AN INVESTIGATION OF THE APPLIED VOICE TRANSFER STUDIES IN THE PUBLIC INSTITUTIONS OF HIGHER EDUCATION IN FLORIDA Dissertation For The Degree Of PILD MICHIGAN STATE UNIVERSITY BURTON HALL PERINCHEF 1974 This is to certify that the thesis entitled An Investigation of the Applied Voice Transfer Studies in the Public Institutions of Higher Education in Florida presented by Burton Hall Perinchief has been accepted towards fulfillment of the requirements for PhoDo degree in MUSiC j . Major professo! I Date February 18, 1974 a. 1 ' 0-7639 ABSTRACT A! INVESTIGATION OF THE APPLIED VOW M81731! STUDIES IN THE PUBLIC INSTITUTIONS OI" HIGHER EDUCATION IR FLORIDA By Durten Hell Perinchief me Italy nee deeigned to deter-nine the problene of erticnleticn fer the trenefer etndent in the field of mic within the eyeten cf higher edncetien in l'leride. m etuly me the deeigned to ascertain the eye- cii'ic micel ekille needed in the etniy ef eppl ied voice for successful trench: te the Junior level ei' e nnivereity free e public den-unity Jun- ier cellege in the etete. Inferntien fer the etuly nee gethered free 1) emimtien ef cel- unity Junior college cetelege mi univereity cetnlege fer the ecedenic yeer 1972-73. 2) reepeneee te three queetienneiree, end 3) cemepeniwe end interview with mic deperteent cheirnen end voice inetructienel per- ecnnel. The inter-etien fer thie study nee reletive tc perfernence etend- erdeendnneic cnrriculerofferinge forthefreeheeneuleephelereyeere cf tandem-date etniy lending to becceleureete degreee in mic. There- fere, theee nivereitiee efferimg only upper-divider: end grednete level men were excluded. Interstien wee gleened tron cetelcge of twenty- eeven cemnity Junior cellesee end free the 5 fear-yen.- univereitiee in * l'leride. Qneetienneiree were cent to twenty-Ii: cennnnity cellesee en! the 5 fear-per univereitiee in Fleride. Burtoanll Perinchief Infornotion relotive to course descriptions end course content in male theory on! spplied voice studies use presented in toblos sccerding to the typo of institutions. Descriptive dsto with record to groduste degrees held by voice imtructicnsl personnel were reported. Infernotion us also proeented rolstive to the frequency with which listed voice lit- ersturo one used in the universities on). con-unity colleges. Got-log enninetion revesled thot twenty of the twenty-seven con- nunity Junior colleges in Florian. hed substontisl offerings in the ores of spplied voice studies. he consistency nos founi in the numbering of spplied mic courses where such courses did exist. A sinilor lock of consistency one found in on ominstion of cot-loss fro- the 5 four-yes: universities. Gloss instruction in voice use on sppreech employed in eighteen of the con-unity Junior colleges end in oil 5 of the femur universities. With the “open door“ policy of the con-unity Junior colleges in nor-ids. little effort nos node to 'plsce" prospective nusic nsjors in spplied nusic cross. Eonsver, plscenont eminsticns er euditions in opplied nusic were specified for trensfer stdento by oil five university est-less. Bocouse of the plecesent testix conducted in theoretiool studies by the universities. commity college end university cotslogs were ex- Ilinod with resend to course content In! descriptions of theoretic“ still- in offered in the public institutions of higher educstion. Twenty of the con-unity Junior colleges listed st leost four sequential tens of stniy in susic theory. All universities in Florida cnpleyed the qusrtor colon- dsr cysts: on! three of the 5 four-you: universities offered s sequence of six qnsrtere of mic theory. Hultiple terns of stuiy in sub-cross such so eor-tninim, sight-singing, om boyhood horsony, either on soporotoly identified courses or integrotcd into s course entitled 'lusic 'nieery, " Burton Hill Perimhiof were the rule rothor thou the exception st the stste universities and the nsjority of the «annuity Junior colleges. The first questionnsire revesled that the community junior college instructors felt e need for sore connunicotion fron the universities with m to the stsndsrds of Junior level proficiency. The seconl question- miro showed s brood spectrnn of degrees held, scodenic sud privste voice mining received, sud s wide rsnge of perforning experiences es singers en the pnrt of the voice instructionol personnel in Florids. Responses to the third questionnsire showed s lock of consistency in oppresches to vocol pedagogy as used by the voice instructions]. personnel. There wss consistency with reguxl to the use of stsndsni vocal anthologies during the freshmen sud sophomore yesrs of epplied voice study. Assguidetoinplenentthetrsnsforpecesssndtosidintho srticulstion of nusionl skills specificslly for stinents in spplied voice cross. s ”noter' plsn" for the public institutions of higher educotien in floridsispropoeedsssconclusiontothisstudy. “misplsnincludes nodel course descriptions , e cannon sequentisl course lumbering systen, sodel course outlines, on! recon-sued lists of solo literoturo. AN IIVESTIGATION OF THE APPLIED VOICE TRANSFER STUDIES IN THE PUBLIC INSTI‘IUTIONS OF HIGHER EDUCATION IN FLORIDA By Burton Hell Perinchief A DISSERTATION Subnitted to Hichigsn Stste University in portisl fulfillnent of the requiremts for the degree of W0? PHIIDSOPHY Depsrtnent of Music 197‘? To Hazel Human source of faith whose love will ever be a moving force. ii ACIOIOWLEDGMENTS The author wishes to acknowledge these who, through their assistance, encouragement, and inspiration, made this study possible. i A sincere expression of gratitude is rendered to Dr. Robert G. Sidnell, ccnnittee chair-an and dissertation adviser, for his assistance throughout this study. The author wishes to express special thanks to his dear friend, neuter, and ccnnittee nenber, Dr. J. Loren Jones, for his encouragement and counsel. Other committee nenbers who are deserving of thanks are: Dr. Willia- R. 8111‘, initial adviser and committee chaiman, Miss Ethel Arnoling, Dr. Goner Ll. Jones, and Dr. Richard Klausli. men ccumittoe nenber was nest generous in giving his time and assistance in this endeavor. The leadership of the late Dr. Gale Sperry as chair-an of the Task Force on Articulation of the Florida College Music Educators Association raisins a unique source of inspiration to the author. The appointment of the author to this Task Force provided an invaluable service in deriving the inforsation for this investigation. Appreciation is also extended to all respondents free the con-unity Junior colleges and the universities of Florida. ‘ The author's colleagues ani students are also deserving of special thanks for their patience and understanding during the study. It is difficult to express adequategrati- tude for the reading efforts and assistance of Miss Dorothy Morrison, Miss Bernicelialdrcn, and Dr. Mary Louise Daniels, all colleagues in the Hunani- ties Division of Seminole Junior College, and for the typistss Mrs. Frances iii Mitchell and Miss Dee Dee Malone. Special acknowledgments are made to some peeple dearest to the authors Miss Iva Folsom Sully, who offered the author a new lease-on- life as a singer and teacher; Kenneth and Mabel Perinchief, who gave the initialloase-cn-lifeg and the author's wife, Hazel, and children, Richard, Ruthann, and adopted son, Don. Each of these helpmates has assisted in this study in a very special and loving way. Their words of encouragement and true patience shall always be a wellspring of inspiration. B. H. P. iv TABLE OF GONENTS LIST w m 0 O O O O O O O O O 0 O O O O 0 O O O O O O Chptor I. 13863911011 or m STUDY AREA . . . hqutlon o e e o e o howl-cum of the Study Statesont of the Problen Linitations of the Stuiy 300p. Of m Sttuiy e o o Design an! hethcdology . Definitions of Torus Used Order of Presentation in the g....... Hooeoooo II. mmormummunnn...” Litoratnre c. Articulation in Higher Education General Problem of Articulation . . General Education and Articulation . The Nature of Junior College Students State Articulation Agree-ants e e e o Literature on Articulation in Florida Higher liucation Literature on Articulation in Music . . No A. Se He SW. o o o o o o X. lo No Go 8mm o O o O O s 1967 Florida Task Force Agree-eat Gram“ 8M1” in ”10 o o o o SMooeoooooeeooeeee III“ mmmfiormsmY ooeeoeooooe ThoPopalationSanpled. . . . . Design of the Questionnaires . . Validity of the Questionnaires . The laturo of the Correspondence The Nature of the Interviews . . Gatllchnforution e o eooe H p NWQVQQUH H p r.- g...- ’33-: 16 Chapter “0 ‘mxsmopmnAflOOOOOOOOO0000...... “NQMMMoeoeoeeoooeooooe Con-unity Junior College Catalog Infornstion University Catalog Infernation . . . Results of Survey torn and Questionnaires . Con-unity Junior College Survey One . Senior University Survey Ono . . . . Conunity Junior College and Senior University Survey ho . . . Continuity Junior College on! Senior University Survey Three Results of the Correspondence . . Infernation fron Interviews . . . m o o o e e o e o o e V. SWEAR! 