The focus of this qualitative study was to explore the possibility of developing an improved intonation curriculum based on needs assessment and supplementary intonation materials. The design for this study was a Delphi descriptive design. Fifteen experts in early American hymnody completed three rounds of questions in an effort to reach consensus in selecting suitable materials for band intonation exercises. Fifteen randomly selected experts chosen from the Minutes of Sacred Harp Singings (personnel list) completed the Delphi Survey on Early American Hymn-Tunes on three consecutive weekends at the Sacred Harp Corporate Headquarters in Carrollton, GA. The Delphi panelists chose 15 early American hymn-tunes that met the requirements for suitable choices as band transcriptions. Twenty-five randomly selected band directors from District IV of the Georgia Music Educators Association completed a survey concerning present and past intonation practices. Teachers implied that college undergraduate music education courses often lacked proper preparation techniques for teaching intonation skills. Band directors described intonation curricula as inappropriate for young students and students of varying ability levels. Instrumental teachers indicated that students depended on tuning technology instead of listening acuity for playing in tune. Music educators expressed the hope that an intonation curriculum might reflect the importance of tuning skills as mandated by state and national organizations. Teachers proposed that singing, especially songs offering opportunities for adjusting individual pitches by ear, might be an asset in improving intonation curricula.
|School:||University of Phoenix|
|School Location:||United States -- Arizona|
|Source:||DAI-A 77/03(E), Dissertation Abstracts International|
|Subjects:||Educational leadership, Music education, Curriculum development|
|Keywords:||A cappella songs, Band, Classroom assessment, Early American music, Sacred Harp, Shape note singing|
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