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LEADER 03211cam 2200517Ii 4500
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on1105587089
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OCoLC
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20191018095001.0
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m o d
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190624s2019 ncu obm 000 0 eng d
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a| (Sirsi) o1105587089
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a| (OCoLC)1105587089
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b| eng
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d| OCLCO
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d| UtOrBLW
043
a| n-us-nc
049
a| EREE
090
a| MT3.N8
100
1
a| Robinson, Elizabeth M.,
e| author.
?| UNAUTHORIZED
245
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a| An examination of North Carolina music educators' preferences of musical competencies /
c| by Elizabeth M. Robinson.
264
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a| [Greenville, N.C.] :
b| [East Carolina University],
c| 2019.
300
a| 39 pages
336
a| text
b| txt
2| rdacontent
337
a| computer
b| c
2| rdamedia
338
a| online resource
b| cr
2| rdacarrier
347
a| text file
b| PDF
c| 7.534 MB
2| rda
538
a| System requirements: Adobe Reader.
538
a| Mode of access: World Wide Web.
502
b| M.M.
c| East Carolina University
d| 2019.
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a| Presented to the faculty of the Department of Music Education
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a| Advisor: Jay Juchniewicz
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a| Title from PDF t.p. (viewed October 14, 2019).
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a| The purpose of this study was to examine (a) musical competencies that North Carolina music educators believe are the most important to developing musicians, (b) which musical competencies are taught most often in the classroom, and (c) if these musical competencies are included in the North Carolina Essential Standards. Out of 1,620 K-12 members of the North Carolina Music Educators Association who served as potential participants, 184 (N = 184) completed a survey addressing perceptions of musical competencies. Based on the results of the survey, the musical competencies educators considered most important were (a) reading music, (b) understanding musical terms, and (c) using proper technique in singing or playing an instrument. Additionally, two-thirds of the musical competencies outlined in the North Carolina Essential Standards are taught "often" or "always". Further, the competencies for composition and improvisation were consistently rated lowest overall by North Carolina music educators. Results concur with previous research that indicated preferences by music educators for specific musical competencies yet showed differences for which competencies were preferred.
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a| Includes bibliographical references.
650
0
a| Music teachers
z| North Carolina
x| Attitudes.
=| ^A33080
650
0
a| School music
x| Instruction and study
z| North Carolina.
=| ^A18247
653
a| Musical Competencies
653
a| Essential Standards
700
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a| Juchniewicz, Jay,
e| degree supervisor.
=| ^A1231868
710
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a| East Carolina University.
b| School of Music.
=| ^A641536
856
4
0
z| Access via ScholarShip
u| http://hdl.handle.net/10342/7279
949
o| wjh
994
a| C0
b| ERE
596
a| 1 4
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a| 5111072
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a| CLICK ON WEB ADDRESS
w| ASIS
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i| 5111072-1001
l| JNET
m| JOYNER
r| Y
s| Y
t| JNE3ETD
u| 6/24/2019
x| ETD
z| JERESOURCE
999
a| CLICK ON WEB ADDRESS
w| ASIS
c| 1
i| 5111072-2001
l| HSLELEC
m| HSL
r| Y
s| Y
t| HEETD
u| 6/24/2019
x| ETD
z| HERESOURCE