0F mms, GOHaUSIONS, AND BECOMEATIONS Sumry of Fiislings . . . (inclusions ....... Beconneniations for Action m mu: P1“ o o Course Descriptions Course mum o Course Outlines . . Recs-nemed Literature Recs-nematicns for Further Stniy O O O O O C I O O .. O O O ‘0 'C ' O C ‘0 0 mn A- Florida Articulation Agreement . . . . mun-mt-Of-StateCoi-rospcnlenoe ........... manna-1.1. 8. H.W-1959 . . . . APEIIDIID-K.E.N.C.lhisic-Tronsferncdelhogran. . . .. mu 3- 1!.E. N. C. MininunVoice Bequiruents . . . . . . smut-Florida Task Forceinhusic- 1967 Hcdelhusichjcr'l‘ransferl’rcgran. . . . . . . . mu G- hurl- R.” 0f Fe Go I. I. As WOu‘tion Oouittss- 1972 e e o o o o e o o o o AmnH-hithlSmeyForns............... APEIDIXI-Perscnaelhackgrouniflurvoy mu J- Survey of You]. Hethodology and Repertoire . . . . MRI-MeudCOrr-Bpondom.............. vi 126 127 .128 131 133 no 1144 16t 165 .168 170 176 179 180 183 mu L- List of Ccsnunity Colleges Contactod . . . . APPENDIX 1!- List of Universities Included in the Study . APPIRDII l- Besults of Initial Conunity College Survey APPENDIX 0- Results of Initial University Survey . . . . APBIDIXP-RosultsofPorsonnslhclqroundSurvey....... mu e- Results of Survey of Vocal Methodology and Literature mnR-WdInfcrnatioufronCmn-seOutlinos...... smmcmm vii 192 19“ 195 197 198 203 209 216 nblo l . 2. 3. b. 5. 6. 7- 8. 9. 10. 12. 13. l“. LIST OF TABLES WWMWANDGERERAL MIGWDATAOOOOOOOOOOOO UNIVERSITY WEE AND CEREAL MUSIC WMTAOOOOOOIOOOOOOOI comm mos m3 mm VOICE STUDY comm-r JUNIOR GUI-IMF WITCH. STUDIES comm JUNIOR comma THEORY COURSE comm- mammmvomssnm. . . . o mmmumusmm...” WMWAEMYWMM GRANA‘E INNS mun BI VOW RESONREL mmmnximmocns .... mamma........... mmns........... GRAMMSACRIDAWIBS .... WHAIDOPIRATICWBS.... viii ‘5!) 55 59 76 83 l9 102 103 10“ 105 106 cm I DESCRIPTION OF ms STUDY ARIA DITRODIBI'IOI use public ccnnunity Junior college has emerged in the twmtioth century as a new and unique institution in Anerica's educational struc- ture. In earlier years the Junior college reverent nae sail and its function was unilateral. It sought to provide curricula designed to par- allel those for the first two years in the larger and established univer- sitios. m in the acsdeaic world struggled to find a solution to the pueblo-ofwhethorthejuniorcollegoropresentodthothirteontham fourteenth years of schooling attached to soccflary education or whether itwascleorly idontifiedasalinkinthochainofpublichighereduca- tics} As population centers have changed and sociological and technolog- ical needs have been altered, ”education for all“ Ins becoso a national goal. AccordingtearoportfrcnthoU. S. Dopartnontcffiealth, linea- tiu, all Ielfaroi ‘ Between 1955 and 1965. the nunber or! high school graduates increased-cronies” percent: thonusborcfthosogroduates going tooollegoincreasodllOpercont. Todaynorothenhalfofour yousgpeeplezntorcollogogyottwontyyoarsagolessthanfipor “tutored. lawnewJuniorcellogesefferingdiversifiedprogranstnvoboonorganised Inogor 3. Garrison, “Uniquo Probloss of Junior Colleges," m m vas '00 8 (Immo 196700 30-320 2v. s. Departsent of saith. unsaticn, and welfare, W W, Report froa Higher Iiucotiea li‘ask Force Washington. D. c.. u. a. Govern-out Printing Office, 1971). p. 1. 2 throughout the country. The location of tho consunity Junior colleges has affonled easy accessibility to local residents at half the cost of cooperablo university courses and with fewer adnissicu restrictions.3 Between the years 1960-1970 the "cosprohensive' con-unity Junior colleges with their nulti-faceted functions snerged. ‘nie traditional college- or university-parallel progress were Joined by occupational and technical curricula and special courses for adults. The calamity becane involved in the role and activities of the local college, and the identi- ty of the conunity Junior college becane sore clearly defined. iith such phone-enal growth the conuuity Junior college continues to exporinent with and anplify its opportunities in acadenic or liberal arts curricula leading to the baccalaureate degrees. At the ease tine, where it is feasible in terns of enroll-out, equip-out, facilities, and staff, specialised progress are offered including those of an artistic naturo. This function is in keeping with one of the defined roles of the counnity college "as a cultural center and sponsor of the porforning arts. '1" Along the perforsing arts disciplines is the nusic-naJor bacca- laureate transfer progran requiring an unbroken line of preparation over four years of lower- and upper-division concentrated stisiy. As sore and sore nusic students begin their degree progress in ccmnity Junior col- logos, efforts are being node to ensure a snooth and equitable articulation free one institution to another. 3ldsund J. Gleasor. Jr. Houghton lifflin Coapany, 19683. pp. 53-51» “Professional Connittoe for Relating Public Secondary and Higher liucation of the Florida State Board of Education, W W Report and Guidel inos for Junior-Senior College Articula- tion of the luck Force in Music (Tallahassee: Departnsnt of Education, 1967). Po 1o (Boston: 3 BACEROUND OF THE STUDY Student transfer fron a lower division to an upper division has long been a problen of sonusental proportions. For any years a stment was subject to a university advisory cosnittee or registrar who evaluated credits at! the description of courses fros the Junior college and either accepted or rejected their transfer. If rejected, the student was often required "to take additional courses which included knowledge already sastered.”5 Much of the cmfusion which arose stesned fron fear- fear on the part of the senior universities that the historic role and the acadesio prestige they enjoyed night be diluted and that ease with- drawal of legislative financial support sight occurs these funds sight be otherwise directed to the lower-division institutions. me coamnity colleges, in turn, feared "paternaliss' fron their senior level counter- parts. These fears of ”paternaliss" still exist in acne institutions and states.6 In search of flexibility and cospronise, soae agencies have developed various nechanisns in a nnnber of states over the past decade. Legislative bodies have sandated the creation of cosnissions, liaison councils, and task forces to study and to sake reconnendatione concern- ing the expediting of transfer of credits with equivalence. California, Florida, and Illinois have eaployed the conference approach developing agreenents which have sade possible saJor breakthroughs in this area of concern. New York and Washington have designed agreenents between 5:13“ s. Blocker, Robert a. Plus-er, and Richard c. Richardson, - ‘ ‘ 9 (Englewood Cliffs, 1'. Ju J. ‘A';‘ ,§!x- 5.. ‘ V 3-. t , :L , Prentice-Hall, Inc.. 1 5 , P. . 6mm. 1». 6h. I; 11111va colleges and universities.7 sun other states, such as Iiscmsin, Iuiians, and Georgia, have unified all publicly supported institutions of higher education into branch or "satellite" systess with adsissions am transfer policies under state control.8 The Florida articulation agreenent states: he baccalaureate degree in all state universities shall be awarded in recognition of the lower-division (freshIan-sophonore) conbined with upper-division (Junior-senior) work. The general education requirement of the baccalaureate degree shall be the sole responsibility of the institution awarding the Associate in Arts degree an accordance with the general education agreesent of 1959 O O 0 e Stillents receiving the Associate in Arts degree will be ad- nitted to Junior standing within the University systen . . . . Each university departsent shall list and update the require- nests foreachprcgranleadingtothebacoalaureatedegreeandshall publicise these require-eats for use by all other institutions in th. Int. e e e a Each state university shall include in its official catalog of unlergraduate courses a section stating all lower division pre- requisite requisenents for each upper division specialisation or user pros!“- ‘lhe Florida agreenent is specific with regard to the transfer of credits in general education under the Associate in Arts degree. However, 7w1111ee llorsoh, W New York: Passer Publishers. 1971 . p. 13. anode-rats]... an. 911.. p- 6"- 9norida Departaent of Mucation, 'Artimlation Agreement Between the State Universities and Public Junior Colleges of Florida,” Attach- sent to a letter to Cossunity College Presidents frcs Lee G. Henderson, Director of Division of Cos-unity Colleges, Depart-ent of Education (Tallahassee: State of Florida, Depart-ant of Education, mu 1. 