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This dissertation has been microfilmed exactly as received Mic 60-6373 HINTON, Jr., William G. VOCAL COMPETENCIES DESIRABLE FOR PUBLIC SCHOOL MUSIC TEACHING AND THEIR RELATION TO CLASS VOICE INSTRUCTION IN TEACHER EDUCATION. The Ohio State University, Ph.D., 1960 M usic University Microfilms, Inc., Ann Arbor, Michigan VOCAL COMPETENCIES DESIRABLE FOR PUBLIC SCHOOL MUSIC TEACHING AND THEIR RELATION TO CLASS VOICE INSTRUCTION IN TEACHER EDUCATION DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By WILLIAM G. HINTON, JR., B.S.Ed., M.Mus. ***** The Ohio State University I960 Approved by Co-Advisers Department of Education and the School of Music ACKNOWLEDGMENTS The writer thanks Professor William B. McBride for his wise counsel and encouragement in the preparation of this dissertation. Professor Earl W. Anderson has been most kind and helpful. Assistant Professor David McKenna's editorial advice has been exceptionally constructive and is deeply appreciated by the writer. The assistance given the writer by the many public school music supervisors and college music educators has furnished most of the data upon which this dissertation is based. The writer's warm thanks goes out to each of them. ii TABLE OF CONTENTS Chapter Page I. INTRODUCTION . ............... 1 The Problem ............ 1 Statement of the Problem .... 3 Specific Objectives of the Study 3 Definitions . ............... 4 Survey of the Literature . ............... 4 Identification of Competencies ........... 5 Class Voice Instruction in Higher Education 7 Need for the Study 13 Procedural Techniques ....... 16 Design of the Research Instrument • * 16 Selection of Population . , 19 Public School Music Supervisors 19 College Music Educators . 20 Expansion of College Educators' Questionnaire ............ , 22 Use of the Questionnaire . , 24 Summary .... .......... 26 II. REPORT OF DATA, MUSIC SUPERVISORS' QUESTIONNAIRE .......... 28 Competency Groupings ......................... 29 Personal Skills ............................ 29 Most important..................... 29 Least Important ................ 33 S u m m a r y ............ 36 Personal Knowledge............................ 36 Most important ......................37 Least Important ................. 41 S u m m a r y .................................. 43 Ability to Teach .......... 44 Most Important.............................. 44 Least Important ......... ........ 48 S u m m a r y ............................. 50 Cross Reference: Factor Groupings ...... §1 Functional Skills and Abilities ........... 51 Musicianship and Musical Facts ............... 52 ill TABLE OP CONTENTS (CONTD.) Chapter Page Ensemble and Group Techniques .............. 52 Professional Understandings . ............ 53 Psychological, Physiological and Philosophical F a c t o r s .............. * • • 5^ Total R e s p o n s e s .................................5^ Most Important.................................5^ Least Important ................. 56 Summary ....................................... 58 III. REPORT OP DATA, COLLEGE MUSIC EDUCATORS1 QUESTIONNAIRE ...................................60 Competency Groupings ............................ 61 Personal Skills ............................. 61 Most Important .............................. 61 Least Important ...................... 65 Summary ........................ ..... 67 Personal Knowledge ........ .......... 67 Most Important......................... 69 Least Important ............................ 72 S u m m a r y ......................... 7^ Ability to Teach .................. r4 Most Important ............................ 75 Least Important ............................ 78 Summary . .......... 81 nr Cross Reference: Factor Groupings ...... 81 Functional Skills and Abilities . 82 Musicianship and Musical Fa c t s ................ 82 Ensemble and Group Techniques .............. 8 Professional Understandings ........... 8 Psychological, Physiological, and Philosophical Factors....................... 85 Total Responses .................................85 Most Important........................... 85 Least I m p o r t a n t ...............................87 S u m m a r y .......................... 89 IV. RECONCILIATION OF DATA FROM MUSIC SUPERVISORS1 AND COLLEGE MUSIC EDUCATORS* QUESTIONNAIRES . 91 Comparison of F i n d i n g s ................... 91 iv T&BLE OF CONTENTS (CONTJD.) Chapter Page Agreements of Opinion ..................... 91 Differences of Opinion .......... 96 Significant Comparison ................... 105 Summary .............................. 112 V. REPORT OF DATA RELATED TO CLASS VOICE INSTRUCTION.................................. 