3e7 9

Ig

A SURVEY AND EVALUATION OF THE PUBLIC-SCHOOL

MUSIC PiOGRAM OF DENTON COUNTY, TEXAS

THESIS

Presented to the Graduate Council of the North

Texas State College in Partial

Fulfillment of the Requirements

For the Degree of

MASTER OF MUSIC

By

Martha Len Henderson Nelson, B. X.

Denton, Texas

August, 1950

TABLE OF CONTSENt

LIT OF TABLES ... *.* Page

ChapterI. INTRODUCTION ... * . . . ...a

The Problem and its PurposeSources of DataSignificance of StudyMethods of ProcedureBackground of StudyOrganization of Data

II. THE PHILOSOPHY OF THE PUBLIC-SCHOOL MUSICPROGRAMOFTODAY**

.... . .0... 10

Educational Philosophy of the New-Type SchoolGeneral ChangesPhilosophy of the Public-School Music

Program of TodayChanges in Music Education

III. CRITERIA FOR EVALUATING THE MUSIC PROGRAMIN THE PUBLIC SCHOOLS OF DENTON COUNTYTEXAS . . . . . . . . . . 29

Recommendaions Related to the MusicProgram in the Elementary School

Recommendations Related to the MusicProgram in the Junior High School

Recommendations Related to the MusicProgram in the Senior High School

Use of the Preceding Criteria

IV. AN EVALUATION OF THE MUSIC PROGRAM IN THEPUBLIC SCHOOLS OF DENTON COUNTY, TEXAS . . . 42

The Msic Program of the Elementary SchoolsThe lusic Program of the Junior High SchoolThe Music Program of the Senior High Schools

V. CONCLUSIONS AND RECO11EDATIONS ... . . . . . . 77ConclusionsRecommendations

APPENDIX.P. .. 00** 04 * * *5

BIBLIOGRAPHY... 8

..... ,,,9

iii

LIST OF TABLES

Table ?qge

1. Recommendations Relative to the Content ofthe Curricular Music Program in theElementary Schools. . ..... *. * . . 31

2. Recommendations Related to Extra-CurricularActivities for all Grades of the PublicSchools in Denton County, Texas . . . . . . . 33

3. Recommendations related to music equipmentfor all grades in the Public Schools ofDenton County, Texas *.. -9- *-.*. . *.. . 35

4, Recommendations Related to the Content ofthe Curricular Music Program in the JuniorHigh School *.. .0,... . . .. . . . , 37

5. Recommendations Related to the Content ofthe Curricular Music Program in the SeniorH igh School. 0. . . . . . . . 4 . . . . . . 40

6. Content of the Curricular Music Program inEleven Independent Elementary Schools . . . . 45

7. The Number of Elementary Schools WhichIncluded Music Content as RecommendedInCriteria . . . . . * * * . . 51

8. Number of Elementary Schools Which ProvidedExtra-Curricular Activities as Recommended . . 59

9. A Comparison of Criteria With FacilitiesReported in the Eleven Schools UnderConsideration . ..-* *.**,*** ... . 60

10. Content of the Curricular Music Program InOne JuniorHighSchool. . . . . 9...... 62

11. Items of Criteria Included in the Content ofthe Junior-High School Music Program . . . . . 64

12. Content of the Extra-Curricular Music PrograminOne Junior High School ......... . 65

13. Items of Criteria Included in the Extra-Curricular Music Program of the JuniorHigh School . . . . . . * . . . . . . . . . . 67

iv

LIST OF TABLES--Continued

Table Page

14. Items of Criteria Relative to the PhysicalPlant Reported By the Junior High School.6. .8

15. Content of the Curricular Music Program inEight SeniorlHigh Schools ..... .. . 69

16. Items of Criteria Included in the Contentof the Curricular Music Program of EightSeniorlHigh Schools ...... .. 71

17. Number of Schools Including Certain Acti-vities in the Extra-Curricular MusicProgram ..... . . . . . . . * . . . . . . 73

18. Items of Criteria Included in the Extra-Curricular MusicProgram of the SeniorHigh Schools ......

40 ,,, 7419. Items of Criteria Relative to the Physical

Plant Reported by Eight Senior HighSchools * . . . . . . . *.. .- . . . . . . 75

V

CHAPTER I

INTRODUCTION

The Problem and Its Purpose

The problem of this study is to evaluate the public

school music program in the following seven independent

schools of Denton County: Denton, Pilot Point, Sanger,Krum, Ponder, Northwest, and Lewisville. The evaluationincludes the high school, the junior high school, and theelementary school. The purpose of the investigation is todetermine the number and content of the music courses and

musical activities being offered in these schools, the num-ber of total students participating in these courses, andto show to what extent the schools appear to meet criteria

set up by the State Department of Education in BulletinNumber 492, The Te of Music in Texas Public Schools,and other authorities in the field of public school music,

during 1949-1950.1

Sources of Data

Primary sources consulted in the development of theproblem included superintendents, principals, teachers,and music supervisors. Data from these sources were obtainedby means of personal conferences and questionnaires,

Nell Parmley The Tgajhi ofM in'Texas PublicSchools, Bulletinh97s a e epimuWsi dccton

I

2

Secondary sources were comprised of books, periodicals, and

bulletins.

Significance of Study

Music is of vital importance in the lives of all indi-

viduals because it contributes to their personal and social

development. Therefore, it should be a matter of concern to

evaluate what is being done in Denton County schools to pro-

vide musical experiences that will promote this all-round

development of youth. This means that every child should

benefit from musical experiences that will enrich him phys-

ically, mentally, emotionally, and socially.

How modern educators are recognizing this thesis is

emphasized in the following passage by Edgar B. Gordon:

Another important aspect of the Progressive Schoolphilosophy--and one of particular interest to the fieldof music education--is the recognition of the fact thatthe child is first of all a feeling individual and thathis life is dominated by impulses which come from theemotions. He is happy--he is sad--he is morose--he isangry--he is penitant--all of these reactions are emo-tional in character. The conventional school has large-ly been concerned with the child as a thinking indivi-dual. A major part of the school is emplydd in deve-loping skills in reading, use of language1 etc. Recog-nizing the primary importance of these skills, the pro-gressive people say that the job is only half done. Theother side of the child must be trained.

The life of the individual may be said to be bothobjective and subjective. The objective mind is the oneconcerned with the practical everyday things of life--whereas the subjective mind is the seat of all creativeeffort and of the spiritual nature. It is here thatcharacter and personality find expression. It is theaugument of the proponents of the progressive education-al philosophy that it is in this latter aspect, the con-

.ventional fails.Assuming this to be true, obviously the need isapparent for opportunities for self-expression in the

fields of music, graphic arts, and dramatic arts if we

3

are to compensate for the over-emphasis upon objectivetraining.2

Within the past one hundred years, music education hasspread from one single system in Boston, Massachusetts, to

practically every school in the country. Economic and social

changes have affected tremendous revisions during this cen-tury of development. However, to all who love music, andbelieve in the richness and worth of its mission to mankind,the era of social, economic, and political change throughwhich our country is passing presents a challenge and an

opportunity. In a democratic system of education, an equalopportunity for all children is the major goal. The nation-wide slogan, "music for every child and every child for music,"is a significant watchword. Both of these objectives areempty and worthless unless they are actually practiced--they

sound well in speeches, and they look good when printed inperiodicals and courses of study, but they net few results

unless they are utilized in the music program as it actually

exists in the schools of today.

As a result of the changes in society, the music cour-ses in many schools have been re-examined and re-evaluatedin the light of present-day needs of youth and its community.Since such an undertaking is the problem of the present in-vestigation, the study appears to be significant.

Methods of Procedure

As background for the study, current literature dealing

2gdgar B. Gordon, "A Fundamental Philosophy", mineo-graphed,p. 3.

4

with the problem was reviewed for the purpose of obtaining

data relative to objectives, methods, and materials whichare recommended for the public school music program inTexas. This information, philosophical and social cri-teria, and educational criteria, as contained in the latestbulletin on public school music published by the Texas StateDepartment of Education, were combined to form criteria bywhich the music programs under consideration were evaluated.

Following the development of a criteria, a questionnairewas formulated to facilitate interviews with superintendents,principals, music supervisors, and teachers. Questions dealtwith the following phases of the music program:: (1) typesof music taught; (2) organization of music program; (3) quali-fications of music teachers; (4) number of pupils partici-pating in all classes of each grade; (5) community or extra-curricular activities in which pupils participate; (6) evalu-

ation of physical plant, including rooms and equipment; and(7) statistics from principals or superintendents on populationof town, number of schools in town, enrollment, and percentage

of budget allocated to music activities.

Data obtained from the questionnaire were compiled andthe status of the music program of each school was comparedwith selected criteria, and conclusions were drawn as to theadequacy of the program. Finally, recommendations were madefor improvement in the areas which did not measure up to the

criteria.

Background of the Study

Organization of the music programs in the eleven

5

elementary schools which are considered in this study and

which are evaluated in the succeeding chapters presents

little uniformity, according to data obtained from the

questionnaires. One school had no type of elementary music,

and various types of organization were noted in the remain-

ing ten schools.

A special music teacher, who taught all music classes,

was employed by the school board in one school. In two

schools, outside teachers taught private lessons to groups,for which the teachers received pay from the pupils who

participated. In one school, music was taught by each class-

room teacher. In another school, a special teacher employed

by the school board, along with practice teachers, furnished

by local colleges, carried on the program. In three schools,

the music classes were divided between the classroom teachers

and practice teachers. In one school, a special teacher,several classroom teachers, and several practice teachers

all participated in the music classes. In seven of the elev-

en schools, at least part of the program was carried on by a

supervisor, who was employed by a teacher-training institution.

An analysis of the preceding data leads to two major

conclusions. First, only a small minority of the elementary

schools in Denton County employed a special music teacher

for all music classes during 1949-1950. Second, most of themusic programs were carried on by practice teachers, aided

by supervisors who were employed by local teacher-training

institutions.

6

When consideration was given to the qualifications ofthe fourteen special music teachers and of the classroom

teachers who taught music in the elementary schools of the

county, data show that four held master's degrees, and the

remaining ten held bachelor's degrees. Six of the fourteenteachers majored in some phase of music; three minored in

this field; three others majored in elementary education,

which includes six semester hours of credit in music; and

the remaining two teachers neither majored nor minored in

their teaching field.

An analysis of the preceding data leads to the conclusionthat all of the special teachers and classroom teachers whoparticipated in the elementary school music program in DentonCounty during 1949-1950 held bachelor's degrees and over

one-third of them held master's degrees. In addition, itis concluded that almost all of the teachers either majoredor minored in music or in elementary education, which includesmusic training. However, in a small number of schools, teach-ers with no music training taught music classes during 1949-

1950.

Only one junior high operated in Denton County during1949-1950. Three grades, the seventh, eighth, and ninth,composed this unit. The vocal-music program was carried onunder the direction of a special teacher employed by the

school board. Classes in band and orchestra were taught bytwo special music teachers from the local high school. Eachof the three teachers who taught music in the junior high

7

school held a master's degree. Each one of them majored in

some phase of music, and one of them also minored in this

field.

An analysis of the preceding data leads to the conclu-

sion that all of the junior high school music was taught by

special teachers, each of whom held a master's degree. In

addition, each of them majored in his teaching field, and

one-third of them had both a major and a minor in music.

As in the elementary schools, little uniformity was

noted in the organization of music programs in the eight high

schools under consideration. A special teacher was employed

for all music classes in only one school. Classes were

taught by the classroom teachers in three schools. Practice

teachers from the local colleges carried on the musical ac-

tivities in two schools, and outside teachers taught private

lessons in the two remaining schools.

Two of the five special teachers and classroom teachers

who taught music in the high schools of the county held mas-

ter's degrees and majored in their teaching field; two held

bachelor's degrees and minored in music; and the remaining

teacher, who also held a bachelor's degree, majored in ele-

mentary education. One of the special teachers had both a

major and a minor in music.

An analysis of the preceding data leads to the conclusion

that special music teachers were employed in a very small num-

ber of high schools in Denton County during 1949-1950. Fur-

thermore, one-fourth of the schools offered the pupils no

musical training except lessons taught by private teachers.

In a majority of schools which included music in the cur-riculum, classes were taught either by the classroom teacheror by practice teachers.

Further analysis leads to the conclusion that all ofthe special teachers and the classroom teachers who taughtmusic in the high schools of Denton County held at least aBachelor's degree. One third of them majored in music andthe remainder, with the exception of one, minored in this

field.

The preceding data presents a partial picture of theorganization and the teaching personnel of the music Programcarried on in the public schools of Denton County, during1949-1950, An evaluation of the music program, both curric-ular and extra-curricular, along with the equipment used tocarry on the program, which comprises Chapters III and IVof the present study, completes the picture.

Organization of DataWhen information necessary to the development of the

problem was obtained, analyzed, and compiled, the followingplan of organization was utilized::

Chapter I, Introduction;

Chapter II, Philosophy of the Public-School MusiC

Program of Today;

Chapter III, Criteria for Evaluating the Music Program

in the Public Schools of Denton County, Texas;

9

Chapter IV, Evaluation of the Music Program in the

Public Schools of Denton County, Texas; and

Chapter t, Conclusions and Recommendations.

CHAPTER II

THE PHILOSOPHY OF THE PUBLIC-SCHOOL

MUSIC PROGRAM OF TODAY

Music has played an important part in the life of allraces and in the development of all civilizations from timeimmemorial. When the Mayflower docked on the coast of NewEngland in 1620, its passengers brought with them musicalconcepts that were destined to shape the future of Americanmusic for many generations.l Important movements playedtheir significant role through the years. The first stagein the musical education of the common people, appearingearly in our national life, was the teaching in "singing

schools" by itinerant singing masters, whose primary aimwas the improvement of singing in churches. Then came LowellMason's first demonstration in the Boston public schools

(1834) that all school children possess the capacity forlearning music, thus proving the desirability of providingsuch an opportunity as part of a general education. Thisphilosophy brought about the rise of summer training schoolsoffered by publishers, courses in normal schools, teqoherscolleges, and later in conservatories, and universities.

