Curricular practices and instructional materials in select texas middle school band programs

Date

2014-12

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Abstract

A survey of the extant literature on beginning band material practices reveals a large body of information regarding the analysis of select beginning band methods. However, there has been little research conducted on current practices regarding beginning band material selection. The purpose of this study was to identify trends in beginning band instructional materials currently in use in Texas middle school band programs, and the factors that lead band directors to select those materials.

Participants consisted of middle school band directors (N = 112) who teach beginning band in the Texas public school system. An online survey was developed and distributed to participants via the TMEA membership directory.

Results indicated that when selecting method books, it would appear that directors are primarily concerned with the sequence of instructional materials and the presence of specific instrumental pages. The use of individual handouts proved to be the most popular supplemental material, followed closely by full band literature and solo literature. The selection of supplemental material type did not differ significantly between beginning band class configurations or program achievement levels. The most common method directors used to determine the content taught in the beginning band classroom was through personal preferences.. The progressive arrangement of material in a teachable order, thorough and logical presentation of fundamentals, correct starting tones, and the use of newly acquired skills once they are introduced to insure retention were ranked as the most important factors in selecting instructional materials.

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Keywords

Music education, Beginning band, Method books

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