Objectives and Responsibilities in Teacher Education

A Bibliography of Research on the Evaluation of Music Teacher Education Programs.

Abstract: s under either \"Music\" or \"Education\" classifications.1 Only those books, bulletins, and periodical articles are listed (without annotation) that appear the most likely to be useful. Preference was often given to the more recent publications when choices were made. ANNOTATED BIBLIOGRAPHY OF DISSERTATIONS CURRICULUM PROBLEMS IN MUSIC EDUCATION Bennett, Elmer Leslie. \"A Program for Vocal Majors in a Teacher Training Institution.\" Columbia University, 1966, Dissertation Abstracts, Vol. 27 (March 1967), 2908-A. As a result of his study, Bennett concludes that in the training of vocal majors in music education \"the emphasis should be upon broad musical development rather than specialized performance skill.\" There should be more concentration on the development of general musical understanding and less on attaining vocal technique in the individual student's early musical studies. For practice and drill activities to be meaningful, they should be as musical as possible and relevant to the compositions being studied. Also, \"the responsibility for teacher preparation in music rests with all the activities of the music curriculum of a teacher training institution.\" Lee, Cecil Loran. \"Developing Patterns of the Undergraduate Music Education Curriculum in the United States.\" Brigham Young University, 1966, Dissertation Abstracts, Vol. 27 (July 1966), 222-A-223-A. Lee mailed questionnaires to twenty-four teacher-training institutions selected by MENC and NASM for having made significant changes in their undergraduate music education curriculums during the ten-year period 1955-1965. As a result of his investigation he recommends that \"there should be: (1) greater stress placed upon correlation of related areas of learning; (2) correlation of the activities of performing groups and related areas such as music history and literature classes; (3) student performing experiences in both large and small choral and instrumental ensembles; (4) integration of instrumental and choral literature and certain aspects of theory such as sight-singing. Written for the MENC Commission on Teacher Education.

An investigation of personality and value characteristics of successful high school band directors in North Carolina

Abstract: The purposes of this study were: (1) to investigate the personality and value characteristics of successful high school band directors in North Carolina, and (2) to determine whether successful high school band directors differ from a random sampling of high school band directors in tests of personality, cultural values, and administrative practices. Collection of data was by use of three testing instruments: the Guilford-Zimmerman Temperament Survey, the Study of Values, and a questionnaire designed to gather information relating to administrative practices of respondents. Two groups participated in the study. Group I contained successful high school band directors chosen by a jury of selectors. Selection of Group II members was at random from a list of North Carolina high school band directors published by the North Carolina Department of Public Instruction. The degree of success of Group II members was unknown.