During the twentieth century came the expansion of the school

1 Kathryn Sanders Rieder, "Music That Came Over On theMayflower", The LXIII (July, 1945), 383.

10

11

music program to include instrumental music, and the open-

ing of a new world of music literature through the invention

of the phonograph. From that time on the story of school

offerings in music has been one of increasing breadth and

richness, although many schools, even today, have not reached

their maximum efficiency in this area.2

The philosophy of public school music in the United

States parallels the philosophy which underlies our modern

general educational program. As an introduction to the

present-day conception of music, a discussion of current

pedagogical philosophy is included in the succeeding pages.

Educational Philosophy of the New-Type School

Educators say that the theory of modern educational

philosophy is built upon a foundation that is sound demo-

cratically, sociologically, and psychologically. It is

sound democratically because it is of the people, by the

people, and for the people; it is sound sociologically be-

cause it contributes to social effectiveness; and it is sound

psychologically because it is based on accepted principles

of learning.

Beatrice Perham, in a discussion of music in the new-

type school, emphasizes the philosophy of the modern schoolin the following contrast of its concepts with the philoso-

phy of the traditional school:

iMarion Flagg, Musical Learnin p. 5.

12

General Changes

Froml. Mass=lieducation. .

2* Subject matter cur- 2.riculum systematicallyplanned by adults andcarried on in a seriesof short recitationperiods.

3. Secondary school cur- 3.riculum as a collec-tion of isolated sub*"ject areas stressingthe acquisition ofinformation and skills,with no attempt to showhow various subjectshinge upon each other.Students thus often failto see the inter-related-ness of much of theirlearning.

ToEducation of the indi-vidual.

Curriculum based uponchild interest; empha-sizing experienIces lead-ing to new purposes mean-ings, insights, skillsintegrations with activ-ities centering arounddominant interests.

School experiences (sub-ject areas) so relatedto each other "that eachby virtue of such a rela-tionship involves a maxi-mum degree of meaningful-nessO. Information andskills are considered func-otional--and the learnershould understand theirrelationship to some de-sired outcome.

4 *Each minute of the day 4. Freedom for the teacherscheduled, and pupil to work andplan together. Curricu-lum planned on the basisof units of work.

5P lanned activities as-.signed to grade levels(teacher planned).Dictated, prescribedand controlled learning.,Definite direction onthe part of the teacher.

6Minimum essentials. (Teaching facts, drills,learning skills, Of-ten accompanied by.verbalism.

5. Cooperation (ofpupils andteachers) in thinking, pan-ning, and experiencin"Self p1anaing and self di-rection. Freedom to dis-fcover, explore1 think, play.Spathetc guidance on thepart of the teacher.

~Maximum possibilities.,Establishi-ng right atti-wtudes, learning throughinf erence and'insightbuilding up appreciations.Thinkin; rather than ver-balism..

13

7. Emphasis on textbooks,work foreordained bytextbooks. All stu-dents using same text,with no idea of valuesin considering oppos-ing points of view.

8. Learning in order touse. Remote goals,deferred purposes.

9. Erpphasis on contentvalues of curriculum.Storing up factual know-ledge with little or noattention to the atti-tudes of the childrentoward this knowledge.

10. Over-stimulation and Iover-mature content,often with results ofstrain and negativeattitudes.,

11. Teacher as dictator. JTeacher directed reci-tations. Daily les-son plans., Dependenceon devices and stereo-typed procedure.

7. Other ways of study inaddition to textbooks:experimentation, inves-tigation, excursionschild discovery and re-discovery of pertinentknowledge. Use of manytexts, each child con-sulting several sourcesto find needed informa-tion.

8. Using in order to learn.Immediate purposes--lead-ing to more remote goals.

9. Emphasis on process val-ues of curricuLum.i Theway of learning determinesthe attitudes of children.(Without right attitudesthe content values of thecurrTili=ui no matter howfine, may be greatly weak-ened, or entirely lost.)

10. Growth needs and corre-spondin maturity levelscarefully studied, insur-ing the avoidance of evileffects of failure, strain,and fatigue.

L.. Pupil as dictator--flexi-able use of time over along range period. Shar-ing experiences and ideasamong pupils, discussionsleading to formulation ofnew purposes. Teachercreates devices, as neededin her particular situation,3

An analysis of the preceding contrasts indicates thatthe philosophy of the new-type school stresses the experienceof the pupil. Emphasis is placed upon the all-round andcontinuous development of each individual. Teacher-pupil

'Beatrice Perhai .4c in the New School, pp. 7.9.a -m 7* ,

-W" - I . I - ,, - IWO , - I A"w 0 . -i .l - , , ... 0 - -, , - I - '. 1 1, . - .- ;. , - . - - I blwll'44W

14

cooperation is in evidence, and opportunities are providedfor aiding each child to build a socially creative, happy,and useful life. When these concepts are broken down intospecifics, it is found that the two major aims of the schoolprogram of today are personal and social development.4

Philosophy of the Public-SchoolMusic Program of Today

The major philosophical concept underlying our presentpublic-school music Program is included in the twenty-seventharticle of the Universal Declaration of HumanRights whichdeclares that "Everyone has the right freely to participatein the cultural life of the community....5 Upon this thesis,Payson suggests that students should, "...through amplifiedand augmented courses in listening, come to understand andenjoy music in its true light as a reflection, an interpreta-tion, and an expression of life, 6 Moreover, those who havethe desire should "...have time to develop the skills neces-sary to highly social and, of necessity, cooperative perfor-mance in musical organizations". Then those who desire tofollow music as a profession should "...be assured of op-portunity and facilities for securing advanced technical

"Henry J. Otto, jmgy School OrgiationandAdministration, ppy.,325JD5United Nations General Assembly, Universal Declarationof Human Rgtp. 6.6Edward T. Payson, "Music in the Post-War Curriculum",The Etude, LXIII (June, 1945), 314.

15

knowledge and skill in performance, composition, teaching,

and criticism". At this point Dykema and Gehrkens stress

the fact that the major aim is not to produce professional

musicians, although that is important, but to afford thegreat masses of people the satisfaction of participation inmusic.7 Joy is a keynote in musical activities. When AlbertEinstein, the renowned physicist, was asked to suggest amotto for the portals of the Astronomy Building of the Pasa-dena, California, Junior College, he submitted the followingsuggestion: "It is the supreme art of the teacher to awakenjoy in creative expression and knowledge."

The value of music is enhanced because of its use inour daily lives. It is not something merely for the richand the educated, but it has a definite mission in the dailyliving of every person, regardless of social or economic

status. President Truman once said that "music can make thelife of the average man richer. Music can help to furthera better understanding between nations. Music can clear themind of the tired man, and can put flight to the troubles of

the day."9

In the resolutions adopted by the Music Educators

7Peter W. Dykema and Karl W. Gehrkens, High SchoolMu cp. xxi.

Editorial, "Make It Clear", The Etude LXIII (Sept.,1949), 483.9 Harry S. Truman "Music's Sigiicant Place in ModernLife", flhe LXt (October, 1946), 545..

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National Conference in Cleveland, Ohio, on April 1, 1946,the following affirmations were made:

WE, THE MEMBERS of the Music Educators NationalConference, reaffirm our conviction that music is abeneficent agent for making life more satisfying.In peace as well as in war, music is one of the mostimportant sources of spiritual sustenance.

We reaffirm our faith in the value of music ineducation, and particularly in its importance in thedevelopment and control of attitudes, feelings, andemotions.

We believe in America; we believe that music ishelping to strengthen the power and ideals of our coun-try. We believe it is our responsibility to bend everyeffort to the end that this power of music shall reachinto the whole life of America, through every community,and contribute its full share to our national welfareand development.lO

Mursell reiterated the preceding thoughts by sayingthat "...music exists to serve human values and to glorifyhuman life",11 Lilla Belle Pitts says the same thing in thismanner: "Music lends itself uniquely to associations thatare helpful in revealing deeper insight into the spiritualqualities of the ideals of democracy, the sanctity of theindividual, the age-old dream of freedom, the Christian con-cept of men as brothers, and the human aspiration to be asnoble as we imagine that men are capable of becoming.")2

___ Educators National Conference, Mu Educationorc Book, p. xi.

61 1 James L. Mursell, jj n Values in jgc Education,

1 2Lilla Belle Pitts, The Muic Curriculum in a Changing~ p. 91,

17

General objectives of mus ieducation.--Just as the

philosophy of music education parallels the philosophy of

general education, so the objectives of the former are simi-

lar to those of the latter. In fact, when music is properly

directed, it exemplifies what education should be at its

best.13

If child growth and development in personal and social

adequacy are accepted as the starting point for the general

curriculum criteria, it follows that there should be a cor-

responding change of focus and shift of emphasis in the music

curriculum, which is an integral part of the whole educational

scheme. If teachers of public school music follow the current

trends in general education, they must of necessity revise

the traditional music program. The following modifications

and changes are suggested by Perham:

Changes in Music Education

From1. Mass learning--lessons

keyed to fit the averageneeds and interests ofindividual children.

2. Logically organizedseries of music lessons,imposed by adultZ,7adrrsi ned to cover a certaindefinite amount of *round.The element of meaning forthe child quite over-looked. Presentation of

"problems" at levels whereadults think those prob-lems ought to occur,rather than letting

ToI. Much more.3pportunity

for individual learning--recognition of individualdifferences...

2. A flexible, psychologi-cally arranged program ofexperiences in music.Independence regardingaccepted methods of pro-cedure. Taking cues formuch of work from indivi-dual and group interests.Not side-stepping prob-lems when they c ome upnaturally in the secondor third grade just

t arian Broksand Harry A. Brown, Music Education inthElementary choo p. 105.

the problems grow outof the musical exper-iences of the children.

3. Limitation of music to 3the regular fifteen ortwenty minute lessonwhich begins when themusic teacher opens theclassroom door and endswhen she leaves.. Gradeteachers not encouragedto carry on independentmusic activities intheir rooms.... We arenot suggesting thattMere be no definitemusic period each day.

4. Music lessons divided 4up into segments: forinstance, five minutesof rote singing, threeminutes of ear trainingdrills, ten of sightreading, two for reviewof familiar songs.Piecemeal learning--notan integration of learn-ings.,

5. Mastery of techniquesin order to insure"covering the ground".Skills taught indiscri-minately to all children,to be used as tools when,and if they need them.

6. Teacher conducting andteaching. Teacher al-ways in the background."High-powered" teaching.

7. Definite standards forfixed grade levels insight reading, factualknowledge, and theory.

because such problemsare not usually taughtuntil the sixth grade.The stressing of meaning.

C Challenging musical en-vironment which causesmusic learning to occurmany times during theday, especially for in-dividuals. The regularperiod for music canthen be devoted to grouplearning, for the mostpart. In an integratedprogram music goes on inmany situations withoutthe necessity of havingthe music teacher pre-sent.

Carrying through to alogical finish a projectof vital interest to thegroup whether it takesa whole period or sev-eral consecutive periods.From such experiences in-tegration of learningsevolve. Part learningsubordinated to wholelearning.

5. Skills taught as theygrow out of the needsand problems of thechildren. Not all theskills will be masteredby all the children,since needs and interestsdiffer so widely.

. Children working intent-ly, conferring with teach-er, singing informally ina circle, or around thepiano--learning with sym-pathetic guidance of theteacher.

7. Disregard of traditionalstandards of achievement.,Allowing and encouragingindividual childet

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Accumulation of factsabout music a measure ofaccomplishment* Stand-ardization of achievementis often responsible formediocrit for the tal-ented child& is often notstimulated to use all hispowers and the unmusicalchild loses out becausehe cannot keep up withthe group. This oftenaccounts for, poor atti-tudes*

8. Aims, materials, tests,and courses of study ap-plied to all schoolswithin a city or statewithout regard to situ-ations, backgrounds, needsand interests.

9. Use of same textbookfor all children. Ad-herence to methods setforth in manuals forteachers. Tendency toteach a method ratherthan ciTaFiWe (Theteacher often does notfeel free to develop herown creative powers, TirTlFced to hold rigidlyto certain text-book pro-cedures.),

10. Lessons in apprecia-tion, which presupposethat appreciation ofmusic and art is neces-saril acquired througha well organized course,(We used to have lessonsin character education,and in Politeness, butthey have disappeared.)

carry on projects attheir own level ofaccomplishment andmaturity. Recognizing,within the same group,the meagre musicalability of some childrenand the unusual abilityof others; challengingboth types, and realiz-ing that both types havecontributions to maketo their group. Empha-sis on and concern forthe attitude toward music.

S. Recognition of the parti-cular potentialities ofspecific communitiesfor carryinZ on differ-ent types o music edu-cation than may be car-ried on in other partsof the same city or state.

9. Use of variety of books,giving a richer back-ground and understanding.Belief that it is moreenjoyable for two chil-dren to look on~The samebook and have three dif-ferent kinds of books touse, than for every childto have the same butonly one book. Non-adheriince to a text helpsto free teachers for ori-ginal and creative waysof working.)

10. A true appreciation ofmusic as an outgrowthof vital firsthand ex-periences in music.These experiences de-mand concentration onmany types of music.(We develop characterand become polite as wemeet situations whichcall for that develop-ment. Similarly we be-come appreciative of finemusic through our activeparticipation in it.)

20

11. Lessons in sight read-ing music in order toinsure facility andfuture skill. This isgenerally consideredthe greatest problem inthe music program. Thebelief is that the moreskill a student has thegreater his interestwill be.

12. Competition in singing,playing, sight reading,bands, glee club, andso on. Stressing over-training, which causesover-stimulation, andstrain. Emphasis ontraining to reach adultstandards of perfection.

13.Music as an accomplish.ment. Emphasis lays onprovision of further op-portunities for the tal.ented students.

14. "Efficient, time-saving"devices for teachersthrough rigid followingof outlines and coursesof study prepared by su-pervisors, without thecooperation'fl~the teach-ers and students them-selves.

