I 0 143 1110

DEPARTMENT OF HEALTH, EDUCATION, AND WELFARE OE FORM 6000, we OFFICE OF EDUCATION Ek I C ACC. NO. E.I/1%. KhrUKTlitt..bUMt. ED030 015 1 S DOCUMENT COP YR IGH TEO? YE S 0 NO 0 CH ACC. NO. P.A.PUBL. DATE I SSUE ERIC R EPRODUCTI ON RELEASE? YES 0 NO 0 AA 000 375 66 EIENOV69 LEVEL OF AVAI LABI L 1 TY I 0143 1110 AUTHOR Glenn, Neal E. Glidden Robert TITLE The Development of Content and Materials for a Mnsic Literature Course in the Senior High School. SOURCE CODEINSTITUTION (SOURCE) Jn38775 Iowa University, Iowa City SP. AG. CODESPONSORING AGENCY BBB00502 Office of Education (DHEW), Washington, D.C. Cooperative Research . * au EDRS PRICE CONTRACT NO. GRANT NO. 1.75;21.90 R EPORT NO. BUR EAU NO. CRP-H-243 BR-5-0235 AVAI LABI LI TY JOURNAL CITATION DESCP I PTI VE NOTE 436p. DESCRIPTORS *Music Education; *Literature; Senior High Schools; Course Organization; Course Content; *Music Appreciation IDENTIFIERS ABSTRACT The primary- objective of the high school music literature course is simply stated: the course was directed toward the enhancement of students' understanding of the literature of music. It attempted to accomplish this through a set of specific objectives -- development of skills, abilities or knowledges which are all qualified by the term "Increasing." (JL) GP 0 $70.3110 1 ( - _ _ - : .t . - 4.0 s Development of c'ordentarid Materials C 7 0 4oraMusic Liferature ;Course in the Senior\High School 10 - - cpoperative Research Protect 'N 5 a 00 1 (:41". I # t , r- .1 NEAL E. GLENN . RO ERT L.IDDEN NO 2 . \`. ' . OP- 5 .;,. * ;"" " _ 4. - ^ S. I. Thek-Unive -Iowa A -t- "' S. 7,4 0 ....'e7. , 1 ..'..f, 1...- : z, 1, , -.. 1 '14 r , ., :L -_, .,> IZ THE DEVELOPMENT OF CONTENT AND MATERIALS FOR A MUSIC LITERATURECOURSE IN THE SENIOR HIGH SCHOOL Cooperative Research Project No. H 243 Neal E. Glenn Robert Glidden University of Iowa Iowa City, Iowa 1966 The researa reported herein was supported by the Cooperative Research Program of the Office of Education, U.S. Department of Health, Education, and Wlfare. .b4.,,tor?ti4. CONTENTS LIST OF TABLES iv Part I: THE STUDY Chapter I INTRODUCTION 2 The Problem 2 Need for the Study 5 Related Studies 7 Procedure 12 Evaluation 15 Chapter II DEVELOPMENT OF THE STUDY 20 Objectives of the Music Literature Course 20 Course Content 26 Approach to Teaching Music Literature 33 Materials 37 Measuring Student Performance 47 Chapter III EVALUATION OF THE STUDY 52 Evaluation Procedures 52 Description of the Experimental Group 52 Selection of the Control Group 60 Description of the Measurement Instruments - 62 Other Evaluation Tools 68 Presentation of Data 71 Visitors' Evaluations 76 Results of the Parent Questionnaire 79 Results of the Student Questionnaire 84 The Fairfield Classes 89 General Appraisal of the Course 91 Chapter IV CONCLUSIONS AND RECOMMENDATIONS FOR FURTHER STUDY 99 Appendix A THE LISTENING ACHIEVEMENT TEST 105 Appendix B CRITERIA FOR DEFINING EXPERIMENTAL CLASS and RAW DATA AND COMPUTATIONS OF "t" TESTS 115 Appendix C SAMPLE VISITING EVALUATOR'S FORM 125 Appendix D SAMPLE PARENT WESTIONNAIRE 132 Appendix E SAMPLE STUDENT QUESTIONNAIRE 135 BIBLIOGRAPHY 138 Part II: THE TEACHER'S GUIDE BOOK Unit I THE ELEMENTS OF MUSIC 151 Unit LI NINETEENTH-CENTURY INSTRUMENTAL & DESCRIPTIVE MUSIC 170 Unit III MORE ELEMENTS OF MUSIC 191 Unit rir SONATA-MOVEMENT DESIGN: THE CLASSICAL SONATA & SYMPHONY 207 Unit V THE VARIATION FORM IN THE ROMANTIC ERA 228 Unit VI THE CONCERTO 242 Unit VII SONG AND CHORAL MUSIC 253 Unit VIII BACH AND HANDEL: THE CULMINATION OF THE BAROQUE 268 Unit IX EARLY MUSIC 289 Unit X OPERA 303 Unit XI THE LATE ROMANTIC SYMPHONY 317 Unit XII IMPRESSIONISM 324 Unit XIII NEO-CLASSICISM 328 Unit XIV THE INFLUENCE OF FOLK MUSIC 337 Unit XV SERIAL TECHNIQUE AND EXPRESSIONISM 341 Unit XVI NEW DIRECTIONS 354 Unit XVII TWENTIETH-CENTURY AMERICAN MUSIC 358 EXAMINATIONS: Unit I 369 Unit III 374 Units II and IV 376 Units V VII 381 Unit VIII and Semester I 386 Units IX and X 391 Units XI - XIV e 394 Units XV - XVII 398 Item Analyses 407 TRANSPARENCIES 413 CLASSROOM TAPES 415 LABORATORY TAPES 417 MUSICAL SCORES 419 DISCOGRAPHY 421 REFERENCES & STUDY MATERIALS 427 LIST OF TABLES Table r4gg 1 Allport-Vernon-Lindzey, Study of Values, Comparison of Mean Scores for the Experimental Group withCollegiate Norms 55 2 Allport-Vernon-Lindzey, Study of Values, Standard Deviations and Differences between Experimental Group Mean Scoresand Collegiate Norms 55 3 Remmers, Scale to Measure Attitude Toward AnySchool Subject, Experimental Class Mean Scores 58 4 Matching of the Experimental and Control Groups: Composite Standard Scores for the Iowa Tests of EducationalDevelopment and the Mhsical Aptitude Profile 62 5 Means, Standard Deviations, Standard Errorsof Measurement, and Reliability Coefficients for the"Musical Achievement