An examination of tonal and rhythm curriculum in beginning band method books using Edwin Gordon's learning sequences as a model

This study examines four nationally recognized, beginning band method books to determine whether they adhere to the sequence of skill,tonal content, and rhythm content learning levels developed by Edwin Gordon. Each exercise was examined to determine what skill level is needed to successfully complete the tonal content and the rhythm content of each exercise. The skill level was then ranked according toGordon's skill, tonal content, and rhythm content levels of learning. With Each exercise categorized, the tonal and rhythm curriculum could be compared with Gordon's sequential levels of learning for appropriate sequence. The books studied did not adhere to the sequence of Gordon's Sequential levels of learning. Further study is necessary to provide direct evidence that adherence to Gordon's principles of music learning produces more efficient learning in the band class.