15. Music an isolated sub-ject, requiring specialprocedures, maintainingan aloof position.

II. Sight reading as afunctional part ofmany musical activitiesof the child. It be-comes a means of deve-

lopment and furthergrowth and is acceptedby the children as amatter of course, with-out any sense of itsbeing a problem.

12.Emphasis on sharing ex-periences in music,singing or playing to-gether, listening toothers, cooperationwithout competition.Attention to maturitylevels of children--avoidance of strain.Concept of child's be-coming educated throughthe agen7cyflmusic ra-ther than of his beingwell trained to perform.

13. Music as a means ofchild-development andcreative expression forall, rather than fortT*Rented ones only.

14. Little concern for"efficient, time-saving"devices. No preparedoutlines which must befollowed. ExpeFihcesand activities plannedby the pupils and teach-ers that take the childat his own level and ex-tend his development ata rate determined by hiscapacity.

15. Music an integral part ofall the child's experi-ences: social ,science,foreign language, liter-ature and art.&

14?erham, op. cit., pp. 10-13.

21

An analysis of the preceding concepts incident in the

philosophy of the new-type school reveals that they are based

upon the following general objectives of public school music

as interpreted by the Texas State Department of Education:

1. To make music a vital part of the educativeprocess. The emphasis is placed on education throughmusic rather than education in music.

2. To provide a wealth of enjoyable cultural andsocial experiences.

3. To provide another means of intellectual, emo-tional, and spiritual expression making music a defi-nite factor in the development of emotional maturityand desirable personality.

4. To be a factor in the development of desirablemorale, as this relates to the individual, the school,and the community.

5. To assist in the development of a lasting appre-ciation of music through active participation andthrough the cultivation of a better understanding of music.

6. To help the school to exert a desirable moraland spiritual influence over the students as well asthe community. When a child's interest and love forthe music that he experiences through the school musicprogram becomes associated with the school and every-thing the school stands for, the school becomes a great-er influence in the child's life.

7. To provide an opportunity for acquiring enoughmusicianship to serve as a foundation for more inten-sive study or vocational activity.

S. To encourage music as an avocation, and as ameans of spending leisure time.

9. To provide opportunities for the developmentof leadership.

10. To serve as a strong connecting link betweenthe school, the home, and the community.

11. To cultivate within the individual asinging spiritAS5

15State Department of Education, The Teaching of kj4in Texas Public hals, p. 14.

22

Out of these major and broad objectives, programs have

been developed for the elementary school, the junior high

school, and the senior high school. Each of these has its

own objectives which are quoted in the succeeding discussions.

The following specific objectives have been recommended

for the elementary school by the Music Educators National

Conference:

(1) To help the child secure his correct singingvoice; develop rhythmic response to music through freebodily movements; develop an interest in instrumentalmusic; develop genuine love for and appreciation ofgood music.

(2) To increase desire to participate in musicalactivities.

(3) To lead children to self-expression throughmusic.

(4) To develop musical skills and understanding.

(5) To find talent and provide for its development.

Every child in every grade should have a place in school

music activities and programs. Those few who for physical

reasons cannot sing may participate in other needed activi-

ties. Selection of pupils for these programs should be

democratic; however, the music rights of the individuals

should not be denied or slighted. Opportunities for tal-

ented children should be provided in school without ex-

ploiting them, and parents should be encouraged to arrange

private lessons for such pupils.

A music festival in which large numbers of children

from many schools participate may be used. The results of

23

music training in the classroom must be transferred to

the community and its institutions.16

The Music Educators National Conference also made the

following recommendations as objectives for the junior high

school: In order to have a truly satisfactory and function"

ong music program at the junior high school level, it is

recommendated that:

(1) The ma4or purpose of music at the junior highlevel is to continue the educational and cultural pro-cesses begun previously rather than the exploitationof groups for public performance. Small performingensembles are very desirable.

(2) To the degree that it is possible in allplanning there should be student-teacher collaboration.

(3) The junior high school program should be plann-ed within the limits of administrative advisability topermit the student to have both vocal and instrumentalexperience.

(4) At least five periods per week should be in-cluded, if necessary, dividing the time among instru-mental, vocal, and general music activities.

(5) A minimum of six periods per day should bein effect in the junior and senior high schools in orderthat the student may have enough time for a variety ofactivities. Naturally, this includes all activitiesand not merely those pertaining to music.17

The objectives of public school music in the new-type

school are explained in the following suggestions:

The primary aim of the senior high school musicprogram should be to offer many musical experiencesto many and every student so as to build for continuinggrowth and expansion of participation and appreciation.The musical experiences offered every child should, of

16Music Educators National Conference, . cit., p. 417I1d., p. 10.

2+

course, include either participation in or frequentlistening to the fine high school bands, orchestras,and choirs in which for so long have been a matter ofgreat school pride. But in addition to this1 and inorder to meet the varying needs of the majority of thestudent body who have not the necessary qualificationsfor membership in the organizations, greater emphasisis recommended for the following suggested courses andactivities.

(1) General Music Course. The objectives of thegeneral musl courieisouldt to (a) arouse and de-velop interest in music, (b) give further contact withmusic and some experience in producing it, (c) giveinformation about music that the well-informed personshould have, (d) provide exploratory experiences insinging, listening and playing, (e) further desirablemusical skills, and (f) provide opportunities to dis-cover musical skills.

Further suggestions regarding the content and pro-cedures for such a course are (a) more unison singingof interesting songs of all classifications. Songswith strong melodic or rhythmic appeal seem especiallydesirable. (b) Enough voice training to enable eachstudent to use-good tone quality and good diction, andto understand the possibilities in the use of his sing-ing and speaking voice. (c) Much use of attractiveillustrative material of all kinds. (d) There is agreat need for the use of varied techniques in teachingthis course, for example: demonstrations, discussions,programs by visiting -artists or speakers, class con-certs, and class expeditions to places of musical in-terest. (e) A tie-up of subject matter as far aspossible with the students other in-and out-of-schoolinterests such as topics or projects which interest themin social science, English, art, or modern language;music they have heard and enjoyed in radio in concertperformances, or in motion pictures. (f) frequentt useof all audio-visual aide and other new teaching devicesis strongly recommended.

(?) Assembly Singing.3 Performing Groups.4) Individual and Group Lessons.5 Music Appreciation.6 History of Music.-7 Theory and Harraony.IS

Personal development through music.--When the preceding

objectives of the public school music program are examined, it

1$Ibid. .136

....... ....

25

is found that they are related to two major goals: personaland social development of each individual. A review of

literature leads to the conclusion that music can contribute

to the pupils emotional development because it is a stimu-

lant to deep feeling and is a moral force.19 It also pos-

sesses leisure time and recreational possibilities. Its

cultural value lies in its ability to shape the refinement

of any individual who participates in musical activities.20

Its educational value is inherent in its power to develop a

feeling of well-being through the mastery of a special skillor the sense of personal accomplishment, Educators and psy-chologists say that this stimulus is a factor in building

good character, Disciplined study of practice, when properly

established, results in the creation of good habits which maycarry over into other activities and into adult life.2 1 There

is also a health value in music.. Armstrong says that "nogroup of people under the sun equals properly trained singersin radiant health; and few exceed them in the preservation ofmental and physical youthfulness."22 As a result of faith inthis concept, Dr. Sylvester Graham, biologist, recommends

that, since singing is medicinal, it should "...be as

19Mursell, . fl.j., p. 135.201bid.,p.. 10.2tWilliam Krevit, Music For Your ChId, p. 7.22 William G. Armstrong, "Singing For Health", The Etude,63 (July, 1945), 375.----

26

universal a branch of education as reading and writing, and

instrumental music should be almost as extensively cultivated."2

Social development through music.--Music is a social artand implies social situations. Many interpretations of its

value have been made in terms of its sociological signifi-

cance. Sargent says that "this is the hour of music's

greatest opportunity. The moment that the conductor's ba-

ton descends, all those who join in music, regardless of

social position, nationality, race, or religion, find them-

selves vibrating and bound together by the miraculous power

of this art." 24 He also says that music is one of the great-

est forces leading to international, intersocial, interracial,

and interdenominational understanding. The late Thomas A.

Edison expressed the same faith when he said that "if we

could take away the guns and the bombs of all the soldiersand sailors on both sides and put fiddles and trombones intheir hands, the fighting would stop instantly and such a

Utopian idea would prove a far, far better way of bringing

sense to the world than that of wasting millions of lives and

thousands of millions of dollars".25

The following reference has been made to President Tru-man's sociological use of music at Potsdam in 1945 where heentertained Churchill and Stalin with a finished rendition of

Beethoven's "Minuet in G":

3bid., p. 375.2 4 tkalcolm Sargent "Music and World Unity", The Etude,63 (May, 1945), 294, 2 5.25Ibid., p. 295.

27

History is replete with strange incidents, but fewmore remarkable than this one of a Missouri ex-farm boytaking a little time out from a fateful internationalconference to play Beethoven--in the palace of the ex-German Kaiser he fought against in 1917-18--for the en-tertainment -of a Soviet Premier and a British PrimeMinister who se 4om if ever before mixed music with theirworld politics.

Bringing music to the people is widely practiced today

as multitudes gather in parts of their respective cities,

especially during summer months, to listen to band concerts

and to enjoy the feeling of being a member of the community.

In addition, many community centers sponsor a variety of in-

strumental groups, such as the rhythm band for youngsters and

orchestras for young people and adults. Zanzig notes the

following examples of this type of socialization in which

music is the vitalizing link between the schoo, and society:

Notable examples of this activity are found in Long Beach,California, where this department is developed on a large

scale--using both men and women in separate activities. They

have two boys' bands, several harmonica bands, enlisting about

500 children, ukulele groups of a similar number, a band of

40 troupers...a civic orchestra of men and women, and a Womens

Symphonic Orchestra of 50, all sponsored and supported by thePlayground Recreation Committee of the City...27

In the classroom and in extra curricular activities, the

sociological significance of music is pronounced. For in-

stance, in ensemble singing or playing the pupil learns to

242Editorial,"Concert In Berlin", The Etude, 63 (Oct.,1945)PE 54 31945),

Augustus Delafield Zanzig, Music in American Lifep. 2.

subordinate his personal desires to the best interest of thegroup. He also senses a feeling of contributing to the accom-plishment of a common cause as he cooperates with other pupilsin various mu sical activities which are social bridges be-tween the home, the school, and the community.

A review of the preceding concepts leads to the con-clusion that the highest value of music probably cannot bemeasured. Its significance lies in what it does to the pupil--not what the pupil does with it. However, music possessessomething that is universally needed. Highly endowed or tal-ented people need this art as an avenue for self expression.The less endowed need it as an agency for enriching theirrestricted lives. The subnormal or abnormal need this mediumfor therapeutic values and for rehabilitation possibilities.Everyone needs music for growth and socialization.

CHAPTER III

CRITERIA FOR EVALUATING THE MUSIC PROGRAM IN THEPUBLIC SCHOOLS OF DENTON COUNTY, TEXAS

The purpose of Chapter III is to present criteria forevaluating the content of the music program, both curricularand extra-curricular, and the physical plant used in carry-ing on the program in eleven elementary schools, one juniorhigh school, and eight senior high schools of Denton County,Texas, during 1949-1950. The major concepts recommended byat least half of the sources consulted were selected as cri-teria. Recommendations related to the elementary school,the junior high school, and the senior high school are pre-sented separately in the succeeding discussions, and thecomplete title of each author who made the recommendationsappears in Appendix A.

Recommendations Related to the Music Programin the Elementary School

Various sources were consulted for the purpose of ob-taining recommendations related to the music program in theelementary grades. Recommendations relative to the contentof the program, both curricular and extra-curricular, andthe physical plant needed for carrying on the program, arecontained in the discussions that follow.

29

30

Content of the curricular program.--Table 1 contains

data on the curricular phases of music and musical activities

which are recommended for a modern elementary school. The

recommendations of the following nine sources are included:

Brooks and Brown; Connette; Dykema and Cundiff; Gehrkens;

Glenn, Leavitt, Rebman and Baker; Hubbard; Morgan; Parml ey

and Perham.

An analysis of data in Table 1 shows that the following

twenty-three areas or subjects were recommended for the ele-

mentary school by the nine sources combined; rhythm band,

rhythmic development, rote singing, sight singing, musical

games, fold dancing, radio listening, record listening, use

of other audio-visual aids, two-part singing, three-part

singing, tone and phrasing, orchestra, band, instrumental

ensembles, appreciation, elementary theory, ear training,

music literature, applied music, including class piano and

class instrumental instruction, creative music, and parti-

cipation in operettas. Further analysis shows that the fol-

lowing recommendations for each specific grade, which have

been selected as criteria, are made by at least half of the

sources consulted:

Grade I includes rhythm band, rhythmic development,

rote singing, musical games, radio listening, record listen-

ing, tone and phrasing, music appreciation, elementary theory,

music literature, creative music, and participation in ope-

rettas.