1971). p. 5. (hisecgraphed) 10M" P0 6- 5 university lists of requirements and admission policies in specialised departsents such as nusic have not been widely disseminated. Course descriptions in catalogs are vague in that they do not clarify course content, expected student cospetencies, or evaluative criteria. Partic- ularly unclear are the definitions of levels of proficiency needed to neet the requirenents for Junior year equivalence in music skills, especially in nusio theory and applied music. Requirements are so variable fron institution to institution that the student often finds himself spending needless energy and tine ”caning up" to none obscure arbitrary levelen In 1967 a task force in nusic tackled the articulation question and issued its report to the Florida State Board of Education. In addition to its state-eats concerning the "place and role of music in the junior college"12 and the "nusic najor program,"13 the report generally adopts the degree requirenents for adnission and graduation of the National Association of Schools of Musics“ The report fails to be specific in regard to options in course content, defined conpetencies, and literature to be studied and/or perforned. Course titles are given and credits are specified while content and literature are described only in the nest general terns. In 1970 a new task force was appointed by the Florida College Music 11 Flu-1° Educator- Netioml Conference. W. A Report Prepared by the Connittee On Music in Junior Colleges Hashing- ton, D. Cu Music Educators National Conference, 1970), p. 27. 12Professional Connittee for Relating Secondary and Higher Education of the Flerida State Board of Education, 91,, 3133, p. 2. 132m “ma... pp. 13-32. 6 Educators Association to update information and recommendations on artic- ulation in nusic. The writer of this paper is a somber of the task force of 1970, serving as consultant in applied nusic. Information from this present study will be the basis of a report to the Florida College Music Educators Association. The broad scope of articulation is largely contingent upon communi- cation between representatives of community colleges and universities. This cessunication includes clearly established standards of proficiency in music skills and such concerns as quality of teaching and Opportunities for per- fornance in the college and community. Two-way connunication between representatives of connunity junior colleges and senior universities can provide inforsation with regard to student success or failure and further provide sutually derived solutions to inherent articulation prdblens. The nusic student will be better served at each.level when he is assured that every inpedinent to his successful transfer has been elininated. The excerpt below is only one of the examples of concern expressed by senior university representatives for the plight of susic transfer students: In nany instances . . . the student transfer lust extend his college progran in order to finish successfully.15 SThmEMENT OF THE PROBLEM In light of the foregoing statements, then, the problens under con- sideration for this study are to describe the transfer difficulties in the area of nusic within the systen of higher education in the state of Florida and to present potential solutions to these problems. Answers, therefore, 15Letter fron Elwood Keister, Chairman, Voice-Choral, Department of Music, University of Florida, Gainesville, Florida, May 11, 1973. 7 need to be sought to the following questions: 1. What are the overall nusic skills expected of nusic students transferring to the third-year (Junior) level at the public senior uni- versities of Florida? 2. What specific nusic skills in the study of applied voice are accepted as standard upon transfer to the third year (Junior) in the public senior universities of Florida? 3. that literature is considered standard in the preparation of applied voice students transferring to the third-year level Junior) of the public senior universities of Florida? LIMITATIONS OF THE STUDY For purposes of this study, the following lisitations have been “pond! l. Descriptions and conparisons of curricula, faculties, stu- dents, and problens related to articulation will be drawn free public co-nnity Junior colleges and public universities in Florida only. 2. The study of curricular progress will describe and will eval- uate the lower-division (fresh-an and sophosore) levels only particularly those studies which apply to the transfer (university-parallel) goals. 3. Only articulation of susic specialisation skills and standards will be probed. It. The final reconnendations will be lisited to the transfer problem of students in applied voice. 5. The reocsnendaticns and "aaster plan" enanating fron this study will apply specifically to the public conaunity junior colleges and four-year universities of Florida. SCOPE OF THE STUDY Thescopeofthisstudyshallbet 1. To detersine the nature of the nusic program of the public conunity Junior colleges and senior universities of Florida. 2. Tonakeaconparativeanalysisofthenusicalbackgroundcf seabers of the applied voice faculties of the public coaaunity Junior colleges and senior universities of Florida. 8 3. Th detersine the weaning and latitude of the junior-year satriculation standards as prescribed by the public senior universities or Floridae ht To detersine if there are consistencies in the nethodology used in the teaching of applied voice anong voice faculty nesbers in the public cos-unity junior colleges and senior universities of Florida. 5. Tb'detersine the need for and nature of standard.repertoire lists for the applied voice courses offered by public con-unity junior colleges and the lower’divisions of the senior universities of Florida. 6. To detersine the nature of evaluative criteria and nethcds in the study of applied voice in the public cosnunity junior colleges and senior universities during the first two years of college. DESIGN AND METHODOLOGY This study included a survey of literature which has a relationship to the broad definition and problens of articulation, articulation in Florida, articulation in the area of snsic, and articulation specifically in applied voice studies. An analysis of catalogs free the public con-unity junior colleges and universities of Florida was undertaken to provide inforsation relative to adsissions standards, curricular offerings, proficiency standards, and swaluative criteria in the susic progress of these public institutions of higher education. All state supervisors of nusic have been contacted and requested to send statewide articulation agree-ants, where they exist, or to indi- cate these procedures which have been eaployed to expedite the transfer of susic students free a junior college to a senior institution. All voice-teaching personnel in the twenty-eight public con-unity junior colleges and the nine senior universities of Florida have been requested to supply the following inforsationt l. PrOblens of articulation between institutions and levels as observed by these instructors. 2. Course outlines or syllabi for applied voice, including class voice where existent. 3. Sanple recital progress and lists of evaluative sethods and criteria for applied voice. 10. A survey/questionnaire listing training and experience of each faculty nenber in preparation for teaching applied voice. 5. A survey of voice literature and nethodclogy. liany voice-teaching personnel were interviewed personally in an effort to elicit observations and opinions in regard to the problena of teaching voice and preparing students for transfer. DEFINITIONS OF TERMS USED For purposes of this shady, the terns used have been linited to the following definitions: mm mm W- a nodern conprehensive institution for post-secondary education which is "distinguished free certain others by: an open door adnission policy; nonresident students,”16 and a curriculus which includes progress for transfer of credits pursuant to a baccalaureate degree, teninal courses for vocational and technical opportunities, and any other progress the leaders of the con-unity dean necessary and fee- sible. Ennis 99min main: college-- a con-unity Junior coll-so do- riving support for its functions directly free public tax sources. W- any discussion or agree-ant, fonal or infernal, designed to expedite sore effectively the transfer of students and their “Rosie Educators National Conference, on. m. . p. 3. «i. ii {1" I31 10 credits free one educational level to another. lenggg:- the novenent from one level in the educational struc- ture to another level. Transfer specifically involves curricula designed for students who intend to continue college to obtain a bachelor's degree. grlditgr- educational units convertible fron senester hours in the con-unity junior colleges of Florida to quarter hours in the senior universities at a ratio of 2:3.17 The sin is not exact duplication of course content or title, but recognition upon transfer of course equiv- alence.18 anlrpl_g§pggtignr- these courses of a "liberal” or general nature designed to broaden the educational background of all students, transfer and terninal, regardless of najor field of interest. Included tradition- ally are hunanities, English and connunications, social sciences, nethe- natics and natural sciences, and health and physical education. Such areas are requisites with credits specified in transfer progress achieved through the Associate in Arts degree. W- that requisite lit-tins of courses offered during the first two years in a senior university; the listing has at least accepted equivalence in the transfer progran of the consu- nity junior colleges. Ideally, if equivalence criteria are achieved, 4* 17Rillsbereugh and Santa Fe Cesnunity Colleges are exceptions to thi. .umate 18Glam-1r. an- nitu pp- Sit-55. 