Search Results

The Status and Administration of Student Dance Bands in Colleges and Universities in the United States

Description: Due to the increased importance of music in everyday life, the expanding enrollment in most colleges brought on by the return of war veterans, and the ever increasing popularity of dance music, more and more schools are incorporating dance bands as part of their musical program in connection with their recreation and college promotion activities. Since this is more or less a new development, it is of interest to all school administrators to see just what is being done in regard to dance music in the schools. Therefore, it is the purpose of this study to determine the extent and usage of popular dance bands in colleges at the present time, and to present certain problems which are apt to confront the administrator of such an organization.
Date: May 1947
Creator: Johnson, James W. (James Winfred)
Partner: UNT Libraries

Prerequisites and Requirements for a Master's Degree in Music of Selected Schools of the National Association of Schools of Music

Description: This study was made, first, to compile the prerequisites and requirements for a master's degree in music from sixty-two of the colleges and universities of the National Association of Schools of Music; second, to compare the standards found from the observation of these data with those requirements at North Texas State Teachers College; third, to secure such information as would be useful in improving the graduate curriculum in the Department of Music at North Texas State Teachers College. It is the further aim of this investigation to aid any student interested in advanced study in any field of music to determine which college or university offers the most appropriate curriculum for his present need. This is the first study, as far as the investigator knows, ever made of this particular problem.
Date: August 1941
Creator: Huddleston, Mary Elizabeth
Partner: UNT Libraries

A Survey of Educational and Professional Background of Piano Teachers in the Colleges and Universities of the United States

Description: The purpose of this survey is to determine the educational and professional status of piano teachers in the colleges and universities of the United States. This survey will attempt to evaluate the musical and educational background as well as the professional status of people engaged actively in the teaching profession today.
Date: June 1948
Creator: Childress, Frances
Partner: UNT Libraries

A status and vision investigation of US university piano pedagogy programs.

Description: The two major research questions were: “What is the current status of 20 prominent piano pedagogy programs?” and “what is the vision of an ideal future piano pedagogy program from the perspective of 20 piano pedagogy leaders?” Subjects were the leaders of the top 20 US university piano pedagogy programs. A survey study with interview questions was used as the instrument for the study. The results showed that faculty, curriculum, and teacher training were three top factors that contributed to the quality of the programs. Most interviewed subjects held a doctoral degree in music. The curricular content and degree options were diverse across the selected programs. The content of teacher training included private and group teaching. The perceived best qualifications of a piano pedagogy instructor were to have a balanced education. Most programs had small or little to no budget, however, the preparatory program was perceived to be an enhancement to teacher training program finances. The greatest challenges were faculty acquisition and financial limitations. Gaining more money was the most common improvement priority for programs. To envision an ideal future piano pedagogy program, most leaders stated that an ideal program should contain encourage: (1) collaborating with other divisions' faculty members for developing a diverse curriculum, (2) providing multiple types of teacher training, (3) offering knowledge that is highly pertinent to students' future careers, (4) continually adjusting topics in the curriculum, and (5) utilizing all the possible resources to establish up-to-date facilities. The chief obstacle was a lack of money. However, finding a major donor, and developing a preparatory program to generate money may help to overcome the obstacles. Having administrators with positive attitudes toward pedagogy could help programs to gain more resources. Encouraging students to participate in workshops and conferences could enrich the training. Several recommendations may help emerging pedagogy ...
Date: May 2007
Creator: Fu, Hui-Ju Camille
Partner: UNT Libraries

Teaching the Bass Tuba: A Survey of Current Trends in the College and University Applied Studio in the United States

Description: An investigation of current practices in the teaching of the bass tuba in the applied studios of U.S. colleges and universities as determined by survey. Survey recipients were low brass teachers at American colleges and universities who were members of one or more of the following professional organizations: International Tuba Euphonium Association, College Music Society, National Association of College Wind and Percussion Instructors. Topics examined are: general practices among teachers, including performance usage and literature, pedagogy and equipment. The survey instrument as well as a list of the respondents is included.
Date: December 2006
Creator: Mitchell, William Kenneth
Partner: UNT Libraries

The relationship between collegiate band members' preferences of teacher interpersonal behavior and perceived self-efficacy.

Description: The first purpose of this study was to describe collegiate band members' preferred teacher interpersonal behaviors and perceptions of self-efficacy based on the gender, year in college, instrument, and major. The second purpose of the study was to measure the relationship between preferences of interpersonal teacher behavior and self-efficacy scores. The non-probability purposive sample (N = 1020) was composed of band members representing 12 universities from different regions of the United States. There were 4 large public, 4 small public, and 4 private universities that participated in the study. Participants completed 2 questionnaires, the Teacher Interaction Preference Questionnaire (TIPQ) and the Self-Efficacy Questionnaire (SEQ). Descriptive statistics were calculated for each of the questionnaires. Results for the TIPQ showed that all sub-groups most preferred the dominant-cooperative behaviors, followed by submissive-cooperative behaviors, and least preferred the dominant-oppositional behaviors. Results for the SEQ showed subtle variations for all subgroups. Three Pearson product-moment correlation coefficients were calculated to measure the relationship between the three teacher interaction styles (dominant-cooperative, submissive-cooperative, dominant-oppositional) and students' perceived self-efficacy. Due to the possible over-use of the data with multiple correlations, a Bonferroni adjustment was made to avoid a Type I error (.05/3 = .016). A significant positive relationship was found between self-efficacy and dominant-cooperative with 22% shared variance. A significant positive relationship was found between self-efficacy and submissive-cooperative with 7% shared variance. Finally, a significant positive relationship was found between self-efficacy and dominant-oppositional with 5% shared variance. This study's results indicate that it may be beneficial for band directors to measure students' preferences and perceptions of teacher interpersonal teacher behavior in order to find ways to interact better with the students. In addition, due to the relationship between students' preferences of teacher interpersonal behavior and perceived self-efficacy, collegiate band directors may wish to examine their own behaviors to determine ...
Date: May 2009
Creator: Steele, Natalie Anne
Partner: UNT Libraries

Attitudes of International Music Students from East Asia toward U.S. Higher Education Institutions

Description: Nine universities in the United States with the greatest number of international students and having an accredited music program through the National Association of Schools of Music (NASM) were selected. Survey research methodologies were used to identify the status of the international music students from East Asia in U.S. higher education institutions and to determine their attitudes toward their schools. Among East Asian international music students at US higher education institutions, the results indicated that the professor's reputation, scholarships, and the program's reputation were perceived as the most influential factors impacting the program choice; a good relationship with professors, good feedback from professors, and emotional stability were perceived as the most influential factors impacting academic success; and the professor's teaching, the professor's expertise, and the improvement of musical skills were perceived as the most influential factors impacting students' satisfaction level. The most problematic issues reported were the language barrier and the cultural differences between their host and own countries. In addition, many of the East international music students in this study noted financial difficulties.
Date: May 2009
Creator: Choi, Jin Ho
Partner: UNT Libraries