31

TABLE]

RECOMMENDATIONS RELATIVE TO THE CONTENT OF THE

CURRICULAR MUSIC PROGRAM IN THE ELEMENTARY SCHOOL

Sources

Content I-Imm t1cof0~ 04 h

IM.- .- - -^ -l - - -- --

Grades in Which Content Appeared

Rhythm band 1-6 1-2 1 1-3 1-3 1-2 1-2 1-2 1-2

Rhythm development 1-6 1-6 1-6 1-6 1-3 1-6 1-6 1-6 1-6Rote singing 1-3 1-5 1-6 1-3 1-6 1-5 1-6 1-6 1-6Sight singing 3-6 3-6 4-6 3-6 4-6 3-6 4-6 3-6 3-6Musical games 1-6 1-2 1-6 1-6 1-6 1-6 1-6Folk dancing 1-6 1-6 1-6 1-6Radio listening 1-6 1-6 1-6 1-6Record listening 1-6 1-6 1-6 1-6 1-6 1-6 1-6

Other audio- 1-6 1-6visual aids

Two-part singing 2-6 4-6 4-6 4-6 5-6 5-6 4-6 4-6 4-6Three-part sing- 6 6 5-6 6 6 6 5-6

ingTone and phrasing 1-6 1-6 1-6 1-6 4-6 2-6 1-6 1-6 4-6Orchestra 3-6 4-6 4-6 2-6 4-6 3-4 4-6Band 3-6 4-6 4-6 24 4-6 3-6 4-6Instrumental 3-6 4-6 4-6 3-6 4-6

ensemblesAppreciation 1-6 1-6 1-6 1-6 1-6 1-6 1-6 1-6 1-6Elementary theory 1-6 3-6 1-6 1-6 1-6 3-6 1-6 1-6 4-6Ear training 2-6 3-6 1-6 3-6 1 2-6 2-6Music literature 1-6 3-6 1-6 1-6 1-6 1-6Class piano 1-6 2-6 1-6 5-6 2-6 2-6 4-6Class instrumen- 3-6 4-6 4-6 3-6

talCreative music 1-6 3-6 2-6 2-6 4-6 2-6 2-6 1-6Operetta partici- 1-6 1-6 1-6 1-6 1-6pation

32

Grade II includes rhythm band, rhythmic development,

rote singing, musical games, radio listening, record listen-

ing, two-part singing, tone and phrasing, music appreciation,

elementary theory, creative music, and participation in

operettas.

Grade III includes rhythmic development, rote singing,

sight singing, musical games, radio listening, record listen-

ing, tone and phrasing, music appreciation, elementary theory,

music literature, creative music, and participation in ope-

rettas.

Grade IV includes rhythmic development, rote singing,

sight singing, musical games, radio listening, record listen-

ing, two-part singing, tone and phrasing, music appreciation,

elementary theory, music literature, creative music, and par-

ticipation in operettas.

Grade V includes rhythm development, rote singing, sight

singing, musical games, radio listening, record listening, two-

part singing, tone and phrasing, music appreciation, elemen-

tary theory, music literature, creative music, and partici-

pation in operettas.

Grade II includes rhythmic development, rote singing,

sight singing, musical games, radio listening, record listen-

ing, two-part singing, three-part singing, tone and phrasing,

music appreciation, elementary theory, music literature,

creative music, and participation in operettas.

Content of the extra-curricular p rogram.--Table 2 con-

tains data on extra-curricular activities which are

33

TABLE 2

RECOMMENDATIONS RELATED TO EXTRA-CURRICULARACTIVITIES FOR ALL GRADES OF THE PUBLIC

SCHOOLS IN DENTON COUNTY, TEXAS

Source

Activity 04 :

PC 8 0)

M. Al

Church music participa- X Xtion

Individual public per- x x x X

formance

Group public performance x x X X

Community-night partici-X X X X X X x

pationRadio appearance x x X X X

School assembly appearance X Xx X X X XInterscholastic league x x x x X

participationPrivate music instruc- x x xtion

Concert attendance x x

x indicates presence of activity

recommended for all public-school pupils, to be presented on

the proper grade level. Recommendations from the following

authors are included:- Beattie, McConathy and Morgan; Con-

nette; Dykema and Cundiff; Gehrkens; Gehrkens, and Dykema;

Morgan, Ward and Wilson.

An analysis of data in Table 2 shows that the following

nine extra-curricular activities are recommended by the

34

eight sources combined: church music participation, indi-

vidual public performance, group public performance, appear-

ance on community-night programs, appearance on radio, ap-

pearance on school assemblies, participation in interscho-

lastic contests, private music instruction, and concert

attendance. The following activities, which are recommended

by at least half of the sources consulted, have been se-

lected as criteria: making individual public performances,

making group public appearances, appearing on community-night

programs, appearing on radio programs, appearing on school

assembly programs, and participating in interscholastic

league activities.

Physical plant.--Table 3 contains data on the types of

music equipment which are recommended for all grades in the

public school, to be used as needed and on the proper grade

level. Recommendations of the following six sources are in-

cluded: Beattie, McConathy and Morgan, Connette; Dykema

and Cundiff; Gehrkens; Morgan and Wilson.

An analysis of data in Table 3 shows that the following

fourteen types of music equipment for use in the public school,

on the proper grade level, are recommended by the six sources

combined: room of adequate size, good lighting, movable

chairs, special music room, stage, piano, record player,

records, choral music, books on composers, recording machine,

film projector, films, and radio. The following equipment,

which has been selected as criteria, is recommended by at

35

TABLE 3

RECOViENDATIONS RELATED TO MUSIC EQUIPMENTFOR ALL GRADES IN THE PUBLIC SCHOOLS

OF DENTON COUNTY, TEXAS

SourceL44

0 0Equipment

C)0) 0 C0

434 0 l ' 0V 0U0 $

Room of adequate xsize

Good lights x xMovable chairs x xSpecial music x x x

roomStage x xPiano x x x x x xRecord player x x x x x xRecords x x x x x xChoral music x x x x xBooks on composers x x x x xRecording machine xFilm projector xFilms xRadio x x x x x

least half of the sources consulted: good lights, a special

music room, piano, record player, records, choral music,

books on composers, and radio.

Recommendations Related to the MusicProgram in the Junior High School

Various sources were consulted for the purpose of ob-

taining recommendations related to the music program in the

36

junior high school. Recommendations relative to curricular

content, extra-curricular content, and equipment needed for

carrying on the program are contained in the succeeding

discussions.

Content of the curricular program.--Table 4 contains

recommendations on the curricular content of the music pro-

gram in the junior high school. The recommendations of the

following five sources are included: Gehrkens; Dykema and

Gehrkens; Morgan; ?armley; and Ward.

An analysis of data in Table 4 shows that the following

twenty-two areas or subjects are recommended for the junior

high school by the five sources combined: orientation,

rhythmic development, sight singing, musical games, radio

listening, record listening, use of other audio-visual aids,

two-part singing, three-part singing, four-part singing,

girls glee club, boys glee club, mixed choir, choral ensem-

bles, applied music, creative music, program performance,

and participation in operettas. The following contents, which

have been selected as criteria, are recommended by at least

half of the sources consulted: rhythmic development, sight

singing, radio listening, record listening, use of other

audio-visual aids, two-part singing, three-part singing, girls

glee club, boys glee club, mixed choir, choral ensembles, tone

and phrasing, orchestra, band, music appreciation, theory, ear

training, music literature, applied music, including class in-

struction in piano and voice, creative music, and program

performance.

37

TABLE 4

RECOMMENDATIONS RELATED TO THE CONTENT OFTHE CURRICULAR MUSIC PROGRAM IN THE JUNIOR HIGH SCHOOL

Sources

Content m

0 'r4 93$40

Orientation xRhythemic develop- x x X x xment

Rote singing xSight singing x x x x x x x

Musical games xRadio listening x X x x xRecord listening x x x x x x xOther audio-visual x x x x x x

aidsTwo-part singing x x x x x xThree-part sing- x x x x x x x

ingFour-part singing x x xGirls glee club x x x x x x

Boys glee club x x x x X x

Mixedchoir x x x X x x xChoral ensembles X X x xTone and phrasing x x x x XOrchestra x x x x x x XBand x x x x x x xInstrumental en- x x x

semblesAppreciation X x x x x

Theory x x x x x x xEar training x x x x

Music literature x x x xClass piano x x x x

Class instrumental x x x xCreative music x x x x x

Program participation x x xOperetta participation x

*x indicates presence of content.

Content of the extra-curricular program.--Extra-curricu-

lar activities recommended for the junior high school and

selected as criteria, are the same type as those recommended

for the elementary school, but are to be carried on in a way

and at a time comparable to other phases of the junior-high-

school program. These recommendations, which are included

in Table 2, are as follows: making individual public appear-

ances, making group public appearances, appearing on radio

programs, appearing on school assembly programs, and parti-

cipating in interscholastic league activities.

Physical plant.--Various types of music equipment,

previously described in a discussion of the elementary-school

program, also are recommended for the junior high school.

They are listed in Table 3 and are as follows: good lights,

a special music room, piano, record player, records, choral

music, books on composers, and radio.

Recommendations Related to the MusicProgram in the Senior High School

Various sources in the field of secondary-school music

were consulted for the purpose of obtaining recommendations

related to the program. Data on the content of both curricu-

lar and extra-curricular programs and the equipment needed

for carrying on the program appear in the succeeding dis-

cussions.

Content of the curricular program.--Table 5 contains

courses and activities recommended for inclusion in the

curricular program of music in the secondary school.

39

Recommendations of the following seven sources are included:

Dykema and Cundiff; Gehrkens and Dykema; Morgan; Perham;

Parmley; Ward, and Wilson.

An analysis of data in Table 5 shows that the following

twenty-seven courses and activities are recommended by the

seven sources combined: rhythmic development, sight singing,

folk dancing, radio listening, record listening, two-part

singing, three-part singing, four-part singing, girls and

boys glee clubs, mixed choir, a capella choir, choral ensem-

bles, tone and phrasing, orchestra, band, instrumental en-

sembles, appreciation, theory, ear training, harmony, music

literature, applied music, including class instrumental les-

sons, class, voice, and class piano, creative music, program

performance, and participation in operettas.

The following recommendations, which have been selected

as criteria, are made by at least half of the sources con-

sulted: sight singing, radio listening, record listening,

two-part singing, three-part singing, four-part singing,

girls and boys glee clubs, mixed choir, a capella choir, cho-

ral ensembles, tone and phrasing, orchestra, band, instrumen-

tal ensembles, music appreciation, theory, ear-training,

music literature, applied music, including class voice and

class piano instruction, program performance, creative music,

and participation in operettas.

Content of the extra-curricular program.--The activities

recommended for inclusion in the extra-curricular program of

40

TABLE 5

RECOPIIENDATIONS RELATED TO THE CONTENT OFTHE CURRICULAR MUSIC PROGRiU IN THE

SENIOR HIGH SCHOOL

-- wo

Sources

*4

Content

0 b0

i4 rC0 Cd ri

P4 P4

Rhythmic develop- x Xxment

Sight Singing x x x xFolk Dancing xRadio Listening x x x xRecord Listening x x x x x xTwo-part Singing x x x x xThree-part Singing x x x x xFour-part Singing x x x x xGirlsGlee Club x x x xBoys Glee Club x x x xMixed Choir x x x x x xA capella Choir x x x x xChoral EnsemblesTone and PhrasingOrchestra x x x x x x xBand x x' x' xC xC xCInstrumental en- x x x x xsembles

Appreciation x x x xTheoryEar Training x' C xHarmonyMusic Literature x x x 'x

Class Instrumental ' xClass Piano x x x xClass Voice x x x xCreative Music x x ' 'x

Program Performance x x x ' xOperetta Partici- x x ' x

pation

41

the secondary school are the same as those contained in

Table 2, but are designed for participation on the high-

school level. The following recommendations, which have

been selected as criteria, are made by at least half of the

sources consulted: making individual public performances,

making group public performances, appearing on community-

night programs, appearing on radio programs, appearing on

school assembly programs, and participating in interscho-

lastic league activities.

Physical plant.--Music equipment, to be used as needed

and in a manner comparable to the use of other high-school

equipment, is listed in Table 3 of the present study. The

following recommendations, which have been selected as cri-

teria, are made by at least half of the sources consulted:

good lights, a special music room, piano, record player,

records,. choral music, books, and radio.

Use of the Preceding Criteria

The purpose of obtaining the preceding criteria which

are related to the content of both curricular and the extra-

curricular music programs and the physical plant needed for

carrying on the program, was to use them in evaluating the

same phases of the music program carried on in Denton County,

Texas, during 1949-1950. Therefore, these criteria appear

as a measurement in Chapter IV of this study.

CHAPTER IV

AN EVALUATION OF THE MUSIC PROGRAh IN THE PUBLIC

SCHOOLS OF DENTON COUNTY,, TEXAS

The purpose of this chapter is to survey the music

program which was carried on in the public schools of Denton

County, Texas, during 1949-1950, and to evaluate the contents

of the physical plant. The evaluation was based upon cri-

teria obtained from a review of literature. Specific data

on various phases of the program in eleven elementary schools,

one junior high school, and eight secondary schools, all of

which are independent, are included in the succeeding dis-

cussions.

Notice should be given to the fact that the school sys-

tems were numbered arbitrarily from one through seven, as

seven independent districts are included in the county. In

addition, each school within each system was assigned a

letter of the alphabet, beginning with "A" for the high

school, and using succeeding letters for the junior high

and elementary schools. These assignments were made in or-

der that the reader might identify the programs of the var-

ious school systems more readily.

The Music Program of the Elementary Schools

The rural elementary schools of Denton County are orga-

nized on an eight-grade system. Therefore, the survey included

42

43

data on grades I-VIII. However, in the application of cri-

teria, the last two grades were not considered because no

junior high school organization was in existence in these

rural schools. In addition, cirteria were applied to only

ten of the eleven schools surveyed because school 1G had no

elementary music program.

In the discussions that follow, consideration is given

to content of both curricular and extra-curricular programs

in grades I-VI, the number of students who participated in

each program, and the physical plant. Each phase is dis-

cussed separately.

Content of the curricular program.--Data in Table 6 are

related to the curricular music program carried on in eleven

independent elementary schools during 1949-1950. Information

is included on the phases of music taught in each of the six

grades.

An analysis of data in Table 6 shows that School 1G had

no music program. In addition all music in School 4B was

taught by a private teacher. However, as students took

their lessons during school hours, this school was included

in the study.