'l ”Si ‘hd .‘ ' t ME: 11 the transferring student will ncve to a four-year institution with only two additional years of work for attainnent of a bachelor's degree.19 ‘up23::djzigigngpnizgxgityr- an institution of higher education without a loser division, 1. e., offering only upper-division courses and progress including acne at the graduate level. Florida has been one of the pioneering states in this phone-anon; Florida now has four such universities. It is clear that these institutions look to the connunity junior colleges as the principal source of students.20 Agggngtghilityr- a torn used to describe an evaluative tool in the neasurenent ef the total effectiveness of an educational institution as it attenpts to nest its assigned or prescribed objectives. The rani- ficstions include curricular and instructional efficacy in terns of realisation of success and establish-ant of neaningful criteria for affecting student behavior. Every aspect of the prograa is thereby ”acceuntable rei- satisfactory perfonance. . . in the overall schene. ~21 .Annlisd_anaisr- a tern.which "refers prinarily to private lessons which the student receives for both a principal and/or secondary instru- nent, or perferning areas, but includes class instruction in piano, voice, or band and orchestral instrunents."22 19m” Po 5’" ”Ion. 21Ervin L. Hurlacher and Eleanor Roberts, "Accountability for Stu- dent Lear-ins.” W. 11.1, No. 6 (March. 1971). 27-28. 22mm: Educators National Conference, 22- git. . p. 19. 12 W93, m- class or private instruction for a student whose prinary career interest is in perfcrning in concert or opera as a vocalist. W, M“ class or private instruction for a student of voice shoes prinary career interest lies in using his voice as a tool in the classroen, studio, or clinic. In nost situations the objectives, literature, techniques, and evaluative criteria parallel those for the applied voice, najor. mm. m- clue or print- inetmotiu for a student in voice whose prinary interest lies in porforning principally on an instrunent or instrunents. The tine required is generally of shorter duration than that required for the voice najor or principal. ORDER OF PRESENTATION IN THE STUDY 6mm II-- consists of a review of the literature dealing with articulation in higher education, articulation in Florida higher education, and articulation in the area of nusic. CHAPTER III- contains a description of the procedures enpleyed and the sanple surveyed in naking this stub. cram IV- contains an analysis of the results of the correspond- enco, questionnaires , and surveys appl icablo to articulation for transfer of applied voice students fren public con-unity junior colleges to the junior level of a baccalaureate degree progran. 13 cm V-- contains observations, reconnendations, and conclusions in regard to articulation for nusic student transfer and includes a ”nas- tor plan” for voice students in institutions of public higher education in the state of Florida. CHAPTER II REVIEW OF THE LITERATURE With the rapid growth of the connunity junior college novenent in Anerica over the past two decades, nuch has been written relative to the nature of the connunity junior college and the problens of articulation in the process of serving the transfer student. The review of the literature totdevelop this chapter has included naterials fron graduate theses and dissertations, studies fron institutions and societies in higher education, and erasination of books and periodicals containing relevant infernation. State and national educational organisations have proved to be an extensive source of infornation through articulation agreenents, standards and guide- lines, and task force reconnendations. Volunes of the gnnxngl_gfidflg§g§:gh mm listing dissertations in nusic fron 1957 to 1972 were also eranined. The infornation has been categorised as; (1) literature on artic- ulation in higher education, (2) literature on articulation in Florida higher education, col (3) literature on articulation in nusic in higher education. LITERATURE 0N ARTICULATIDN IN HIGHER EDUCATION mm m of Articulation. Blocker, Plunner, and mom. oon in their book. MW. focus on the connunity college as perceived by university personnel.1 Adninistratora 1Clyde 3. Blocker, Robert H. Piunner, and Richard 0. Richardson, 0 A ial S (Inglewood Cliffs, R. J.a huts-OO-ml . Inc e g 1 5 . PP. 5 e 1a i! “1...! . . um. .IHN 2.6V “We 15 of universities were credited with understanding and appreciating the necessity for the lower-division institutions though these adninistrators seened to have little faniliarity with the non-transferable facets of the connunity colleges. The authors express the belief that the najority of university leaders place the responsibility for transfer on the university or senior college canpu. The lower-division schools are often forced into an educational neld leaving then little roon for flexibility or original ideas. The cause of this is an attitude on the part of senior university personnel. Medsker, through long years of experience in connunity college stuiies, cautions against the dictating of standards, regulations, afi progress on the part of the four-year institutions: . . . planning for the transfer student still presents nany problene. For one thing, the differences in requirenents aneng four-year institutions nako it difficult for the two-year college, particularly the analler institution, to offer a sufficient varie- ty of courses to nest the needs of transfer students. Reluctance on the part of sons four-year institutions to accept courses in the sane field but different free the specific ones which they require often forces the two-year college into a pattern identical with the four-year institution . . . . When this happens, the junior college forfeits its identity and its opportunity to expor- inont in the dovelopnent of a pregran nest appropriate for it. Schults refers to this hierarchical relationship between connunity colleges and four-year institutions as ”pecking order tradition” when he states :3 Zulu! L. Maker. W (New York: HcGraw-Hill, l9 0 , p. 53. 3Raynend I. Schults , ”Articulation in Undergraduate Higher mues- tien: Sone Problens and Sons Recennemlatiens Relating to the Junior Co1~ logo,“ Fron an Address delivered to the Annual Spring Conference of the Virginia Education Association, Richnend, April, 1969, W , "- A a... t ' ,ed. H1111“ Ko Ogilvio .1... a; m... n... York: Appleton-Century Crofts, 1971). p. 611. 16 Each educational unit that receives students has dictated the terns on which it would accept students and inpeses its re- quirenents and wishes on inconing students. This process Rae resulted in curriculun being structured fron the top down. Schults offers the following reconnendatiens for inprevenent of the situation he has described: 1. Allow transfer credit for courses in which a grade of Band's 2. The junior and senior colleges within a state should fern cenpacts or agreenents to govern liberal arts requirenents. 3. Senior colleges should establish oonnon freshnan and sephesere core requirenents for undergraduate najors and profes- sional progress. h. Periodic articulation conferences should be held in? velving junior college and senior college representatives of vari- ous najer areas and professional fields. Representatives of these conferences should be drawn prisarily fren.departnont and division hmOOO. Senior colleges which receive substantial nusbers of junior college transfer students shenld.have special internal arrangesonts to facilitate the snooth transition of such students.5 mmmmmn. wfilth the broadening-ft» connunity college into a 'cesprehensivo' institution, articulation has largely centered around those areas where there can nere readily be seno cesprenise and general acceptance. The principal area for agreenent lies in the transferahllity of a core curriculun labelled "general education.” Considered by sene as the “prise goal of the connunity collego,'6 various plans fer'articulatien of transfer of general education courses have “mi. 5im. . pp. sin-615. 