Illinois fine arts: Elementary classroom teachers' perceptions of music instruction
Krehbiel, Helen Jane
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https://hdl.handle.net/2142/22138
Description
Title
Illinois fine arts: Elementary classroom teachers' perceptions of music instruction
Author(s)
Krehbiel, Helen Jane
Issue Date
1990
Doctoral Committee Chair(s)
Manolakes, Theodore
Department of Study
Education
Discipline
Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Ph.D.
Degree Level
Dissertation
Keyword(s)
Education, Music
Education, Elementary
Education, Teacher Training
Language
eng
Abstract
The purpose of this study was to explore the perceptions of elementary classroom teachers in regard to the fine arts area of development in general and the fine art of music in particular as defined by the State of Illinois' 1985 reform legislation. Because Illinois classroom teachers share responsibility for implementation of the fine arts curriculum, their perceptions about the value of fine arts (dance, drama, music, visual art) were explored. In particular, their perceptions about music were investigated as to emphasis, competence and frequency. Further, background arts experiences were investigated in an effort to search for possible relationships between those experiences and current teacher perceptions which influence classroom planning and implementation.
The sample was composed of 450 randomly selected fourth and fifth grade classroom teachers who taught in self-contained classrooms. The mail survey method was used for data collection; the return rate was 79.5%.
Illinois classroom teachers ranked the fine arts last in importance when compared to the other five areas of development defined by the State of Illinois. Generally teachers ranked the Illinois fine arts goals at a mediocre level of importance. Music was perceived to be the most important of the fine arts, followed in order of importance by visual art, drama, and dance. Teachers perceived themselves more competent to teach visual art than drama, music, and dance, in descending order of competence. In curriculum implementation, they placed little to no emphasis on ten musical outcome statements taken directly from the Illinois State Board of Education (1986) sample objectives. In the main, they guided the ten listed musical activities rarely to never.
The data suggested that Illinois classroom teachers have not accepted ownership or responsibility toward the fine arts area of development. Through qualitative comments, they expressed concerns about budget and time constraints which were compounded by statewide mandates. They clearly stated the need for music specialists to plan and implement the music curriculum according to the mandated fine arts goals. Suggestions for further study of the classroom teachers' role in the fine arts curriculum are offered.
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