4hen consideration was given to the content of the pro-

gram in the first grade, data show that the following phases

of music were taught in the specified number of schools:

orientation, ten; rhythm band, seven; rhythmic development,

ten; rote singing, ten; sight singing, one; musical games,

one; folk dancing, six; radio listening, five; record

44

TABLE 6

CONTENT OF THE CURRICULAR MUSIC PROGRAMINDEPENDENT ELEMENTARY SCHOOLS

IN ELEVEN

0pntent of Music Program

M H .4-1 H

,*1 es a. .-4 r . 000 W o. p re -c ox M r -4h o @ -% % *

0 0 4-) 0 CIO 0 4 4-r4 43 W -H (n W. -#A)4-304

0 w 0 0Iv r4>Gra4::P:; 4A ~H0 8 -440.0 00 C"9 Cn r04r4ror, C

101 1

n40-3H0074 1 E -4 0 r4~0 4+0 &H -0 40 0 $ r4 M 0 0$ 0 4rd P 00 .r4 4

0 v 0 10:1 $41F01 0 0 0 & 0 C-

First -Grade

D x x x x x x x x

E x x x x x x x x

4F x xx x x x x x x

2B x x x x x x XX

3Bx x x x x x x x x4Bbxxx x x x x x x x x

5B xx x x xx x

5B xxXx x XXX x

61 XXXXX

X

X

6B xxx x x x x x x

B IXXX X XX1x x

Second Grade

4Dxxx xxXX x x x x

1F X xxxx x x x xx x

4B x Xx x x x x x x

5B xxxx x xxx x6B x x x x x x x x x x

.7B x1X X -X XX I XX-X-

Totalfl 7 2 6 5 8 4 0 0 0 0 0 o 1 o oo o o 0 0 0 7 Q1 Q -31.

aNo elementary music program,

music program carried on by private teacher.

45

TABLE 6-Continued

Content of Music Pr gram

.ne><e-Mne -PT'** ram'- -* *---

0

"A .4) 00 0 ba>

e a e bo w 0 o a -a +

. 0*00 4 0r4 0

+2 t4 e e 104 e -H rq M a > -r O no 0 r;1 0

. . .. -r4U' + -- 0 0 S 4 -650 0 0 M$4U) 0-P0 r4M4 v4 r4 0 ~04h 0irdr4d)Z+3 t- .d11 0 *gor 0

41 v-40 i-Vdfr 4)00 00 4 4 0 S: M 0 0-4

0D 43)00 0 1 0 0 0- Id .0 0k 0 0 1ID 1.4 P40 to a)$ 0 4 0 0 094): $4 0 0 ) $0 F40 . H $4C~O~r4~04,')) -

Third Grade

1D x XX XX.XX X X XXiX

IE XXXXXX XXX X XXX XX

IF XX XXXX X X XX

lGa

2B X XX X XXX

3B XXXXXXX X x

4Bbx xxxxX X X X

5B X X XXXXX x

6B xXX XXX xxx

60 XXX X XX X X

Total 8 3191978 6 6 9140101010010 01111* 0 010

Fourth Grade

IE XXXXXXXXXXX XX XXXXXXXX X XX

IF XXXXXXX X XXXXXXX X XX

lGa

2B X XX X X

3BX X XXX X X X X X X X

43 X XXX X X X X X X

5B X X XXXXX x

6B XXXX XXXX X X

6c XXXXX XXX X X

7BIx xx - -X ,.XX _ -X---x ----- -

Total 8 2918 886[68 4 5 0 0 00001210 4 2442743 0 30 3 9L3

aN0 elementary music program.

bMusic program carried on by private teacher.

46

TABLE 6-a-Continued

Content of Music Program

*r4 0

43)

bc W4H OH~

H 0 11) .vfr .H m 0 c 4)O-c404h

0 b4 o- W .A 0 .9 -a e :e4

H

c 0 01 to ) e r-4 0 AO 130094 .d 0 S 6: -

4 a4 0.4> 0P"4 - P V4)w- 40 -q 90 O C0 0 w r 1 k 0 004.0 0 2 S4

r o-q $4 r-4 o ea e I -84~g 06 1 r -e 4 bo o0 a .

--4)0a 0I w 2 06 0 E- .r O 5e*r 4 2'0 1 a :31 00 4 0rm 02A 0 0 0

Fifth Grade

IDT Xixx xx x x xx xxx xxx

1E x x xxxxxxxx x xx xxxxxxxx x xxx

IF xxxxxxx x x x xxxxxxx x xxx

IG&2B x xxx x x

3B x xxx x xx x x x x

4Bbx xxx x x x5B x x x xxx x

6B xxxx xxxx x xx x x

6c xx xx xxx x x

7B x _ xxxx xx x -x xxx x xx

Total 197 76684820002012042442744040 493

Sixth Grade

1D x xxx xx x x xx xxx xxx

1E x x xxxxxxxx x xx xxxxxxxx x xxx

IF xxxxxxx x x x xxxxxxx x xxx

IGa2B3B x xxx x xx xx4iB x xxx X x x x X x5B x x x xxxx x6B xxxx xxxx x xx x

60 xxxxx xxx x x

Total61869765857 20002012042442744040593

*No elementary music program.

bMusic program carried on by private teacher,

47

TABLE 6--Continued

Content of Music Program

0 C

0c 0 1 M1 0.0 ' -Aq

H . hc w bc-rt' r 4 *dH 0 .0 0 d0 - -0 .. : a) -1 4 14 O. O 4d 4 *,-rw 04

.- . 0--.3 0 C r I O r- 0 0Cd.0 - 4 w 4CI 1.4 , l )) * r-" - 4 '. 0 4 ::"-4 U( 0 O00 $4430 0 0 0 a0

CAA 0 . 0tOl .eI4 8 0 0- C d U) 4'4d 0C (CdM .,-dI 4 CL cdS4- 0 r- 4 . -3- 0 O- -

. n d Cd 0P . CdM 1R 0 0 PL Cd 0

04H

Seventh Grade

lEblFblGa x283B x x x x4B x xxx x x x x5B x x xxx x x x x

6B xxxx xxxx x xxx x60 xxxxxxxxx xx7B x XXXXXXX xx x X XXXx XX

Total 2101541613151414121612010101012101011121211 1101010161

Eighth Grade

lDblEblFblGa x2B3B4BX xxx x x x x5B x x xxx x x x x6B xxxx xxxx X x6c X XXX X XX X X x60 Xx x I I xxX1X x

Total 2 0 5 4 4 2 3 4 4 2 5 1 0 1 0 1 0 0 1 0 1 0 1 1 2 2 1 1 0 1 0 0 6 1aNo elementary music program.

bThese grades included in Junior High School.

listening, eight; use of other audio-visual aids, four;

two-part singing, one; tone and phrasing, one; music appre-

ciation, seven; music literature, one; creative music, two;

program performance, eight; and participation in operettas,

three An analysis of these figures shows that the follow-

ing phases of the program were taught in at least half of ten

schools: rhythm band, rhythiic development, rote singing,

musical games, folk dancing, radio listening, record listen-

ing, rusic appreciation, and program performance.

An examination of the content of the music program in

the second grade reveals that the following experiences were

included by the specified number of schools: orientation,

ten; rhythm band, seven; rhythmic development, ten; rote sing-

ing,, ten; sight singing, two; musical games, ten; folk danc-

ing, six; radio listening, five; record listening, eight, use

of other audio-visual aids, four; -choral ensembles, one;

music appreciation, seven music literature, one; creative

music, two; program performance, eight; and participation

in operettas, three. This means that a majority of the se-

cond grade programs included orientation, rhythm band, ryth-

mic development, rote singing, musical games, folk dancing,

radio listening, record listening, music appreciation, and

program performance.

An analysis of data in Table 6 relative to the music

offerings in the third grade shows that the following areas

were included by the specified number of schools:: orien-

tation, eight; rhythm band, three; rhythmic development,

49

nine; rote singing, nine; sight singing, seven; musical

games, eight; folk dancing, six; radio listening, six; re-

cord listening, nine; use of other audio-visual aids, four;

choral ensembles, one; tone and phrasing, one; music appre-

ciation, seven; elementary theory, two; ear training, two;

music literature, one; creative music, two; program per-

formance, nine; and participation in operettas, three. It

is concluded, then, that at least half of the schools in-

cluded the following phases of music in their third-grade

programs: orientation, rhythmic development, rote singing,

sight singing, musical games, folk dancing, radio listening,

record listening, music appreciation, and program performance.

According to data in Table 6, the following phases of

the uusic program were included in the fourth grade by the

specified number of schools:: orientation, eight; rhythm

band, two; rhythmic development, nine; rote singing, eight;

sight singing, eight; musical games, eight; folk dancing,

six; radio listening, six; record listening, eight; use of

other audio-visual aids, four; two-part singing, five; choral

ensembles, one; tone and phrasing, two; band, four; strings,

two; woodwinds, four; brass, four; instrumental ensembles,

two; music appreciation, seven; elementary theory, four; ear

training, three; music literature, three; creative music,

three; program performance, nine; and participation in ope-

rettas, three. An interpretation of these data reveals

that the following areas of music were included by at least

half of the schools: orientation, rhythmic development, rote

50

singing, sight singing, musical games, folk dancing, radio

listening, record listening, two-part singing, music appreci-

ation, and program performance.

An analysis of the content of the music program in the

fifth grade shows that the following phases were included

by the specified number of schools: orientation, seven;

rhythmi band, one; rhythmic development, nine; rote singing,

seven; sight singing, ten; musical games, seven; folk danc-

ing, six; radio listening, six; record listening, eight;

other audio-visual aids, four; two-part singing, eight;

three-part singing, two; mixed choir, two; choral ensembles,

one; tone and phrasing, two; band, four; strings, two; wood-

winds, four; brass, four; instrumental ensembles, two; music

appreciation, seven; elementary theory, four; ear training,

four; music literature, four; creative music, four; program

performance, nine; and operetta participation, three. Fur-

ther interpretation shows that the following areas were in-

cluded by at least half of the schools: orientation, rhyth-

mic development, rote singing, sight singing, musical games,

folk dancing, radio listening, record listening, two-part

singing, music appreciation, and program performance.

When contents of the sixth-grade music program were exa-

mined, data show that the following areas were included by

the specified number of schools: orientation, six; rhythm

band, one; rhythmic development, eight; rote singing, six,

sight singing, nine; musical games, seven; folk dancing, six;

radio listening, five; record listening, eight; use of other

audio-visual aids, five; two-part singing, seven; three-part

51

singing;, two; mixed choir, two; choral ensembles, one; tone

and phrasing, two; band, four; strings, two; woodwinds, four;

brass, four; instrumental ensembles, two; music appreciation,

seven; creative music, five; program performance, nine; and

participation in operettas, three. An analysis of these data

reveals that the following phases of music were taught in the

sixth grade by at least half of the schools: orientation,

rhythmic development, rote singing, sight singing, musical

games, folk dancing, radio listening, record listening, use

of other audio-visual aids, two-part singing, music appreci-

ation, creative music, and program performance.

Application of criteria to the curricular music .,Pro-

gram.--In the succeeding discussions, criteria contained in

Chapter III are applied to the content of the 1949-1950 music

p rogram in ten elementary schools, as revealed by data in

Table 6. Comparisons are included on each of the six grades

and are contained in Table 7.

TABLE 7

THE NUMBER OF LEE1' NTARY SCHOOLS WHICH INCLUDEDittUSIC CONTENT AS RECOflENDED IN CRITERIA

Criteria Number of SchoolsMeeting Criteria

Grade I:Rhythm . . . . . . . * . . . . . . 7Rhythmic development . . . . . . . 10Rote singing. . .. ...... 10Musical gates . . . . . . . . . 10Radio listening *..... ... 5Record listening. . .**.* . 8Tone and phrasing ........ 1Music appreciation . . . . . . . . 7Elementary theory . . . . . . . . 0

52

TABLE 7--Continued

Criteria Number of SchoolsMeeting Criteria

Music literature . . . . . . . . 1Operetta participation . . . . . 3

Grade II:Rhythmband .... *..... 7Rhythmic development . . . . . . 10Rote singing . . . . . . . . . . 10

Musical games . . ... *... 10

Radio listening . . . . . . . . 5Record listening . . 8Tone and phrasing . . .. . . . 0Music appreciation . . . . . . . 7Elementary theory . . . . . * 0Music literature.1. ..... .Creative music ...... 2Operetta participation . . * . . 3

Grade III:Rhythmic development . . . , * . 9Rote singing.. ... .... 9Sight singing . . . . . . . . . 7Musical games. . . . . . . . . 8Radio listening ... . . .. .. 6Record listening . . . . . . . . 9Tone and phrasing . .. *. . .. 1Music appreciation . . . . . . . 7Elementary theory.. . . . . . 2Music literature... ... . . 1Creative music .. . . .. . . . 2Operetta participation . . . . . 3

Grade IV:Rhythmic development . . . . *. . 9Rote singngin......... 7Sight singing ........ . 10Musical games .e..... e 7Radio listening ........ 6Record listening. . .*.... 8Two-part singing . . . .. . . . 8Tone-and phrasing ....... 2Music appreciation .* . . . . . 7Elementary theory . . . . . .. 4Music literature . . . . * . . . 4Creative music ......... 4Operetta participation . . . . . 9

Grade V:Rhythmic development . . . . . 9Rote singing. ......... 7

53

TABLE 7--Continued

Criteria

Sight singing.* .Musical games . .Radio listening .* -Record listeningTwo-part s inging .Tone and phrasingMusic appreciationElementary theory .Music literature .Creative music ,Operetta participation

Grade VI:.Rhythmic developmentRote singing . . . . .Sight singing . . .Musical games . ,*

daaio listening . .Record listening .Two-part singing , ,Three-part singingTone and phrasing*.iusic 'appreciation *Elementary theory .usic literature .

Crea-ive music * * .Operetta participation

An analysis of data in Ta

-. . S

- - .

* *

* 4 4

. 4 .

4 - .

4 - -.

, . ,.

*l 4 4

grade program shows that each of the ten schools includedrhythmic development, rote singing, and musical games. Inaddition, at least half of the schools included rhythm band,radio listening, record listening, and music appreciation.Tone and phrasing, elementary theory, music literature, andParticipation in operettas were included in the criteria,but not in the program of as many as half of the schools.From these data it was concluded that seven of the elevenitems in the criteria were included in the first grade pro-gram by at least half of the schools.