6Jases J. Zigerell, ”The Consunity College in Search of an Idonti- tr.” W. 11-1. No. 9 (Deco-her. 1970). p. 710. 1? energed ever the years. In his article on the identity crisis in Anorican connunity colleges, Zigerell advocates a strong progran in general educa- tion which is not directly patterned after the universities but which is innovative, stating, ”If education given is indeed to better all who pass through the open.deer'and result in a better life for the connunity and the individual, significant innovation and inprevenent must be effected.'7 Since general education has becone so clearly identified with the connunity college historically, working agreenents have been achieved in none states whereby the responsibility for general education has been virtually abrogated fron the upper'divisiens. Thereby the door has been left open for connunity college graduates to transfer'directly into najer areas of specialisation. Such agreenents have not been reached easily as was the case in California when the proposal was node that the University of California and the state colleges be required to award autosatic credit to students for junior college general education courses. Disagreenent arose when "senior college people saintained that evaluation of junior college courses and the assigning of credit toward a bachelor's degree are prerogatives of university and state college faculties who should deternine their own curriculun and graduation requiruents."8 The junior college representatives "believed that the right of faculties to set curriculun should apply equally to junior college faculties."9 7hr... x» 712. BFrederick c. Kintser, ”Articulation Is An Opportunity," mm; W. XXVII. No. 7 (April. 1967). p- 16- 9m. 18 W- Much of +110 0011er which has arisen between junior- and senior-level personnel has been precipitated by a lack of clear infernation relative to the potential junior college transfer stiflents. Beginning in 1960, a definitive nation- wide sttrly of the transfer student was undertaken by Knoell am Medsker. The sttnly involves 8500 students fron sore than 300 two-year colleges who transferred in 1960 to cone #1 fouryear colleges located in a group of ten states. These 8500 transfer students were ccnpared with 3500 native students. moon and Hodsker identify variables associated with the success or lack of success of the transfer stuient following graduation fron a connunity college acadenic progran pursuant to the baccalaureate degree. The study accuses sons differences between transfers to the junior level of an upper division and the native university students.10 One of the principal objectives of the study was to analyse articulation procedures achieved, forsally and informally, between two-year and four- year colleges.11 Anong the conclusions reached by the Knocll-Medsker study are the following: 1. My students, who night not otherwise find it possible for acadenic, econonic, or fanily reasons to attend a four-year college, a? able to begin work in a junior college toward a baccalaureate degree.1 1'0me u. Knoell and Leland L. hedskor, W W- A Study Published for the Joint Consittee On Juniorani Senior Colleges Washington, D. 0.: Aserican Council On Mucation, 1965), pp. 4-5. 111m... pp. 5-6. 12m. p. 87. 19 2. Greater guidance efforts need to be node in order to ensure that the junior college transfer student sakes a wise selection of a college or university to which he will natriculate and that the najer field into which he will enter is connensurato with his abilities.” 3. There are no national nerns in terms of student perforsanco or instructional progress.“ it. Grading procedures are natters for statewide articulation.” 5. The good students in a junior college are better served than these who show deficiencies fren high school and, therefore, should be pernitted and oven enooiigagod to take sore than two years to cenpleto a junior college progran 6. Graduates who begin the pursuit of a baccalaureate degree as frost-en in a university tend to show a higher average ability than their counterparts who started at a junior college, a fact that raises the in- plication tint junior colleges night be left with an untenable responsi- bility for educating university "rejects. "17 7. Junior college transfers nust accept the real possibility that, at least for the first year after transfer, their grade-point averages will be below what their native counterparts are achieving.“ 8. Counseling needs to be carefully planned and fairly reislered for transfer students at a university in order to provide equitable serv- ices which will help to move seno of the trauna suffered by these stu- dents in a new situation.19 The subject of inter-institutional and statewide articulation is raised by Kneell and Hedsker in the following conclusions: 13%: p. 89. lung-LO p0 91o 15M! P0 920 16m: Pp. 92-93- 17m. 1» 9n. 18m. p. 95. 19934... pp. 96-97. H.“ .w.. 1&ch on. W.....N 20 There is no reason why junior college transfer students should require sore tins and units than native students to cenpleto their'degree progress, if the two- and four-year colleges work together on prograns of articulation of their courses and curric- nlun o o o e Attrition after transfer, for all causes, in higher than it ought to be and could probably be reduced through joint efforts on the part of twe- and four-year colleges . . . . Present articulation nachinery in nany states and in nany institutions is inadequate to solve the problens which will be brought on by an increasing veluno of transfer students . . . . A sulti-cellege approach at the state level is needed to achieve good articulation of the two- and four-year prograns and to pre- serve the individual college's right to experinent and innovate as well as to protect the student's transfer crodit.21 Reginald Tidwell undertook a sonewhat related study of transfer students at the University of Alabasa. In addition to indicating that relativoly few students transfer to the university of Alabasa fron junior colleges within that state, Tidwell's nest significant finding fron the study is that "native students earned significantly higher averages than junior college students during each tern following their transfer to the University” and achieved sore successfully across the board.22 As a result of the Kneell-Medsker study at Berkoley, the Joint Consittee on Junier’and Senior Colleges published a set 0f.§nlflllllll_lll. in 1965.23 The “was pp. 99-100. 21m. p. 101. 22Reginald n. Tidwell , ”The Acadenic Perfornanco of Students vhe Transferred to the University of Alabasa fron Junior Colleges in the State fren the m1 of 1966 through the Fall of 1968" (unmhlished Ph. D. dis- sortation, university of Alabasa, 1970), p. 2. 23Joint Consittee on Junior and Senior Colleges, u . -- . ~.-.A8uunm By the Joint Consittee on Junior and Senior Colleges of the Association of Anerican Colleges, Aserican Association of Junior Colleges, and the Anerican Association of Collegiate Registrars and Adnissions Officers (Washington, D. 0.: Anorican Council on Education, 1966). if: a... fat 21 guidolinos were designed to be tested against state and local policies and are concentrated in the areas of adsissions, evaluation of transfer courses, curriculun planning, student personnel services, and articulation progress. The associate degree transfer progran is reconnendod as the guarantee of upperdivision standing. Entrance roquirenents for the junior level in specialised najors, which include testing and parallel or equivalent course descriptions, should becone nattors of joint agree- nents between junior and senior colleges. 2“ WW- As previously nation-d. fer-a1 articulation agreenents principally attached to the associate degree and its core focus in general education have been adopted. Such agreenents have been inplenented in California, Florida, and Illinois where there are rather extensive public connunity college systens. LI'mRATURE 0N ARTICULATION IN FLORIDA HIGHER .UCATION In Hersch's study of connunity colleges in seven states, the author had the following to say regarding articulation in Florida: Articulation between junior and senior colleges is consider ed quite good in Florida- and it does seen to be better than that of other states— possibly because all branches of higher education are housed in a single state departnent of education, but sore likely because the legislation creating the connunity college sys- 25 ten is rather sore explicit than that of neat states on this point. In 1958 the Florida State Dopartnent of Education issued a policy relative to general education in higher education. The public institu- tions of higher education were thereby encouraged to establish a general ”an“ pp. 9-11. 