A National Survey of College Level Percussion Teachers Regarding the Importance of Certain Characteristics of Percussion Materials in Beginning Instrumental Methods Ronald George Horner Research Project submitted to the College of Creative Arts at West Virginia University in partial fulfillment of the requirements for the degree of Doctor of Musical Arts in Performance Division of Music Paschal Yao Younge, Ed.D., Chair Molly A. Weaver, Ph.D., Research Advisor Mary T. Ferer, Ph.D. Ernest R. Goeres, Ph.D Dan C. Armstrong, M.M. Division of Music Morgantown, West Virginia 2005 ABSTRACT A National Survey of College Level Percussion Teachers Regarding the Importance of Certain Characteristics of Percussion Materials in Beginning Instrumental Methods Ronald George Horner Teaching percussion instruments in elementary school settings presents unique challenges. Development of reading skills, musicality, technique, and listening skills are often cited as concerns. Materials selected by educators can facilitate or encumber the process. This study examined the characteristics of beginning methods materials from the perspective of college level percussion teachers. 269 teachers participated in a researcher-developed survey as a representative cross- section of institutions of higher learning including community colleges, baccalaureate institutions, and institutions with graduate programs. Results were analyzed from frequency distributions and manually generated stem-and-leaf plots. The survey examined respondent background and teaching experience, institutional information, and professional information. Also, respondents rated the importance of certain characteristics of beginning percussion methods materials. Respondents displayed a clear preference for materials that included many instruments from the percussion family. They indicated that method books should promote musicality. Most cited development of student technique as an important factor. A majority expressed support for materials to develop ensemble playing skills. Many favored inclusion of traditional percussion fundamentals, including the rudiments of drumming. Roll concept was contemplated. Layout and appearance were considered, and liberal use of illustrations was recommended. Participants indicated personal preferences with recommendations of specific titles. A discernible preference for percussion method books that have served generations of teachers was evident. Newer materials that have been accepted by many instructors also were recommended. Contributions of selected authors were acknowledged for their importance in percussion education. Survey items probed teacher attitudes toward multicultural components, technology, and assessment devices. While some preferences for these features were expressed, many respondents were ambivalent or openly opposed to their inclusion. It is possible that the traditional percussion training many members of the survey respondent group received influenced their responses. The ideal beginning percussion method book as described by the survey respondent group appears to have much in common with materials traditionally used over the past fifty years. There is an acknowledgement of the need for a new approach, but this study indicates that while college level percussion teachers make such an acknowledgement, they wish to retain the proven methods of the past. Acknowledgements I would like to acknowledge the guidance, encouragement, and support of my Research Advisor, Dr. Molly Weaver. Dr. Weaver worked closely with me over a two-year period to bring this document from idea to finished product. Her knowledge and expertise in the area of educational research and willingness to assume the responsibilities of Research Advisor facilitated the completion of this document. I am grateful to Dr. Mary Ferer for her suggestions regarding the content and format of the document. Her membership on my doctoral committee through many years is greatly appreciated. Thanks to Dr. Ernest Goeres for his ideas about the direction of the project, and procedures for its realization. His knowledge of research techniques proved invaluable. Thanks to Dr. Paschal Younge for assuming leadership of my committee after the departure of Dr. Tim Peterman. My gratitude is also extended to Professor Dan Armstrong of Pennsylvania State University who joined the committee after the departure of Professor Adam Mason. I would also like to acknowledge the support of Dr. Tim Peterman for his continued encouragement and interest. His enthusiasm for the project did not waver, and I appreciate the motivation he provided. I offer my appreciation to the college percussion teachers who participated in this study. Their involvement made the survey possible. I express my most grateful appreciation to Alison Welborne. Her typing and computer skills turned my ideas into tangible material, and her patience and support never wavered. Additionally, I would be remiss if I did not offer my special thanks to Theresa Skidmore for her many contributions to this project. To all those who have in any way assisted in the process that has brought me here, I offer my thanks. iii CONTENTS ACKNOWLEDGEMENTS . iii Chapter 1. INTRODUCTION . 