An investigation of the goals, attitudes, and perceptions of instrumental music educators in the state of Tennessee with implications for curriculum development in music based on student and community needs

It was a basic premise of the study that education must serve the needs of the local community. If music is to be an integral part of the school curriculum, it, too, must meet local needs and interests.

The study was based on four major questions that, when answered with data, would provide ways in which music in general, and instrumental music in particular, might meet professional goals and simultaneously fulfill student and community interests. The study survey was concentrated on the following interest areas: (1) fundamental objectives of music, (2) the aesthetic values in music, (3) musical activities in the community, (4) marching band shows, (5) marching and concert band festivals, (6) rehearsal time, and (7) drop-out.

The following conclusions were drawn:

1. Secondary school band directors in Tennessee and community leaders of Lenoir City, Tennessee, are interested not only in the superficial trappings of parades, pep rallies, and civic club programs, but also in the fundamental objectives and the aesthetic values in music.

2. There is a lack of correspondence between some priorities of instrumental programs as actually practiced and the stated opinions of secondary school band directors in Tennessee concerning these priorities. Band directors profess to place concert band activities in a higher priority position than marching band activities; actual programs reflect more emphasis on marching band.

3. Music program drop-out is related to parental concern about the quality of general education in music and whether this education addresses the needs and interests of individual students.