In-Service Classroom Teachers' Perceptions of Useful Music Skills and Understandings

Abstract

The purpose of this study was to identify the music skills and understandings that in-service early-childhood and elementary classroom teachers perceived as useful, regardless of whether the topics were studied in preservice music classes. Classroom teachers in schools in the Maryland suburbs of Washington, D.C., in which music specialists were present returned 159 responses. Using music to supplement other curricular areas, which 88% of the respondents perceived as being useful, ranked first among useful skills and understandings. Other topics that the majority of respondents perceived as useful focused on providing singing, movement, listening, and creative experiences.