Number of Schoolsfleeting Criteria

10

. . 76

204, 7

0e 44

.4 4,0, 9

8* . 0

60 @* 9

.4 7-. - 5* * 7 072

2

409

relative to the first

54

When consideration was given to the application of cri-teria to the content of the second-grade Program carried onby the schools under consideration, data showed that all ofthe schools included rhythmic development, rote singing, andmusical games. In addition, at least half of the schoolsincluded rhythm band, radio listening, record listening, andmusic appreciation. Tone and phrasing, elementary theory,creative music, and participation in operettas were includedin the criteria but were not included by as many as half ofthe schools. From these data it was concluded that seven ofthe eleven items 'contained in criteria were included by asmany as half of the schools.

An analysis of data in Table 7 relative to the applica-tion of criteria to the third-grade music program shows thatno school included all phases of the program recommended inthe criteria. However, each of nine schools included rhythmicdevelopment, rote singing, and record listening. In addition,at least half of the ten schools included sight singing, mus-ical games, radio listening, and music appreciation. Criteriaincluded tone and phrasing, elementary theory, music litera-ture, creative music and participation in operettas, but thesephases were riot included by as many as half of the schools,Final analysis shows that seven of the eleven items in cri-teria were included in the third-grade music program of atleast half of the schools.

When data related to grade four were examined, it wasfound that all of the schools taught sight singing, but this

55

phase of the program was the only item in criteria which wasincluded by all of the schools. At least half of the groupincluded rhythmic development, rote singing, musical games,radio listening, record listening, two-part singing, musicappreciation, and participation in operettas. This meansthat nine of the thirteen items included in criteria relatedto the fourth-grade music programs, were taught in at leasthalf of the schools. Tone and phrasing, elementary theory,music literature, and creative music comprises the omissions.

Data in Table 7 relative to the fifth-grade music pro-gram reveal that sight singing was the only item of criteriataught in all of the schools. At least half of the group in-cluded rhythmic development, rote singing, musical games,radio listening, record listening, two-part singing, musicappreciation, and participation in operettas. Tone and phras-ing, elementary theory, music literature, and creative musicwere the only items omitted. From these data it was concludedthat nine of the thirteen items were taught in at least halfof the schools.

An analysis of information included in Table 7 relativeto the sixth-grade music program shows that none of the itemsin criteria were included by all of the schools. However,over half of the group taught rhythmic development, rotesinging, sight singing, musical games, radio listening, recordlistening, two-part singing, music appreciation, and partici-pation in operettas. Three-part singing, tone and phrasing,elementary theory, music literature and creative music werenot taught in as many as half of the schools. From these

56

data it was concluded that nine of the fourteen items of

criteria were taught in the sixth grade by as many as half

of the schools under consideration..

A summary of data in Table 7 leads to four major con-

clusions. First, at least half of the schools included the

following items of criteria in the specified grades: first

grade--rhythm band, rhythmic development, rote singing,musical games, radio listening, record listening, and music

appreciation; third grade--rhythmic development, rote sing-

ing, sight singing, musical games, radio listening, record

listening, and music appreciation; fourth grade--rhythmic

development, rote singing, sight singing, musical games,radio listening, record listening, two-part singing, music

appreciation, and participation in operettas; fifth grada--

rhythmic development, rote singing, sight singing, musical

games, radio listening, record listening, two-part singing,

music appreciation, and participation in operettas; and sixth

grade--rhythmiic development, rote singing, sight singing,

musical games, radio listening, record listening, two-part

singing, music appreciation, and participation in operettas.

Second, tone and phrasing, elementary theory, music litera-

ture, and participation in operettas were omitted in grades

one, two, and three by at least half of the schools, and

creative music was added to the omissions in grades two and

three. Third, in grades four, five, and six, tone and phras-

ing, elementary theory, music literature, and creative music

57

were omitted by at least half of the schools and three-part

singing was added to the list in grade six. Fourth, toneand phrasing, elementary theory, music literature, and cre-ative music were included in criteria for all grades butwere not included in any grade program by a significant

number of schools.

From questionnaires, it was found that all elementarystudents in seven of the ten schools which offered musicparticipated in the curricular program. In one of the re-maining schools the program ends with the fifth grade. Inanother, all participated except in the sixth grade whereonly a small number engaged in any musical activities. Inthe remaining school, in which the music was taught by aprivate teacher, the percentage of participation varies froma low of 22 in the first grade, to a high of 50 in the sixthgrade. In this school the private teacher charged fiftycents per group lesson and each member of her class tookonly one lesson a week. Such a program as is carried on inthis school indicated an interest in music on the part ofthe students since they were willing to pay for instruction.

Content of the extra-curricular program.--Data fromquestionnaires revealed that the eleven elementary schoolscombined reported student participation in group public per-formance, community-might participation, school assemblyperformance, interscholastic league participation, churchmusic participation, radio performance, concert attendance,

and individual public performance. Further analysis of data.from the questionnaire showed that the largest number ofstudents participated in school assemblies. Three groupsreported large participation in radio performance; however,only a few schools provided such opportunities for students.Notice was given to the fact that in two schools, one ofwhich was Negro, large numbers also participated in churchmusic.

A final analysis of data showed that in at least halfof the schools students participated, in varying numbers, inthe following extra-curricular activities: community-nightparticipation, private music instruction, school assemblyperformance, and participation in church music. In less thanhalf of the schools, students participated in group and indi-vidual public performance. No school reported participationin interscholastic league activities.

ApicatiQ of criteria to the extra-curricular musicprogram.-In the succeeding discussions criteria relative tothe extra-curricular music program, as contained in Chapter III,are applied to the 1949-1950 extra-curricular activities ofthe eleven elementary schools. The comparisons are containedin Table 8.

An analysis of data in Table S shows that students inall of the schools under consideration participated in onlyone of the nine extra-curricular activities contained in the-criteria--private lessons. However, students in over halfof the schools participated in cormunity-night activities,

59

TABLE 8

NUMBER OF ELMNTARY SCHOOLS WHICH PROVIDED EXTRA-CURRICULARACTIVITIES AS REC0 1NDED IN CRITERIA

Criteria Number of SchoolsIleeting Criteria

Individual public performance . . . - * * 5Group public performance . . . . . . . . 3Comnunity-night participation . . . . . . 7Private music instruction . . . . . . . . II

School assembly performance . . . . . . * 9Interscholastic league participation . . o0

Church music participation . . . . . * * 7Radio performance. . * * ..** .,. * 5Concert attendance .* ****- 5

school assemblies, and church music, Students in almost halfof the schools had experience in radio performance, concertattendance, and individual public performance. Students inonly a few schools participated in concert performance, andno group reported interscholastic league participation. Fromthese data it was concluded that pupils in over half of theschools had experience in community-night participation, pri-vate music lessons, schools assembly performance and church

music participation.

.The physical Plant.--Data from questionnaires show thatthe following facilities for carrying on the music programwere reported by the ten schools combined: rooms of adequatesize, good lighting, movable chairs, a special music room,

60

stage, piano, record player, records, choral music, books

on composers, recording machine, film projector, films, and

radio. Further analysis shows that at least half of the

ten schools reported the followingfacilities: rooms of ade-

quate size, good lighting, movable chairs, stage, piano, re-

cord player, records, choral music, books on composers, film

projector, films, and radio. Recording machine and a special

music room were items reported by a negligible number of

schools.

Application of criteria to the physical plant.--Criteria

contained in Chapter III includes the following music facili-

ties recommended for the elementary-school music program:

good lights, special music room, piano, record player, re-

cords, choral music, books on composers, and radio. A com-

parison of these criteria with facilities reported in the

eleven schools under consideration is contained in Table 9.

TABLE 9

Criteria Number of SchoolsMeeting Criteria

Good lights. .- . . . . .. 10

Special music room . . . . . . . . 2

Piano # * * #* 0 a 0 *- - 0- 0 .#.0. 10

Recordpplayer e. ... 000 9

Records ... . . , . . , . . . 9

Choral music * 5Books on composers . .. .... 6

Radio .* ..* ,0 .# ,,0,,0,, 8

61

An analysis of data in Table 9 shows that all af the

schools reported a piano and good lights. A large majority

also reported a record player and records. In addition at

least half of the group reported choral nasic, books on com-

posers, and radio. Only two schools reported a special music

room. In this connection notice should be given to the fact

that a great number of schools use the auditorium for music

classes. In many instances this room is too large and the

effectiveness of the program is impaired. From the preceding

data it was concluded that at least half of the schools re-

ported all items in the criteria except a special music room.

The Music Prograr of the Junior High School

In the discussions that follow consideration is given

to three phases of the junior high school music program:

curricular, extra-curricular, and physical plant. Each phase

is examined separately in the succeeding discussions.

Content of the curricular music prograr.--Data in Table 10are related to the curricular music activities of the only jun-

ior high school in Denton County. Information is included on

whether each of thirty two phases was included in the 1949-1950

music program.

An analysis of data in Table 10 shows that twenty-two ofthe thirty-two items of content were included in the junior

high school music program during 1949-1950. These items wereincluded the following: rhythm development, sight singing,

radio listening, record listening, use of other audio-visual

62

TABLE 10

CONTENT OF THE CURRICULAR MUSIC PROGRAv IN ONEJUNIOR HIGH SCHOOL

Content IncludedContent

Yes No

Rhythm development xRote singingSight singing xMusical games xFolk dances xListening to radio xListening to records xOther audio-visual aids xTwo-part sinyin& xThree-part saningXFour-part singing xGirls glee club xBoys glee club xMixed choir xA capella choir xChoral ensembles xTone and phrasing xOrchestra xBand xStrings xWoodwindsBrass xInstrumental ensembles xAppreciation xTheory xEar-training0 xHarmony xMusic literature xApplied music xCreative music xProgram performance xOperetta participation x

63

aids, two-part singing, three-part singing, four-part singing,

mixed choir, tone and phrasing, orchestra, band, strings,

woodwinds, brass, instrumental ensembles, appreciation, theory,

ear training, music literature, program performance, and par-

ticipation in operettas. The following items were omitted:

musical games, folk dances, girls glee club, boys glee club,

a capella choir, harmony, applied music, and creative music.

Alication or criteria to the curricular content.--

Criteria contained in Chapter III included the following

phases of music recommended for inclusion in the junior high

school program: rhythmic development, sight singing, radio

listening, record listening, use of additional audio-visual

aids, two-part singing, three-part singing, girls glee club,boys glee club, mixed choir, choral ensembles, tone and phras-

ing, orchestra, band, music appreciation, theory, ear training,

music literature, applied music, including class instruction

in piano and voice, creative music, and program performance.

a comparison of these criteria with the content of the pro-

gram carried on by the junior high school under consideration

is contained in Table 11.

An analysis of data in Table 11 shows that sixteen of

the twenty-one items contained in criteria were included in

junior high school music program during 1949-1950. These

items included the following: rhythmic development, sight

singing, radio listening, record listening, use of other

audio-visual aids, two-part singing, three-part singing,

64

TABLES 11

ITE4S OF CRITERIA INCLUDED IN THE CONTENT OFTHE JUNIOR-HIGH-SCHOOL MUSIC PROGRAM

Criteria Content Included

Yes NoRhythmic development XSight singing XRadio listening XRecord listening xUse of other audio-visual aids xTwo-part singing XThree-part singing XGirls glee clubxBoys glee club XMixed choir xChoral ensemblesTone and phrasingOrcnestra xBand xMusic appreciation XTheoryEar training XMusic literature xApplied music xCreative music xProgram performance x

mixed choir, tone and phrasing, orchestra, band, music appre-ciation, theory, ear training, music literature, and programperformance. Phases of the music program which were omittedincluded girls glee club, boys glee club, choral ensembles,applied music, and creative music. From these data it wasconcluded that the junior high school program met criteriaat least fairly satisfactority.

Attention should be called to the fact that folk dancingis included in the curricular program of many schools. How-ever, in the junior high school under consideration this phase

0

of the program is an extra-curricular activity. Over one

hundred students participate in a Folk Dance Club which

meets one night each week.

Data from questionnaires showed that all first year

junior high students were required to take music. During the

second year no vocal music was offered and students other than

band and orchestra members were required to take some other

elective. Third year students were permitted to choose an e-

lective and approximately one-third of them were enrolled in

vocal music classes and one-fourth enrolled in band and or-

chestra. The remaining students chose some other field than

mus ic .

Content of the extra-curricular music program.--Table 12

contains data on the extra-curricular activities which were

included in the junior high school music program during 1949-1950.

Information is included on six phases of the music program.

TABLE 12

CONTENT OF THE ELTRA-CURRICULAR MUSIC PROGRAM INONE JUIOR HIGH SCHOOL

Activity IncludedActivity

Yes No

Church music participation XIndividual public performance xCommunity-night participation xGroup public performance xRadio performance xSchool assembly appearances xInterscholastic league participation xPrivate music instruction xConcert attendance xNon-church, out-of-school music

group membership

65

66

An analysis of data in Table 12 shows that ten activities

were included in the extra-curricular program of the junior

high school under consideration during 1949-1950. Among these

were the following: participation in church music, individual

public performance, community-night participation, group pub-

lic performance, radio performance, school assembly appearances,

interscholastic league participation, private music instruc-

tion, concert attendance, and membership in non-church out-

of-school music group.

Application of criteria to the extra-curricular content.--

Criteria relative to the extra-curricular music program of

the junior high school, as contained in Chapter III, included

the following phases of music: individual public performance,

community-night participation, group public performance, radio

performance, appearance on school assembly programs, and par-

ticipation in interscholastic league contests. A comparison

of these criteria with the extra-curricular activities in

which the junior high school students participated is con-

tained in Table 13.

An analysis of data in Table 13 shows that students in

the junior high school under consideration participated in

all the activities included in criteria. These activities

included individual performance, community-night particip a-

tion, group public performance, radio performance, school as-

sembly appearances and participation interscholastic league

contests.