114 The Relation of Class Voice to Factors on Music Supervisors1 and College Music Educators' Questionnaires . ............... 114 Feasible Inclusions of Factors in Class Voice Instruction....................... 115 Present Inclusion of Factors in Class Voice Instruction....................... 122 Comparison of Feasible and Present Inclusion of Factors ............. 128 S u m m a r y ............................. 134 VI. INTERPRETATION OF DATA FROM THE STUDY OF COMPETENCIES AND APPLICATION OF FINDINGS TO CLASS VOICE INSTRUCTION IN THE TEACHER EDUCATION CURRICULUM .............. 136 Interpretation of Findings ................. 136 Most Important .............. 136 Moderately Important ..................... 143 Least Important............................ 145 Relation of Importance to Present and Feasible Inclusion of Factors in Class Voice Instruction................... 150 S u m m a r y ....................... 165 VII. SUMMARY, CONCLUSIONS, RECOMMENDATIONS, AND FURTHER STUDIES N E E D E D ..................... I67 Summary .................................... 167 Report of the D a t a ................ 168 Application of the D a t a ................... 169 v TABLE OP CONTENTS (CONTD.) Chapter Page Conclusions .......... 171 Relative Importance of Factors ...... 171 Inclusion of Competencies in Class Voice . 17^ Recommendations ..... 175 Further Studies Needed . .............. 181 APPENDIXES APPENDIX A. STatements of Purpose of Class Voice from College Catalogs and Percentages of Schools and Colleges Including Each Statement . 185 APPENDIX B. Public School Music Supervisors1 Questionnaire ............................ 191 APPENDIX C. List of Supervisors of Music in Large C i t i e s .................................. 196 APPENDIX D. College Music Educators’ Questionnaire . 205 APPENDIX E. List of Colleges and Universities, and Persons Addressed in College Music Educators’ Survey . ................. 210 APPENDIX F. Letters to Public School Music Supervisors and College Music Educators............. 215 APPENDIX G. Information Sheet Sent to College Music Educators......................... 217 APPENDIX H. Cross Reference Information from Public School Music Supervisors ............... 219 APPENDIX I. Cross Reference Information From College Music Educators.......... 213 APPENDIX J. Factors Possible to Include in Class Voice Instruction, from College Music Educators1 Questionnaire ............... 2^4 vi TABLE OP CONTENTS (CONTD.) Page APPENDIX K. Factors Presently Included in Class Yoice Instruction, from College Music Educators1 Questionnaire.......... • . 2^9 BIBLIOGRAPHY .......................................... 25^ AUTOBIOGRAPHY ..................... 256 vil LIST OP TABLES Table Page 1. Personal Skills, Percentages of Response as to Importance from Music Supervisors* Questionnaire ................... 30 2. Most Important Factors in Personal Skills from Music Supervisors* Questionnaire . ........... 32 3. Least Important Factors in Personal Skills from Music Supervisors * Questionnaire ........... 35 4. Personal Knowledge, Percentages of Response as to Importance from Music Supervisors’ Questionnaire ........ ........... ... 38 5. Most Important Factors from Personal Knowledge from Music Supervisors * Questionnaire ..... 40 6. Least Important Factors from Personal Knowledge from Music Supervisors' Questionnaire ......... 42 7. Ability to Teach, Percentages of Response as to Importance from Music Supervisors' Questionnaire ..... ....................... 45 8. Most Important Factors from Ability to Teach from Music Supervisors' Questionnaire ........ 47 9. Least Important Factors from Ability to Teach from Music Supervisors' Questionnaire ..... 49 10. Most Important Factors from Music Supervisors' Questionnaire.......... 55 11. Least Important Factors from Music Supervisors' Questionnaire .......... 57 12. Personal Skills, Percentages of Response as to Importance from College Music Educators' Questionnaire ............................ 62 13. Most Important Factors in Personal Skills from College Music Educators' Questionnaire .... 64 viii LIST OP TABLES (CONTD.) Table Page 14. Least Important Factors from Personal Skills from College Music Educators' Questionnaire . 66 15. Personal Knowledge, Percentages of Response as to Importance from College Music Educators' Questionnaire . ..............................68 16. Most Important Factors from Personal Knowledges from College Music Educators' Questionnaire . 71 17. Least Important Factors from Personal Knowledges from College Music Educators' Questionnaire . 73 18. Ability to Teach, Percentages of Response as to Importance from College Music Educators' Questionnaire ...... ..................... 76 19. Most Important Factors from Ability to Teach from College Music Educators' Questionnaire . 79 20. Least Important