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Competencies, curricula, and complia...

Johnson, Vicky V.

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Competencies, curricula, and compliance: An analysis of music theory in music education programs in Texas.

Record Type:	Language materials, printed : Monograph/item
Title/Author:	Competencies, curricula, and compliance: An analysis of music theory in music education programs in Texas./
Author:	Johnson, Vicky V.
Description:	139 p.
Notes:	Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0885.
Contained By:	Dissertation Abstracts International71-03A.
Subject:	Music. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3399494
ISBN:	9781109655490

Competencies, curricula, and compliance: An analysis of music theory in music education programs in Texas.
Johnson, Vicky V.

Competencies, curricula, and compliance: An analysis of music theory in music education programs in Texas. - 139 p.

Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0885.

Thesis (D.M.A.)--Boston University, 2010.

Music theory faculty members in all four-year institutions of higher education in Texas that are accredited by the National Association of Schools of Music and offer degrees in music education were invited to take an online survey. The content of the survey consisted of competencies taken directly from standards outlined by the National Association of Schools of Music, requirements by the Texas State Board for Educator Certification to be certified to teach music in primary and secondary schools, and the Texas Essential Knowledge and Skills which outline the knowledge and skills students in primary and secondary schools are to obtain at specific grade levels.

ISBN: 9781109655490Subjects--Topical Terms:

516178
Music.

Competencies, curricula, and compliance: An analysis of music theory in music education programs in Texas.
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245 1 0 $a Competencies, curricula, and compliance: An analysis of music theory in music education programs in Texas.
300 $a 139 p.
500 $a Source: Dissertation Abstracts International, Volume: 71-03, Section: A, page: 0885.
500 $a Adviser: Patrick M. Jones.
502 $a Thesis (D.M.A.)--Boston University, 2010.
520 $a Music theory faculty members in all four-year institutions of higher education in Texas that are accredited by the National Association of Schools of Music and offer degrees in music education were invited to take an online survey. The content of the survey consisted of competencies taken directly from standards outlined by the National Association of Schools of Music, requirements by the Texas State Board for Educator Certification to be certified to teach music in primary and secondary schools, and the Texas Essential Knowledge and Skills which outline the knowledge and skills students in primary and secondary schools are to obtain at specific grade levels.
520 $a The data from the survey were analyzed to ascertain relationships between the competencies specified by music theory faculty members as necessary for incoming freshman music majors, the music theory curricula required for music education majors offered by the participating institutions, and the music theory competencies necessary for music education majors as outlined by the National Association of Schools of Music, the Texas State Board for Educator Certification, and as contained in the Texas Essential Knowledge and Skills.
520 $a Results of the study indicate that the music theory curricula at these institutions are not in compliance with the standards and mandates of the National Association of Schools of Music, the Texas State Board for Educator Certification, and the Texas Essential Knowledge and Skills standards. Therefore, music education majors in these institutions are not being adequately prepared to teach the music requirements in the Texas Essential Knowledge and Skills. Recommendations are made regarding educational policy and music theory curricula for undergraduate music education majors.
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