67

TABLE 13

ITEMiS OF CRITERIA INCLUDED IN THE EXTRA-CURRICULAR4MIC PROGRAM, OF THE JUNIOR HIGH SCHOOL

Criteria Activity Included

Yes NoIndividual public performanceGroup public performance xCommunity-night participation xRadio performance xSchool assembly appearances xInterscholastic league participatio I

Physical plant.--Data from questionnaires showed that

ten facilities were available for the junior high school mu-

sic program during 1949-1950. These included rooms of ade-

quate size, good lights, movable chairs, special music room,piano, record player, records, choral music, books on compos-

ers, and radio.

Application of the physical plant to criteria.--Criteria

relative to the physical plant available for the junior high

school music program is included in Chapter III. A compari-

son of these criteria with the facilities reported by the jun-

ior high school under consideration is contained in Table 14.

An analysis of data in Table 14 shows that the junior

high school reported all facilities included in criteria.

Among these were good lights, a special music room, piano,record player, records, choral music, books on composers, and

radio.

TABLE 14

ITIS CF CRITERIA RELATIVE TO THE PHYSICAL PLANTREPORTED BY THE JUNIOR HIGH SCHOOL

Criteria Facilities Included

Yes No

Good lights xSpecial music room xPiano xRecord playerRecords xChoral music xBooks on composers xRadio x

Data in the questionnaires showed that in addition to

to facilities listed in criteria the junior high school had

movable chairs which provided desirable seating arrangement

and rooms of adequate size which were conducive to an effec-

tive program.

The Music Program of the Senior High Schools

Eight senior high schools of Denton County were included

in the present study. In the succeeding discussions data are

included on their curricular programs, extra-curricular pro-

grams, and the physical plant.. iach of these three phases of

the program are discussed separately.

Content of the curricular music program.--Data in Table 15

are related to the content of the curricular music program in

eight senior high schools of Denton County. An analysis of

the information shows that a total of twenty-eight phases of

music were included in the eight programs combined. No

69

TABLE 15

CONTENT OF THE CURRICULAR MUSIC PROGRAMIN EIGHT SENIOR HIGH SCHOOLS

Schools Including Content

Content IA 1B 2A 3A* 4A 5A 6A 7A

4)0 04) 0 0 4)V 0) 0) 0 ) 0 40 4)0Z Z >4 tq 4 ;4 $o- 4 >4 Z ti- Z:4 -4 Z

Orientation x x x x x x x XRhythmic development x x x x x x X xRote singing xx x xx x xXSight singing x x x xx x XXMusical games x x x x x x x XFolk dances x x x x x X x XRadio listening x x x x x x X xRecord listening x x x x x x x xOther audio-visual aids x x x x x x x XTwo-part singing x x x x x x x xThree-part singing x x x x x x x XFour-part singing x x x x x x x xGirls glee club x x x x xx x XBoys glee club x x x x x x x xMixedchoir x x x x xx XxA capella choir x x x x x x x xChoral ensembles x x x x x x x xTone and phrasing x x x x x x xOrchestra x x x x x x x xBand x x XX x x xStrings x x x x x x X xWoodwinds x x x x x xX xBrass x x xx x xx xInstrumental ensembles x x x x x x x XAppreciation x x x x x x x xTheory x x x x Xx x xEar training x x x x x x x xMusic literature x x x x x x x xProgram performance x x x x x x x x

Total 15 14 1 18 12 17 3 26 15J4 9 20 5 24 9 20

*Only music offered is band instruction by a private teacher.

70

school included all of the content listed in Table 15 but at

least half of the group included the following phases: sight

singing, folk dancing, two-part singing, mixed choir, tone

and phrasing, music appreciation, and program performance.

Orientation, musical games, radio listening, use of other

audio-visual aids, girls glee club, a capella choir, or-

chestra, strings, instrumental ensembles, theory, ear train-

ing, and music literature were included by no more than two

schools. From these data it was concluded that only seven

phases of music out of the twenty one phases included in Ta-

ble 15 were reported by as many as half of the schools under

consideration.

Application of criteria to the extra-curricular content.--

Criteria contained in Chapter III included the following phas-

es of iusic recommended for inclusion in the senior-high-school

music program: sight singing, radio listening, record listen-

ing, two-part singing, three-part singing, four-part singing,

girls glee club, boys glee club, mixed choir, a capella choir,

choral ensembles, tone and phrasing, orchestra, band, instru-

mental ensembles, music appreciation, theory, ear training,

music literature, applied music, including class instrumental,

class voice, and class piano instruction, creative music,

program performance, and operetta participation. A compari-

son of these criteria with the content of the program car-

ried on by the senior high schools under consideration is

contained in Table 16.

71

TABLE 16

ITEMS OF CRITERIA INCLUDED INCURRICULA R MUSIC PROGRAM OF

HIGH SCHOOLS

Criteria

Sight singing . . . . . . .Radio listening . . . . .Record listening . . . .Two-part singing , . .Three-part singing . .Four-part singing . . .Girls glee club .. , .Boys glee club . . . .Mixed choir . . .A capella choir . . . * *Choral ensembles . . ,Tone and phrasing . . . . .Orchestra . . . . . . .Band .,Instrumental ensembles ,,,lusic appreciation . .Theory . . . . . . . ,Ear training . . . .Music literature . . .Applied music ... . , .Creativemusic .Program performance . .Operetta participation .

THE CONTENT OF THESEIGHT .ENTOR

Number of SchoolsMeeting Criteria

r

. . 0* 0 . 3., 0 0 1;

. . . .

* . . C)

* * * 3

, . . 6

. . . 1

. . .4

An analysis of data in Table 16 shows that no item inthe criteria Was included in the program of each of the eightschools under consideration. However, at least half of theschools included the following items: sight singing, two-part singing, rixed, choir, tone and phrasing, music appre-ciation, and program.performance. Radio listening, girls

glee club, a capella choir, orchestra, instrumental ensem-

bles, and music literature were each reported by only oneschool. Boys glee club, applied music, creative music and

72

participation in operettas were not reported by any school.

From these data it was concluded that approximately one-

fourth of the phases of music recommended in criteria were

included in the music programs of at least half of the eight

schools under consideration.

Data from questionnaires showed that half or more of the

students in two schools participated in the curricular music

program. In another school approximately one-third of the

students were engaged in musical activities. In four other

groups less than one-fourth of the enrollment participated

in music classes. In the remaining schools, where no music

was offered except band by a private teacher, only one stu-

dent was reported to participate. From these data it was

concluded that a very small percentage of the high school

enrollment in a majority of the schools under consideration

participated in the music program during 1949-1950.

Content of the extra-curricular music program.--Table 17contains data on the extra-curricular activities which were

included in the eight high schools under consideration during

1949-1950. Information is included on nine phases of the

extra-curricular music program.

An analysis of data in Table 17 shows that seven of theeight schools surveyed offered a music program during 1949-

1950. Data from the questionnaire revealed that no music

activities were included in the program of School 3A, andthat in this school only one student received private bandinstruction. Further analysis shows that students in the

73

TABLE 17

UMBER OF SCHOOLS INCLUDING CERTAIN ACTIVITIES INTHE EXTRA-CURRICULAR MUSIC PROGRAM

Activity Number of SchoolsIncluding Activity

Church music participation . - . . . . . . 6Individual public performance . . . . . . 7Group public performance . . . . . . . . . 4Community-night participation . . . . . , 7Radio performance .. *....*** . 3School assembly appearances . * . . . . . 5Interscholastic league participation . . . 2Private music instruction . . . . . . . * 7Concert attendance,. .... , 7

seven remaining schools participated in the following extra-

curricular activities: church music participation, indivi-

dual public performance, group public performance, community-

night participation, radio performance, school assembly ap-pearances, interscholastic league participation, private

music instruction, and concert attendance. It was noted al-so that none of the activities were reported by all of thegroups. However, students in a large majority of the schoolsparticipated in church music, individual public performance,group public performance, private music instruction, and con-cert attendance. Less than half of the schools reported par-ticipation in radio performance and interscholastic league

activities.

Application of criteria to the content of the extra-curricular music Program.--Criteria relative to the extra-curricular music program of the senior high school, as con-tained in Chapter III, included the following phases of

74

music: individual public performance, group public per-

formance, conmunity-night participation, radio performance,school assembly appearance, and interscholastic league par-

ticipation. A comparison of these criteria with the extra-

curricular activities in which senior high school studentsparticipated is contained in Table 18.

TABLE 18

ITE4f OF CRITERIA INCLUDED IN THE JXTRA-CURRICULARLUSIC PROGA OF THE SENIOR HIGH SCHOOLS

Criteria Number of SchoolsMeeting Criteria

Individual public performance . . . . . . 7Group public performance . . . . . . . . . 7Community-night participation . . . . . . . 4Radio performance . . *0* **0*- * *0 3School assembly appearance . . . . . . . . 5Interscholastic league participation . . . 2

An analysis of data in Table IS shows that all of theschools under consideration, in which music was offered,reported that students participated in individual publicperformance and group public performance. In addition, stu-dents in at least half of the remaining schools participatedin community-night activities and school assemblies. Radioperformance and interscholastic league activities were theonly two items in the criteria in which less than half ofthe schools participated. From these data it was concludedthat half of the schools under consideration participated infour of the six musical activities recommended in criteria.

The physical nt.--Data from questionnaires showedthat the following facilities were available for use in each

75

of the seven schools which offered a music program: good

lights, movable chairs, stage, piano, and radio. In addi-

tion, at least half of the schools reported rooms of ade-

quate size, record player, records, choral music, books on

composers, fi]in projector and films. A special music room

and recording machine were reported by a negligible number

of schools. From these data it was concluded that the fol-

lowing facilities were available in a majority of the schools:rooms of adequate size, good lights, movable chairs, stage,

piano, record player, records, choral music, books on compos-

ers, film projector, films, and radio,

Application of tephysical plant to criteria.--Criteria

relative to the physical plant available for use in the sen-ior high school music program is included in Chapter III. Acomparison of these criteria with the facilities reported bythe secondary schools under consideration is contained in

Table 19.

TABLE 19

ITEM4S OF CRITERIA RELATIVE TO THE PHYSICAL PLANTREPORTED BY EIGHT SENIOR HIGH SCHOOLS

Criteria Number of SchoolsMeeting Criteria

Good lights ... . ... . .. 7Special music room ,,,,,,,,Piano. . . . .

Record player .*,+. -,.* ..Records. . . . .Choral rmusic..Books on composersRadio . *. . .

**00

76

An analysis of data in Table 19 shows that all of the

schools which offered a music program reported the following

items recomended in the criteria:, good lights, piano, and

radio. In addition, a large majority reported record player

and books on composers, Furthermore, at least half reported

records and choral music. A special music room was avail-

able in only one school. From these data it was concluded

that at least half of the schools under consideration re-

ported each of the remaining facilities recommended in cri-

teria.

I I - - - I . - ,, ' -1, A10-MORm INA

CHAPTER V

CONCLUSIONS AND RECOhENDATIONS

Conclusions

The problem of this study was related to a survey and

an evaluation of the content of both the curricular and extra-

curricularactivities and the physical plant utilized in the

music program in the seven independent school systems of

Denton County. Data were obtained by means of questionnaires

and included the elementary grades, junior high grades, and

secondary grades. The status of the music program in these

schools was determined by the application of criteria which

was obtained from a review of literature.

An analysis of data relative to existent practices in-

volving curricular content of the independent elementary

schools of the county resulted in the following conclusions:

1. In the first grade at least half of the schools in-

cluded three-fourths of the items recommended in criteria,

among which were rhythm band, rhythmic development, rote sing-

ing, musical games, radio, records, and music appreciation.

Therefore, it was concluded that the first grade program met

criteria fairly satisfactorily.

2. In the second grade at least half of the schools

included three-fourths of the items contained in criteria,

among which were rhythmic development, rote singing, musi-

cal games, rhythm band, radio listening, record listening,

77

and music appreciation. Therefore, it was concluded that

the second-grade program met criteria fairly satisfactorily.

3. In the third grade at least half of the schools

included approximately three-fourths of the items contained

in criteria, among which were rhythmic development, rote

singing, sight singing, record listening, radio listening,

musical games, and music appreciation. Therefore, it was

concluded that the third-grade program met criteria fairly

satisfactorily.

4. Tone and phrasing, elementary theory, music litera-

ture, creative music, and participation in operettas were

included in criteria but were not included by at least half

of the schools in any of the primary grades.

5. In grade four at least half of the schools included

approximately three-fourths of the items contained in cri-

teria, among which were rhythmic development, rote singing,

sight singing, musical games, radio listening, record listen-

ing, two-part singing, music appreciation, and participation

in operettas. Therefore, it was concluded that the fourth-

grade program met criteria fairly satisfactorily.

6 * In the fifth grade at least half of the schools in-

cluded approximately three-fourths of the items contained incriteria, among which were rhythmic development, rote sing-

ing, sight singing, musical games, radio listening, record

listening, two-part singing, music appreciation, and parti-

cipation in operettas. Therefore, it was concluded that the

fifth-grade program met criteria fairly satisfactorily.

79

7. In the sixth grade at least half of the schools

included approximately three-fourths of the items contained

in criteria, among which were rhythmic development, rote

singing, sight singing, musical games, radio listening, re-

cord listening, two-part singing, music appreciation, and

participation in operettas. Therefore, it was concluded

that the sixth-grade program met criteria fairly satisfac-

torily.

8. Tone and phrasing, elementary theory, music litera-

ture, and creative music were included in the criteria but

were not included in the music program of at least half ofthe .schools in the intermediate grades; three-part singing

was added to the omissions in the sixth grade.

9. Final conclusion relative to the curricular con-

tent of the music program of the elementary grades was that

tone and phrasing, elementary theory, music literature, and

creative music were included in criteria for all grades, but

were not included in any grade program by a significant num-

ber of schools.

An analysis of data relative to the content of the extra-

curricular music program in the elementary schools led to the

following conclusions:

1. Students in over half of the schools had experiences

in community-night participation, private music instruction,school assembly performance, and church music participation.

2. Students in all of the schools participated in onlyone of the nine extra-curricular activities listed in criteria --

private music instruction.

An analysis of data relative to the physical plant

available f or the music program in the elementary schools

led t o the following conclusions:

1. At least half of the schools reported the presence

of all items listed except a special music room.