1 PURPOSE OF THE STUDY . 2 STATEMENT OF RESEARCH QUESTIONS . 2 NEED FOR THE STUDY . 3 ASSUMPTIONS OF THE STUDY . 4 DELIMITATIONS OF THE STUDY . 4 DEFINITION OF TERMS . 4 HYPOTHESIS OF THE STUDY . 5 2. REVIEW OF RELATED LITERATURE . 6 Introduction Early Pedagogical Initiatives Disparate Approaches Comprehensive Percussion Pedagogy Summary 3. METHODOLOGY . 17 PROCEDURES . 17 4. DATA ANALYSIS . 18 PRESENTATION OF DATA . 18 Demographic Information Institutional Information Professional Information Beginning Percussion Methods Materials Characteristics Comments iv 5. DISCUSSION AND CONCLUSIONS . 51 Introduction Content Format Philosophy SUMMARY . 56 RECOMMENDATIONS FOR FURTHER STUDY . 57 APPENDICES . 58 Pilot Cover Letter Survey Cover Letter Followup Letter Survey Document BIBLIOGRAPHY . 66 v TABLES Table Page 1. Respondent gender . 18 2. Respondent ethnicity . 18 3. Respondent age . 19 4. Institution type . 19 5. Institution accreditation. 20 6. Undergraduate music majors . 21 7. Undergraduate percussion principals . 21 8. Graduate music majors . 22 9. Graduate percussion principals . 22 10. Respondent earned degrees . 23 11. Respondent employment status . 23 12. Respondent academic rank . 24 13. Respondent tenure status . 24 14. Respondent principal instrument . 24 15. Respondent teaching experience . 25 16. Private teaching experience . 26 17. K-12 teaching experience . 26 18. Postsecondary teaching experience . 27 19. Percussion pedagogy class teaching experience . 27 20. Materials used in percussion pedagogy class . 28 21. Respondent experience directing percussion ensemble . 28 22. Type of percussion ensemble(s) directed . 29 23. Respondent experience teaching beginning percussionists . 29 24. Recommended beginning materials . 30 25 – 40. Importance of Percussion Methods Materials Characteristics . 31 41. Comments . 38 vi CHAPTER 1 Introduction Teachers in all academic disciplines use certain materials in the interest of student development. In elementary school instrumental music instruction, beginning methods materials are the foundation upon which a student’s musical knowledge and skills are based. The teacher of percussion must use materials that facilitate student development. As evidenced by such measures as test scores and audition results, percussion students frequently perform at a level below that of other instrumentalists with comparable amounts of training. This has been a topic of concern for many teachers and directors. What role do educational materials (i.e., method books, video, and audio materials) used by music teachers and directors play in percussion student development? Can the content of these materials be modified to improve the educational experience for students? Will the modification of the materials facilitate the process of teaching percussion? This study examined the content of instructional materials from the teacher’s perspective. By collecting information from teachers of percussion, it was hoped that answers to the aforementioned questions would be discovered. To identify the methods materials characteristics that may be most important in addressing the needs of beginning percussionists, professional percussion educators were surveyed to solicit their opinions. 1 Purpose of the Study The purpose of this study is to survey college level percussion teachers regarding the importance of certain characteristics of percussion materials in beginning instrumental methods. Statement of Research Questions 1. According to college level percussion teachers, what is the relative importance of materials that address many instruments of the family (e.g., snare drum, bass drum, glockenspiel, tom- toms, triangle, wood block, cymbals, suspended cymbal, maracas, tambourine, claves, sleigh bells)? 2. According to college level percussion teachers, what is the relative importance of text descriptions of instrument set-up and section/ensemble set-up? 3. According to college level percussion teachers, what is the relative importance of illustrations and/or photographs addressing instrument set-ups, hand positions, playing positions, instrument techniques, and section/ensemble set-ups? 4. According to college level percussion teachers, what is the relative importance of materials to develop students’ technical facility (e.g., sticking exercises, velocity