The High School Band: Instructional Tasks, Administrative Tasks, and Terminal Outcomes
Bell, John Raymond
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https://hdl.handle.net/2142/70847
Description
Title
The High School Band: Instructional Tasks, Administrative Tasks, and Terminal Outcomes
Author(s)
Bell, John Raymond
Issue Date
1986
Department of Study
Music
Discipline
Music Education
Degree Granting Institution
University of Illinois at Urbana-Champaign
Degree Name
Educat.D.
Degree Level
Dissertation
Keyword(s)
Education, Music
Abstract
The purpose of this study was to determine the extent to which consensus exists between high school band directors and professors of music education regarding the importance of specified instructional tasks, administrative tasks, and outcomes involved in the high school band.
The investigator developed a questionnaire consisting of 70 instructional tasks, 52 administrative tasks, 17 intrinsic outcomes and 19 extrinsic outcomes. The population for this study consisted of: (1) 51 band directors whose band had received Division I contest festival ratings four of the five years, 1981-1985; (2) 28 professors of instrumental music education who were teaching instrumental methods.
Divergent opinions were elicited on 15 of 70 instructional tasks, 11 of 52 administrative tasks and 21 of 36 outcomes.
Analysis of the data resulted in the following conclusions: (1) Directors and professors value instructional tasks designed to prepare the student to make a positive contribution to the performance level of the band and tasks designed to develop listening skills useful in the context of the full ensemble. (2) Both groups place low levels of importance on instructional tasks designed to impart general knowledge about music. Their concern is limited to knowledge about compositions under rehearsal. (3) Neither group places high values on developing discrimination skills. (4) Consensus exists concerning the importance of administrative tasks involving public relations, fiscal management, and curriculum development. (5) Administrative tasks involving field trips, the marching band, and fund raising do not loom large in the value system of either group. (6) Directors assign a high level of importance to extrinsic outcomes; professors assign a high level of importance to intrinsic outcomes. (7) Directors value outcomes associated with developing skills and initiatives of immediate use in the band. (8) Professors value outcomes that promote independent musicianship and positive attitudes toward music. (9) Directors value outcomes concerned with character development and an enhanced self-concept among students. (10) Although notable consensus between band directors and professors emerged, professors should be concerned with the extent to which the preparation they provide for band directors is consistent with the real world of high school bands.
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