| Description |
The differing abilities of sections of the high school band to handle certain musical skills relating to pitch and rhythm is often a topic of discussion among the directors of high school intrumental groups. Most often relegated to the bottom of the scale of musicianship is the percussion section, a fact supported by several writers and one particular study concluded in the early 1950s. Since that time, many educators have encouraged the development of a curriculum outline that not only helped the technical proficiency of young musicians but also enhanced their understanding of basic musical concepts. Using a test of musical achievement, this study was conducted to determine if there was still a difference in certain aspects of musicianship between various instrumental sections of the band. After careful consiaeration of several music achievement tests, the Iowa Test of Music Literacy was administered to 280 students enrolled in the bands of the Salt Lake and Granite School Districts. Each instrumentalist was also asked which instrument he normally played in the band, number of years he had played that instrument, secondary instrurnent{s), and amount of daily private practice. Band directors were also asked their instrumental specialty, number of years teaching and questions concerning their general philosophy of music education. Results Results of the study indicated that: 1) Brass players had the highest mean score in understanding "tonal concepts" with woodwind and percussion next in order. 2) Brass players scored highest in understanding "rhythmic concepts" with percussion and woodwinds next in order. 3) Brass players scored best overall with woodwind and percussion next in order. 4) The difference in mean scores between groups was not statistically significant. 5) There was a wide variation of individual scores within instrumental sections. 6) The average time spent in private practice was inversely proportionate to test scores. 7) There is a lack of double reed players in the band programs of the systems tested. Summary and Conclusion While there is a difference in ability to handle certain aspects of musicianship between sections of the band" the difference was determined to be not statistically significant and in some cases variation of players within instrumental sections to hear, recognize and write tonal and rhythmic patterns varied such that comparison between sections was not possible. The fact that practice time is inversely proportionate to the test scores of the various sections seems to indicate that young players are not being guided in proper practice habits. Directors and teachers need to offer material that will develop the entire musician and not just mechanical music makers. |
