This study investigated the perceptions of in-service music educators (N = 151) regarding the relevance of specified concepts and skills taught in collegiate music theory and aural skills courses. In a survey using a Likert-type scale with frequency response anchors, the researcher asked respondents to rate 58 specific music theory concepts and skills. The researcher asked the respondents to indicate how often they use specific music theory concepts and skills in their professional life and how often they teach the same concepts and skills to students or to others. The frequency mean scores revealed that twentieth century music theory concepts and skills had generally low scores, indicating a perceived lack of relevance to in-service music educators. Emerging themes from open-ended comments included a need for more pedagogy and a greater emphasis on aural skills. Results suggested that typical music theory sequence content may not align with the needs of current in-service music educators. The results also have pedagogical implications for including explicit associations in the music theory curriculum toward establishing relevance to music theory curriculum reform and to the field of music education.
Johnson, Vicky V.
"The Relevance of Music Theory Concepts and Skills
as Perceived by In-service Music Educators,"
Visions of Research in Music Education: Vol. 25
, Article 4.
Available at: https://opencommons.uconn.edu/vrme/vol25/iss1/4