This study investigated required repertoire lists for state music education associations’ choral performance assessment events in the National Association for Music Education North Central division . Questions included: (a) How many states have required repertoire lists; (b) What categories/genres and historical time periods are represented on these lists; (c) Are there any notable differences between and among states’ required repertoire lists within NAfME’s North Central region; and (d) Do the required repertoire lists reflect NAfME’s National Core Arts Standards for Ensembles? Analysis of 2,714 pieces revealed 74 .94% of the repertoire was representative of Western art music, with 60 .72% of those pieces composed post-1900, and 25 .06% of the total repertoire was Non-Western . Implications of these results may question the concordance between NAfME’s National Core Arts Standards and values set forth through required repertoire lists as determined by NAfME state performance assessment leadership .
The purposes of this descriptive survey research study were (a) to describe novice band directors' perceptions of the importance of skills/knowledge used n effective music teaching, (b) to describe novice band directors' perception of the difficulty of acquiring each skill or knowledge component, (c) to compare novice band directors' perceptions of the importance and difficulty of the skills/knowledge used in their classrooms, (d) to describe ways that novice band directors perceived university coursework as helpful in acquiring teaching skills/knowledge, and (e) to describe improvements to university coursework that novice band directors perceived could help future band directors. The personal skills/knowledge category (M = 4.64) was rated highest for importance, followed by the teaching (M = 4.60) and musical (M = 4.29) categories. Additionally, participants rated the personal skills/knowledge category (M = 3.57) as the easiest to acquire, followed by musical (M = 3.14), and teaching (M = 3.09) categories. There was a statistically significant difference between teaching importance ratings and teaching acquisition ratings, with the teaching importance category rated higher by participants. Participants perceived secondary instrument instruction, teaching experiences, core music curriculum, and practical skills/knowledge as positive aspects of university coursework. Finally, secondary instrument instruction, field experiences, non-instructional aspects of teaching, and musical pedagogy were reported by participants as areas for possible improvement.
