The status of choral music programs in the public high schools of Tennessee

The purpose of the study was to assess the status of choral music programs in the public high schools of Tennessee with regard to (a) goals and objectives, (b) curriculum, (c) staff, (d) scheduling, (e) facilities and equipment, and (f) methods of finance. The data were gathered by means of a questionnaire mailed to all public high schools in the state. Of the 288 schools to which the instrument was sent responses were received from 173. The data were tabulated and compared to standards drawn from The School Music Program: Description and Standards, and from a study of the literature.

The data revealed that 76.7 percent of reporting high schools offered at least one course in choral music, with over 70 percent of these schools having written goals and objectives for the choral program. Slightly more than 50 percent offered 3 or more course offerings, and 81 percent offered at least one course with unrestricted membership.

Tennessee's choral music teachers were well qualified in terms of professional training and experience, and the large majority belonged to professional organizations. Seventy-five percent of reporting teachers supplemented their teaching salaries with nonschool employment.

Teacher involvement in the scheduling of classes was reported by 66 percent of respondents.

A major area of deficiency was that of facilities, with less than 50 percent of choral programs being housed in rooms designed for that purpose. Lack of storage area, work rooms, and practice rooms was commonly reported. Music libraries and other equipment were generally reported as being adequate.

The most serious deficiencies reported were in the area of financial support. The vast majority of programs depended upon student fees, concert receipts, and fund raising projects to provide the funds necessary for operation.

The findings of the study indicated much progress in Tennessee's choral programs in the areas of goals and objectives, staff, curriculum, and scheduling, but major weaknesses in facilities and financial support, and in the absence of choral music in one-fourth of the high schools.