Profile" 63 6 Means, Standard Deviations, Standard Errorsof Measurement, and Reliability Coefficients for the"Musical Achievement Profile" and "Listening Achievement Test" 66 7 Intercorrelations among the "Musical AchievementProfile" Sub-tests and the "Listening Achievement Test," based upon Administration to the Experimental and Control Groups 67 8 Pre- and Post-treatment Mean Scores, Mean GainScores, and Mean Difference Scores of the Experimental andControl Groups on the "Musical AchievementProfile" and the "Listening Aghievement Test" 72 9 Results of the "t" Test of Differences between Meansof Two Correlated Samples as Applied to the Sub-tests ofthe "Musical Achievement Profile" and the "Listening AchievementTest" ---- 75 10 Ratings of the Music Literature Course InstructionalActivi- ties, daterials, Fulfillment of Objectives, andContent and Organization by Four Visiting Evaluators 77 11 Results of the Parent Questionnaires 80 12 Parents' Opinions about the Inclusion of a Classroom Course in Mimic in the High School Curriculum and about theNature of Such a Course, according to their Interest in Musicand Ratings of Various School Functions 83 iv 13 Results of the Student Questionnaires 85 14 Intercorrelations among Various Achievement, Aptitude,and Attitude Measures, Based upon Administrationsto the Experimental Class 95 15 Results of the "t" Test of Differences betweenCorrelations of a Criterion Variable with Two Predictor Variables,as Applied to Correlations of Total Year Scores in "Msterpieces of Music Literature" with Pre- andPost-treatment Adminis- tration Scores for Mhsical Achievement and AptitudeMeasures 97 16 Criteria for Defining the University High School Experimental Class: Individual Scores 116 0,r THE DEVELOPMENT OF CONTENT AND MATERIALS FOR A MUSIC LITERATURECOURSE IN THE SENIOR HIGH SCHOOL Part I THE STUDY Chapter I INTRODUCTION The Problem At the present time, the musical education of youth in the American senior high school is primarily centered around participation in performing groups. A recent survey1 of music programs in Iowa high schools reveals that 43.7 per cent of Iowa high school youth participated in band and chorus, and to some extent orchestra, but that therewere no music programs that offered a general education course in music which was either required or elective for all students. Similar studies completed more recently portray the same story for music programs in Missouri,2 4 Nebraska,3and Minnesota. There were limited examples of schools offering music theory or literature to highly selected students, butno examples of schools offering a broad cultural musicprogram to all students in a school. 1 Gerald Lawson, "The Status of Music in Iowa High Schools during the 1959-60 School Year,".(Ph.D. dissertation, University of Iowa, 1960). 2 Richard L. Hills, "rhe Status of Music Instruction in the Public Schools of Missouri," (Ph.D. dissertation, University of Iowa, 1962). 3 Dale Ganz, "The Status of Music Instruction in Nebraska Schools," (Ph.D. dirsertation, University of Iowa, 1963). 4 Joseph Casey, "Music Instruction in Minnesota Schools," (Ph.D. dissertation, University of Iowa, 1965). 3 Although some performance programs havecompiled admirable records and are deserving of much credit,several serious problems exist. A musical education is obviously best achievedby intimate contact with the best of the literature. However, few high school groups reachthe level of competency required for theperformance of great literature, and those that do restrict the experienceof their participants to works for that particular medium. A member of a fine high school choir mayremain totally unexposed to orchestral oroperatic music, for example, and a high school bandsman may never come into contactwith the works of Palestrina, or even Beethoven or Brahms. A further problem is that performing groups in the senior highschool are necessarily somewhat selective, particularly those thatmaintain a high level of proficiency. They are thus limited in the numberof students they serve. This problem seems especiallycritical with instrumental groups, since windand string players usually begin their training inthe elementary grades or the junior high school. Those students who lack the proper motivation to begin an elective program in music at age ten ortwelve may be reluctant to do so atage fifteen, eventhough they may have by that time acquired the interest. In most cases they will probably passthrough high school with no instruction in music whatever. Perhaps the most serious deficiency inthe performance type of musical education is that the cultural andhistorical aspects of music, as well as such fundamental concepts as musical structureand design, are too often neglected for purely

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