25Hillian Hersch, c s W New York: Passer Publishers. 1971 . p- 62- i1: '3. .3. n, 22 education progran involving “not less than 36 senestor hours of acadenic crodit"26 toward a baccalaureate degree. Exchange of ideas relative to general education progras.developnent was likewise encouraged within guide- lines respecting the autonoay of each institution. Conclusivoly, Once a student has been certified by such an institution as having eonplotod satisfactorily its prescribed general education progran, no other public institution of higher learning in Florida 3.2122312123‘ 3:23:33: uwmnmr At the tine that tho above-sentionod policy was fornulatod, there were only seven public connunity junior colleges in Florida. Just one year earlier, in 1957, the Florida Con-unity College Council had.revoalod its 'nastor plan” for the connunity college systes in the state, which, when.fulfillod, would offer local public connunity college education in twenty-eight locations within consuting distance of virtually the entire population of Florida. That ”master plan" was seen to its culnination in 1971.28 Through the nineteen-sixties great changes occurred in tho connu- nity colleges of Floridan Enrollnents soared and prograns diversified. In 1968 the administration of the colleges was soved fron under the juris- diction of the county boards of public instruction and placed in the hands ef'local boards of trustees by gubernatorial appoint-out. In 1969 a group called 3. c. o. P. E. (Select Council on Put-Secondary Education) was 26Florida State Depart-out of Education, ”Policy Regarding General Education in Florida Public Higher Education" Tallahassee: Florida Depart-out of Education, 1958). (Mineographed 271m. 28mm: eon-unity 0011060 email. W 1I.I§::13£;1_Eninrg, A Report to the State Board of Education Tallahassee: 1957 . 23 appointed and in 1970 issued a list of thirty-seven reconnendaticns in- cluding the following. The first reconnendaticn is not relevant to this stay: 2. (Thea all Associate degree holders be accepted in upper- divisicn colleges. 3. [That] there be an improved study and follow-up on stu- dents and their needs. 11., [mg the size of the lower divisions in the four-year schools be stabilised and new university canpuses be upper and graduate division only, but that studies be undertaken to deter- nine the advisability of either elisinating lower division enroll- nont or expanding such enrollnents indefinitely at four-year schools.29 With increasing eaphasis being shifted in lower-division education to the connunity colleges in Florida, such internal critical study and evaluation of the entire systen of higher education has been undertaken. This action has coincidentally paralleled the fulfill-out of the 1957 I'nster plan" and has been largely a corollary of the nationwide obsession with educational accountability. In 1971, as a result of the reconnendations of the Select Council to the Florida legislature, all institutions of higher education were nan- dated to abide by a new statewide articulation agreesent. This agreenont will be found in its entirety in Appendix A. Initially it reaffins the 1958 policy in regard to general education requiresents. The Associate in Arts degree serves as the basis for transfer without penalty to the upper division, the general education require-ents having been satisfied. Uith regard to najer professional specialisations the agreenent is less binding: . . . the deterrination of the najer course requironents for a baccalaureate degree, including courses in the sajor taken in the 29Horsch. an... all... p. 53. '4 2n lower division, shall be the responsibility of the state university awarding the degree.30 Since earlier studies and statements have already been referred to in regard to the disadvantages of "handing down" requirenents, the subject of cooperative agreenents in the area of music will be dealt with under the next najer heading of this chapter. The concept of accountability has recently burgeoned in a nunbor of new ways. In March of 1972, aroused by a published report of the Chrnegio Cossission in 1971 entitled Lg§§_1133‘_fl9;§_gptign§, the Con- aissioner of Education of Florida appointed a task force "to explore the feasibility of a baccalaureate degree program which can be ccnpleted in three academic years."31 The rationale for such a study centered upon several prenisesi (1) the need arose for updating education beyond the traditional four-year degree and the traditional corpus setting, (2) can- pus unrest in the sixties caused loss of public faith in the educational structure along with soaring costs, (3) students found it sore expedient to alternate their work and study priorities, and (a) duplication of subjectrnatter led to unnecessary costs in tine and noney for students and taxpayers just by traditionally locking programs into a traditional tine frane.32 301"1cridi Dopartsent of Education, ”Articulation Agreeaent Between the State universities and Public Junior colleges of Floridan” Attach-cut to a letter to Community College Presidents fron Lee G. Henderson, Direc- tor, Division of Connunity Colleges, Department of Education (Tallahassee: sum of Florida, Departuent of Education, March 1, 1971). (Minecgraphod) 25 A najer part of this exploratory study is in the fern of a re- quest to each of the public universities of Florida for data indicating the "acceleration sochanisns" employed and for suggested plans or prograns being fornulated at each institution for future experinentation in accel- eration designs.33 Several procedures presently in use to seno degree are ”credit by exasination, credit for college work conpleted in high school (sosotises ealled advanced placonent), year-round attendance, dual enroll- nent in secondary schools and institutions of higher education, dual en- roll-eat in connunity colleges and universities, college enrollnent upon ooaplotion of the eleventh grade (usually called early adnission), adais- sien of students free secondary school to upperlevel universities, course work overload, and correspondence study . . . 3'3“ Preblens are recognised and caution is suggested by nonbors of the task force. It is granted that adjust-outs in funding and staffing of institutions offering opportunities for accelerated advance-eat will be necessary and that traditional lines of jurisdiction will need to be re- defined and perhaps eliainated.” Perhapl the strenth adnonition for prudence in the use of moderation devices cones in a response free the University of Florida to the task force: The University believes that tine shortened degrees are not for everyone. There was general agreenent aseng faculty, students, and adninistraters, that sene students need longer, rather than 36 shorter periods of tine in which to cenpleto their degree prograns. 332214.... p. 12. ”m. pp. 12-13. 35m... p. 11. 36m... p. 30. 26 The novenent toward accelerated degree prograns is gaining nomen- tua in Florida. The State Departnont of Education has received the report free the task force and the legislature has acted to expedite its recen- nendations. Not yet prepared to nandate an across-the-beard.three-year degree progran, all institutions are nevertheless required to continue experinentation in this regard. In the noantine, the outlook calls for a greater effort in inter-institutional articulation in order to assuage the fears of the unknown and to ultinately serve the student in the totality of his educational pursuits.37 LITERATURE ON ARTICULATION IN MUSIC Because of the cenploxities in the design and function of a nusic najer progran, nany connunity colleges have avoided the creation of such a specialty, choosing instead to linit their offerings in nusic to these courses which will serve the general student. Of those which do offer a nusic najer curriculus, nany are, due to sine and financial considerations, unable to advance a broad enough progran to once-pass all of these courses considered parallel to those of the state universities. A report free the Music Educators Rational Conference sakes the following cautionary stato- seats concerning the problons of the nusic najer in the connunity college and the transfer of nusic students to an upper division: Acceptable nusic-transfer prograns can be developed at the college level only by a specialised faculty- by those who are perforners and specialists, rather than generalists. Specialists are, by virtue of their training, better qualified to teach courses for the general student. By contrast, the generalist is not only less able to teach the nonransic najer, but often incapable of giving the kind of special training necessary for the progress of BZIhlflsm Po ““3 27 the student in the nusic-transfer progran . . . .38 Confronting junior college nusic educators and nusic-trans- for students is a wide discrepancy in the policies