unt.edu
Place of Publication: Denton, Texas
Date(s):
  • Creation: December 2011
Description:

Secondary choral directors often demonstrate a wide variety of organizational, instructional, and musical skills to promote and nurture thriving programs. Among the many tasks executed, choosing repertoire might be viewed as one of the most important duties performed. Material chosen for study is often the vehicle through which curricular concepts are taught. Multiple factors might influence middle school choral directors’ beliefs about repertoire choices. Ironically, repertoire choices might or might not reflect educators’ actual teaching philosophies; nevertheless, these decisions could influence student learning. This study surveyed a stratified random sampling of Texas middle school choral directors who participated in the 2010 University Interscholastic League Concert and Sight-reading competition (n = 209). Seventy middle school choral directors participated in the study. Each director took an online survey and indicated the degree to which they agreed or disagreed with 14 statements concerning repertoire choice. Many of the belief statements showed teachers were overwhelmingly in concordance with their beliefs (92.9%). Results indicated that beliefs were similar, regardless of who chose the curriculum or the amount of discussion perceived in undergraduate training. The only belief statement that continually showed differences between teachers concerned students’ ability to vote on repertoire.

Degree:
Department: College of Music
Discipline: Music Education
Level: Master's
PublicationType: Thesi
Language(s):
Subject(s):
Keyword(s): Choral | beliefs | repertoire | middle school
Contributor(s):
Partner:
UNT Libraries
Collection:
UNT Theses and Dissertations
Identifier:
  • ARK: ark:/67531/metadc103409
Resource Type: Thesis or Dissertation
Format: Text
Rights:
Access: Public
Holder: Williams Jr., Scott Michael
License: Copyright
Statement: Copyright is held by the author, unless otherwise noted. All rights Reserved.