An Examination of North Carolina Music Educators' Preferences of Musical Competencies

Abstract

The purpose of this study was to examine (a) musical competencies that North Carolina music educators believe are the most important to developing musicians, (b) which musical competencies are taught most often in the classroom, and (c) if these musical competencies are included in the North Carolina Essential Standards. Out of 1,620 K-12 members of the North Carolina Music Educators Association who served as potential participants, 184 (N = 184) completed a survey addressing perceptions of musical competencies. Based on the results of the survey, the musical competencies educators considered most important were (a) reading music, (b) understanding musical terms, and (c) using proper technique in singing or playing an instrument. Additionally, two-thirds of the musical competencies outlined in the North Carolina Essential Standards are taught "often" or "always". Further, the competencies for composition and improvisation were consistently rated lowest overall by North Carolina music educators. Results concur with previous research that indicated preferences by music educators for specific musical competencies yet showed differences for which competencies were preferred.