of senior uni- versities for evaluating transfer credits . . . . Not all senior institutions have the ease typggof nusic najer prograns or offer the seas kind of nusic degree. It is essential, therefore, that junior colleges dotornine which prograns and institutions they will attempt to satisfy . . . . It is even nore inportant that a connon core of nusic courses, acceptable for transfer among all institutions, be identified by senior institutions as well as junior colleges. It is also inpor- ativo that the principle of course equivalency, Esther than exact parallelisn, be adopted in the transfer progran. A nnnber of attenpts have been nade to assinilate standard require- nonts at both the state and national levels and to arrive at seno senblaace of a nodol progran in nusic for the transfer student free the connunity junior college. Such.decunents have been.designod to define these skills and levols of proficiency for the student pursuing a baccalaureate degree. In an effort to discover the existence of statewide standards or arailability of statewide articulation agreenents in nusic, this writer sought such infornation through state supervisors of nusic. All #1 states with supervisors were contacted and seno response was forthconing fren a.AcumuonmfiWniufmmirwpmuB. It should be noted that there is a wide variety of differences aneng the states in terns of the systonatic organisation of connunity colleges within then. According to the MW of 1972, both Indiana and Delaware have two public junior colleges while Rhode Island and New Hanpshire each have only one. At the other end of the 38Music Educators Rntional Conference, o J A Report Prepared by the Consittee On Music in the Junior Colleges (Wash- ington, D. 0.: Music Educators National Conference, 1970). p. 28. 39mg... p. 30. ”nus p. n. .1: iii 5.. it 28 spectrua, California boasts 94 public connunity colleges; Texas and Illinois each have #73 New York, #5; and North Carolina has 54. In Arisona, four of its connunity colleges are part of one county junior college district; the Ohio connunity colleges are all under the university systen as they are in Kentucky, Louisiana, Alaska, Hawaii, New Mexico, West Virginia, Hiscensin, and nest of the connunity colleges in Pennsyl- vania.u1 These states which include their connunity colleges as part of their university or senior college systens have the advantage of direct artic- ulation between the branches. Snall states like Maine report that a need for such articulation does not exist as nusic is not a part of the lower- divisien curriculun as a transfer discipline. In the larger and.aore autonosous systens where local boards and.adninistrativo officers are responsible for the development of progress, there is a need for inter- institutional agreenent. N, A. a, fl,.§1;ndg:1§. The National Association of Schools of Music, an organisation designed for specialised accreditation of schools er'de- parhents of nusic, has continued to revise its W setting nininun standards for achievenent of various degrees with a najer in nusic within the accreditation guidelines. Several individual consu- nity colleges, though not granted neabership in N. A. S. H., and statewide systens. such as the junior colleges in California, have adopted these ninisus standards as a pattern for establishnent of nusic progress of a transfer nature in the lower-division schools.42 The 1959 21:L311_gnd, hlAserican Association of Junior Colleges, A.‘A._1._g._21:.§1131 Washington, D. c.a Anerican Association of Junior Colleges, 1972 , p. 91. #2 ”Resolutions of the California Junior Coll e Music Educators Mounties." W. LIII. No. 6 Februery. 1967). p. 99. use.“ VI L. ‘4 i: P. 29 mm of N. A. s. 3. appear in Appendix 0. Although the latest II. A. S. H. standards are outlines in the tra- ditional subject-oriented nanner, seno efforts have been node to incor- porate a plan fer a "conprohensive nusicianship" integrated approach to the developent of nusic skills in higher education. Yet, the sore tra- ditional curricula continue to prevail based on optional separate courses. Sash theoretical disciplines as ear-training, sight-singing, harnony, hey- boerd linear, counterpoint, and orchestration still fill catalog pages devoted to nusic in colleges fron coast to coast. I. A. S. I. stainards, in addition to covering theoretical dissi- plinss, also list nininun levels of achievenent in applied nusic. The eenrees inelfied unier the nnbrella of applied nusic are diverse in their inplieatiens all applications. Applied private study, at public expense, is forbidden by law in California an! class instruction is the only al- ternative.” Applied assay is virtually non-existent in the connunity colleges of sons other states.“ mass into-action in piano an! voice has becue connon throughout the country largely due to the expense of private instruction. Vanna iooldridge suggests that class instruction in voice has nany psychological as well as pragnatic advantages in that it stinulates group dynanics and nabs it possible to reach sore stdents sore econenically. no eantiens against having none than eight students per class all suggests tint there are advantages to having a heterogeneity of vocal abilities and nirture ”HI-1° ”mur- hum-1 confine”. W Po 20o ‘ M"Snob states as Pennsylvania offer no applied study at the junior college level. 30 efsoresinthesssoelass.” W1. The Music Educators National Conference, the natieml professional organisation of Aneriean nusic educators, drew the inferutien ad reconnendations contained in its publication, m W, fron the report of a liaison connittee of the Aneriean Association of Junior Colleges and the National Association of Schools of Music. This report represents the nest couplets statenent published to date specifically devoted to nusic prograns in the connunity colleges. It contains an analysis of the nature and problens of nusic in the connunity college an! proposes potential solutions and suggestions on such wide-ranging topics as teacher workload, adninistratien of nusic pro- grans, all nininnn nusic-transfer prograns.“ Waves-nt- the tone-ins new to the inportanee of inter-institutional articulation for the nusic-transfer students When adninistrators insist on the ccnpletion of all General lineatien courses in junior college, the nusic student is prevented free beginning all the sequential courses in his najer field, which nustbestartedinthe firsttwoyeareifthe studentistonain- tain stride with his counterparts in senior institutions. It should be understood that the General Education requirenent need not be netinthefirsttwoyears; itcanbeconpletedinthefour-year Moscow It is apparent that junior college adninistrators find it easier to accept an! pronote ”working agreenents“ with senior insti- tntions, which facilitate the transfer of General Education ”pack- ages“ ties to be concerned with the transfer problens inherent in “5am: Mcoldridge, Mot Class Voice?” , mm mm, lo. 2 (Decenber, 1971 , 20-21. #6 Music Hunters Rational Conference , W PP- 35‘*1 a ”nun p. 29. '31 of LI 31 specialised prograns.“8 In an effort to aid in the developnent of adequate nusic-transfer prograns in the connunity colleges, this M. E. N. C. repert.lists a nedol- transfer curriculum“9 This outline will be found in Appendix D. In addition to being a part of the aforonentioned outline and with specific reference to nusic theory skills, the report states: It is recon-ended that tests in nusic theory, for the end of the fresh-an and sophenore years, be developed by junior- eonior college connittoos. These tests should suggest not only the areas of knowledge required, but the lovol of accenplishnent expected.50 The M. I. M. C. report, further, has broad reconnendations concern! ing the area of applied nusic in addition to nininun lovols of proficiency for transfer students. Mininon requirenents for applied students in voice are found in Appendix E. The breed.suggestions are as follow: A. It is reconnended that junior colleges hire nusic specialists as part of their'regular staff. Many states pernit the use of nusic-specialists in junior colleges on a part-tine m1.oooe B. The junior college should nake a clear statenent as to the level of applied nusic being offered; that is, whether the individual course in college level or pro-college lovol. . . . C. Applied Music instruction at the pro-college level should be available to both nusic najors and to non-nusic najors. D. College lovol courses should be available with a require- nont that the student nust appear in recital at.loast once each tern. I. A syllabus for every course in Applied Music should be prepared and distributed. The syllabus should indicate the lovol of instruction and should list representative solo repertory along Ilth “0mm .miu o e e o “m. p. 30. ”my... 2. 19. 