2. Facilities reported by at least half of the schools

included good lighting, piano, record player, records, cho-

ral music, books on composers, and radio; therefore, it was

concluded that the physical plant of the elementary schools

met criteria fairly satisfactorily.

It was finally concluded that criteria were met fairly

satisfactorily in relation to the curricular program, the

extra-curricular activities, and the physical plant. Since

these three areas compose the major portion of the music

program, it was concluded that the independent elementary

schools of the county carried on a fairly satisfactorily

music program during 1949-1950.

An analysis of data relative to existent practices in-volving curricular content of the one junior high school in

Denton County resulted in the following conclusions:

1. Phases of music which were included in the junior-

nigh-school program included rhythmic development, sight

singing, radio listening, record listening, use of addi-

tional audio-visual aids, two-part singing, three-part sing-

ing, mixed choir, tone and phrasing, orchestra, band, musicappreciation, theory, ear training, music literature, and

program performance.

An analysis of data relative to the extra-curricular

content of the music program of the junior high school led

to tIe following conclusions:

1. Students in the junior high school participated in

extra-curricular activities which were recommended in cri-

teria and which included individual public performance,

group public performance, community-night participation,

radio appearance, school assembly participation, and inter-

scholastic league participation.

2. Since students participated in all activities listed

by criteria it was concluded that this phase of the music pro-

gram met criteria very satisfactorily.

AAn analysis of data relative to the physical plant avail-

able for the music program in the junior high school led to

the following conclusions:

1. Facilities which were listed in criteria and were

available for the junior-high-school music program included

good lights, a special music room, piano, record player, re-

cords, choral music, books on composers, and radio.

2. Since the junior high school reported all items con-

tained in criteria it was concluded that in relation to the

physical plant the criteria were met very satisfactorily.

Finally, it was concluded that the curricular program

was fairly satisfactory, while the extra-curricular program

and the physical plant were very satisfactory. Since these

three areas compose the major portion of the music program

it was concluded that the only junior high school in Denton

County carried on a satisfactory program during 1949-1950.

An analysis of data relative to the curricular content

of the eight senior high schools of Denton County led to the

following conclusions:

1. No music program was offered in one school except

band instruction from a private teacher in which only one

student participated.

2. At least half of the schools included sight singing,

two-part singing, mixed choir, tone and phrasing, music ap-

preciation, and program performance.

3. Since radio listening, girls glee club, a capella

choir, orchestra, instrumental ensembles, and music literature

were each reported by only one school, and since boys glee

club, applied music, creative music, and participation in

operettas were not reported by any school, it was concluded

that approximately only one-fourth of the items in criteria

were included in the music program of at least half of the

schools; therefore, the curricular content of these programs

were considered to be very unsatisfactory.

An analysis of data relative to the extra-curricular

music program of the eight senior high schools led to the

following conclusions:,

1. Students in at least half of the schools partici-

pated in individual public performance, group public per-

foraance, community-night activities, and school assemblies;

participation in radio appearance and interscholastic leagueactivities were reported by less than half of the schools.

2. Since four of the six musical activities recom-

mended in criteria were reported by half of the schools, it

was concluded that criteria were met fairly satisfactorily

in the area of extra-curricular activities.

An analysis of data relative to the physical plant

available for the music program of eight senior high schools

resulted in the following conclusions:

l. A special music room was available in only one

school.

2. Facilities which composed all items in the criteria

except one were available in at least half of the schools.

These included good lights, piano, record player, records,choral music, books on composers, and radio. Therefore, it

was concluded that criteria relative to the physical plantwas met very satisfactorily by the secondary schools under

consideration.

Finally, it was concluded that the curricular program

was unsatisfactory, the extra-curricular program was fairlysatisfactory, and the physical plant was very satisfactory.

Since these three areas compose the major portion of the pro-gram and since the curricular and extra-curricular programswere more important than the physical plant, it was concludedthat the secondary schools of Denton County did not carry ona very satisfactory music program during 1949-1950.

Recommendations

An analysis of the preceding conclusions led to the

following recommendations:

1. Tone and phrasing;, elementary theory, music litera-

ture, and operetta participation should be added to the

existent program in the primary grades of the elementary

schools under consideration.

2, The one elementary school which did not carry on

a music program during 1949-1950 should offer musical musi-

cal opportunities to all students at an early date.

3. One rural school in which no music instruction was

offered except by a private teacher should include a well-

rounded program for all students as soon as possible.

4. The junior high school program should permit eighth

grade students to choose music as an elective, a privilege

which was not permitted during 1949-1950.

5. The one senior high school which did not offer a

music program during 1949-1950 should provide a well-rounded

program for all students as soon as possible.

6. The curricular program of all secondary schools

should include at least a major portion of the musical op-

portunities recommended in criteria. A majority of the

items in criteria were omitted in more than half of the

schools during 1949-1950.

APPENDIX A

Sources consulted for obtaining criteria:

Beattie, John Walter, McConathy, Osborne, and Morgan, Russell V.Music in the Junior High School New York, Silver Burdett

and o.', l.L~

Brooks B. Marian, and Brown Harry A., Music Education in theElementary School, New iork, AmericarBoo1FU7.7fl4r-,"

Connette, Earl, Elementary School Music Education, Denton,Texas, Department of Music, North Texas State TeachersCollege, 1942, (mimeographed).

Dykema, Peter W., and Cundiff Hannah M., New School MusicHandbook, Boston, C. C. A irchard andTC.7T~ flJTT

Dykema Peter W. and Gehrkens Karl W., The Teaching andAj jstrat ion of HI h Sclooli Muscj,,sThi,7C c..

Gehrkens, Karl W., Music in the Grade Schools, Boston, C. C.Birchard and C.,71934

Gehrkens Karl W., Music in the Junior igSchool, Boston,C. 6. BirchardT74dTC37jI73.

Glenn Mabelle, and others, Music Teaching in Intermediategrades, Boston, Ginn anfl35.,A934W7

Hubbard, George Earl, Music Teaching in the Elementary Grades,New York, AmericaflTFB1kC.,19374

Morgan, Hazel Nohavec, editor Music Educators NationalConference, Music Education Source Book Chicago,Music EducatorsTNational Confe e7le ~ 7.

Parmley, Nell, State Director of Music1 Texas Department ofEducation The Teaching of Music in Texas Public SchoolsBulletin No.l9Z7,itnoate) .a

Perham, Beatrice Music in the New School, Chicago, Neil A.Kjos Music 6 o.1937" '

Ward, Arthur Edward, Music Education for fd Schools, NewYork, American B3?!)o7F9IV 7

Wilson Harry Robert, Music in the High School New York,Silver Burdett anWT'~jg~,.T97

APENDIL. B

QUESTIONNAIRE

MUSIC TEACHER

Content of music course

Orientation 1 2 3 4 5 6 7 8 9 10 11 12

Rhythmnband 1 2 3 4 5 6 7 8 9 10 11 12

Rhythmic development 1 2 3 4 5 6 7 8 9 10 11 12

Rote singing 1 2 3 4 5 6 7 8 9 10 11 12

Sight singing 1 2 3 4 5 6 7 8 9 10 11 12

Musical games 1 2 3 4 5 6 7 8 9 10 11 12

Folk dances 1 2 3 4 5 6 7 8 9 1011 12

Listening to radio 1 2 3 4 5 6 7 8 9 10 11 12

Listening to records 1 2 3 4 5 6 7 8 9 10 11 12

Other audio-visual aids 1 2 3 4 5 6 7 8 9 10 11 12

Two-part singing 1 2 3 4 5 6 7 8 9 10 11 12

Three-part singing 1 2 .3 4 5 6 7 8 9 l0 11 12

Four-part singing 1 2 3 4 5 6 7 8 9 10 11 12

Girls glee club 1 2 3 4 5 6 7 8 9 1011l12

Boys glee club 1 2 3 4 5 6 7 8 9 10 11 12

Mixed choir 1 2 3 4 5 6 7 8 9 10 11 12

A Capella choir 1 2 3 4 5 6 7 8 9 10 11 12

Small choral ensembles 1 2 3 4 5 6 7 8 9 10 11 12

Tone and phrasing 1 2 3 4 5 6 7 8 9 10 11 12

Orchestra 1 2 3 4 5 6 7 8 9 10 11 12

Band 1 2 3 4 5 6 7 8 9 10 11 12

Strings 1 2 3 4 5 6 7 8 9 1011 12

Woodwinds 1 2 3 4 5 6 7 8 9 10 11 12

Brass 1 2 3 4 5Instrumental ensembles 1 2 3 4 5Appreciation 1 2 3 4 5Theory 1 2 3 4 5Ear-training 1 2 3 4 5Harmony 1 2 3 4 5History and literature 1 2 3 4 5Applied music 1 2 3 4 5Creative music 1 2 3 4 5

Programs 1 2 3 4 5Operettas 1 2 3 4 5

Organization of music program

Does the school employ a music teacherclasses?

6

6

6

6

6

6

6

6

6

6

6

7S9

7$9

7$ 9

7$ 9

7 $9

7$9

78 9

7$ 9

78 9

7$ 9

78 9

10

10

10

10

10

10

10

10

10

10

10

IU

11

11

11

11

11

UI

11

11

11

11

12

12

12

12

12

12

12

12

12

12

12

to teach all music

b. Does each classroom teacher teach music to her own group,(elementary)?

c. If neither of the preceding suggestions it your schoolwhat is your present teacher program?

d. Do you have a music supervisor?

e. Does the school employ her?

f. If not, what is the plan?

g. Unusual features of the school.--student teachers, etc.III. Qualification of each music teacher:

Highest degree held

Major

Minor

Number of years spent in teaching music

Certificates held

II.

a.

IV. Number of pupils participating in all music classes of theschool:

1st grade 4th grade 7th grade 10th grade2nd grade 5th grade th grade lth grade3rd grade 6th grade 9th grade 12th grade

V. Community or extra-curricular activities in which thestudents participate. Number of students, if possible.

Church music participation

Individual public performances

Group public performance

Community night participation

Belong to an out of school music group, choir, etc. (non-chureh

Radio performance

School assembly participation

Interscholastic league participation

Private music instruction

Concerts attendance

VI. Evaluation of physical plant

Equipment

a. Piano?b. Record player?c. Records? Classical? Semi-classical?d. Sheet and choral music?e. Books? What type?f, Recording machine?g. Film projector?h. Films?i. Radio?

Room

a. Adequate in size?b. Good lighting?c. Movable chairs?d. Special room in which all music is taught?e. Stage available?

BIBLIOGRAPHY

Books

Beattie, John Walter, McConathy, Osborne, and Morgan,Russell V., Music in the Junior Jjjg School, New YorkSilver BurdettTaad.Uo~77f--

BrooksB. Marian, and Brown, Harry A. Music Education inte Elementary Schol, New York, Ameican boo 0 o.,T946.Dykema, Peter W., and Cundiff Hannah M., New School MusicHandbook, Boston, C0. 0C. irchard and W7,79f7 "Dykema, Peter W., and Gehrkens Karl WV The Teahin andAdministration of High Scool Music stonee CBir chard arid o. .. " 19""410 --"-'--

Flagg Marion musical Learn Boston, C. C. Birchard andto., l94 .

Gehrkens, Karl W., Music in the Grade Schools, Boston, C. C.Birchard and C3771~97.-

Gehrkens Karl d., Music in the Junior High SchoolBc. 6 .*Birchar Ciir3anrdn3E o',B3oston,Glenn, Mabelle, and others, Music Teahing in Intermediate

Grades, Boston, Ginn anT~0 7946.Hubbard, George Earl, Music Teaching in the Elementary Grades

New York, American~fOl-k Wo719327

Krevit, William Music For Y Child, New York, Dodd, Meadand Co., l 44 - ..

Mursell James L., Human Values in Music Education, New YorkSilver BurdettTEn"rd~CW77T~~m~93Y

Music Educators National Conference, Music Education SourceBook, edited by Hazel Nohavec IoiFl flrircagoivis!"LZdW"a'tors National Conference, 1947.Otto, Henry J., pjetaty School 2g4ztion and Administra-.flpn4, New Yor ,. * "E0h70'h~y_ .IcPerham, Beatrice, Music in the New School, Chicago Neil AKjos Music 0o7.--,--937'. g

-qwaols-

90

Pitts Lilla Belle The Music Curriculum in a Changing WorldN ew York, Siiver-Buriettand77o.,1"C+4.

Ward, Arthur Edward, Music Education for High Schools, NewYork, American Book o7I.19TF

Wilson Harry Robert, Music in the High Qgjjol New York,Silver Burdett anZT 7~,T"19fl7,"Zanzig, Augustus Delafield, Music in American jife LondonOxLord University Press97T92.

Public Documents

United Nations General Assembly Universal Declaration ofHumanRhts, Washington, g overnment RiEflng ITirce,

Reports

Texas State Department of Education, The Te hgof Musicin Texas Public Schools edited 7'f N,11 armr ~3'ste'=r aflT 3T hi-ic, Austin, (no date).

Articles

Armstrong, William G. "Singing for Health", The Etude LXIII(July, -1945), 37.4 -lEditorial, "Make It Clear" .The Etude, LXIII (September, 1945),

Editorial, "Concert in Berlin", The Etude, LXIII (October, 1945),543.Payson, Edward T., "Music in the Post-War Curriculum", The

Etude, LXIII (June, 1945), 314.Rieder Kathryn Sanders, "Music That Came Over on the May-

flower", .The Etude, LXIII (July, 1945), 383.Sargent, Malcolm, "Music and World Unity", The Etude LXIII

(May, 1945), 294-295.TrumanhHarry S. "Music's Significant Place in Modern Life",Te Etude, LXIII (October, 1946), 545.

91

Unpublished Material

Connette, Earl "Elementary School Music Education"?(UnpublisAed handbook Department of Music, NorthTexas State Teachers c ollege, 1942).

Gordon, Edgar B., "A Fundamental Philosophy", (no date),p. 2. (Mimeographed).