50m.” p. 39. fa hm. his“ Wow. 32 F. lash student should keep a current written record of repertory studied. The student should take this card with hin when he transfers to a senior institution. G. Within a given course in applied nusic, the standard of aohiovenent ideally should be the sane for all students. ‘ M. Every nusic najer should take fornal work in piano toward a stated piano-proficiency level . . . .51 MW- In 1967. a Junior-«n1»: 0011080 articulation task force in nusic sought to study and issue reconnendations related to problons of articulation of nusic-transfer students between the lower- and upper-division institutions of Florida. With the provision tint a "college should develop nusic najer transfer prograns ONLY where feasible,"52 the task force report proposes the nininun nusic najer progran an! course of studies found in Appendix F. In addition, the report as- tablishes the n. A. s. n. 1959 Wilma as a guide for setting nininun degree standards (See Appendix C). In applied nusic, the list of reconnendatiens is largely identical to that of the M. E. N. C. list given above with the following addendai lho Task Force reconnends that applied nusic placenont of transfer students be node after one tern of applied nusic study at the receiving institution. Students should be assured of credit while waiting classification. . . . All nusic najors should participate in at least one ensenble or rule organisation each tern. . . . lash junior college offering a university transfer progran in Music Education should offer basic skills courses in 511m... 1:. 38. 52Messional Consittee m Relating Public Secouiary and Higher lducation of the Florida State Board of Mucation,A W, Report and Guidelines for Junior-Senior College Artic- :l’ztien of the Task ll'oroe in Music (Tallahassee: Departnent of niaccticu. 7 a P0 2- .8. L... ‘ "’ I}: 33 strings, woedwinds, voice, brass, and percussion.53 In 1971, a now articulation connittee was appointed by the Florida College Music Mucators Association. An interin report was read to the F. C. M. I. A. business neoting by Dr. Gale Sperry, connittoe chairnan, in January, 1972. A copy of that report is in Appendix G. Much of the infernatien is based upon Dr. Sporry's personal visits to the connunity college canpuses in Florida and interviews with nusic personnel on those oanpusos. It should be pointed out particularly that the report reflects a general acceptance of standards and progran guidelines in a nusic najer ourriculuufoundinthel967WWaldthe M. I. M. C.'s W. Also of note is the inferna- tien tut when asked, the junior college instructors felt that nusic- najor graduates free their institutions, when transferring to a senior university, experienced their greatest difficulties in applied nusic and in theory. ‘lhe sane instructors suggested a need for nore "feedback” infernatien frcn senior institutions regarding the strengths or weaknesses, successes or failures of transferring connunity college studentmsh W1. hrvin Bclford developed an extensive study of the nusic ourrioulun for the transfer nusic najer in public jun- ior colleges in 1967. In analyzing the quantity and quality of research studies in this one area, Bolferd states: Scholars have not shown a lack of interest for research in junior college nusic, as nay be evidenced by the fact that the ”mu. 1». h. 5" Florida College Music linoators Association, ”Intorin Report of the Florida College Music Educators Articulation Connittoe," Report to F. C. M. B. A. Business Meeting, Daytona Beach, Florida, January 13, 1972. (Mineegraphed). 3'4 public junior college nusic curriculun has been the subject of several studies. These studies, by their very nature, were can! plings of the junior college nusic curriculun and included only brief nention of the transfer nusic curriculun. The two nest recent studies were conpleted slightly over ten years ago, and all studies prior to these two are at least twenty years of age, which indicates these studies are scarcely pertinent to current junior college nusic curriculun problens. No conprehonsive study, either state or national, has previously been attenpted with regard to the public junior co ego nusic curriculun specifically for the transfor'nusic najor.5 Delfcrd's study seeks to renedy this situation conprehensivoly. The purpose is ”to investigate the status quo of the junior college curric- ulun as it relates to the transfer student [end] . . . . to investigate the problem encountered in transferring."57 The study, covering the acadenic year l963-6h, includes data free 210 junior colleges which offer transfer nusic curricula. This study includes such infernatien as length of the instructional period for the najer applied nusic area, requisites for adnission to nusic prograns, types of articulation apparatuses between junior and senior colleges, grading procedures in applied nusic, frequency of curricular offerings according to size of college, acceptance of spec- ified courses upon transfer to a senior institution, and particular skills onpected by senior colleges. ssnelferd specifically nanesi llisabeth Eileen Scott, "Music Offerings in the Public Junior Colleges of the united States with lurcllnents of Five Hundred or Loss')’ (unpublished Master's thesis, Illinois State Non-d University, 1952 . M. M. Lenort, ”Music Education in the Public Junior College” (unpublished Ph. D. dissertation, University of Texas, 1953). 56Marvin L. Bdlfbrd, ”An Investigation and Analysis of the Public Junior College Music Curriculun With Euphasis on the Problens of the Transfer Music Major” (unpublished Ph. D. dissertation, university of Iowa, 1967), p. 18. SZIhllae Po 1- 35 Sons of the scat iaportant findings are as follows: 1. Colleges of saall to moderate enrollments offer students more opportunities for applied major instruction than did larger colleges.58 2. Junior colleges deaand little by way of entrance requirements to nusic prograns. Sane respondents to the surveys list a need for musical ability and some require nusic performance tests.59 3. Over 70 percent of the respondents indicate they maintain some type of articulation with senior college nusic departments; aany respond- ents have acne fern of follow-up procedure for checking on the progress of transferees.6o b. Proficiency examinations administered at given levels in the applied nusic prog are employed by over 50 percent of the junior col- lege adainistrators. 1 5. Music aajor transfer courses are accepted at -stats senior colleges according to over 90 percent of the respondents. 2 6. Colleges in the larger enrollsent groupings tend to enroll sore students in applied nusic classes; smaller colleges enroll students acre frequently in private applied nusic lessons.63 7. Slightly acre than 70 percent of the senior college adninistrav tors responding indicate an entrance examination is adainistered to trans- ferring junior college nusic najors either in applied nusic, theory, or piano, or in any cosbination thereof. Otherwise, junior college grades are the scans of evaluation.64 8. Senior college adainstrators indicate that theory and appli aajor areas show the greatest weakness along transferring nusic najors. 5 58m. p. 118. 59M. P0 1260 “mm. pp. 135-139. 611m... 1» 1&9. 62m.” P- 161- 6311114.. p. 189. “mm. pp. 308-309. 65M! P0 3110 36 9. Over 60 percent of the senior college nusic adninistratcrs indicate that the average nusic transfer student requires three years 66 beyond the junior college to cosplete baccalaureate degree require-ants. 10. More than 65 percent of the senior college respondents indicate transfer student deficiency in applied nusic study with the bl e aimed at lack of private study opportunities in my junior colleges. 7 In the concluding chapter of Belford' a study, the author suggests the need for further study in the area of applied music including a con- prehensive ccnparison of the coapetency and repertoire of both junior college and senior college nusic najors.68 Ray P. Moore conducted a study of the nusic students transferring free Illinois public junior colleges to Illinois state universities. The study was designed to discover the realistic nature of such a transfer procedure. The author conducted interviews eaploying a structured guide sheet seeking infernatien relative to the nusic curriculun. Although articulation between junior and senior colleges had iaproved, Moore concluded that probless continue to exist particularly in terse of the inconsistency in classification of nusic courses. The study concludes with a list of staniard concepts in nusic theory which Moore suggests should be adopted for fresh-an and sophoaore theory courses. 69 George Gordon McLaughlin's study seeks to find if there are any significant differences beth the acadeaic perforaance of transfers and native students and to discover if there were any particular areas of nusic ahdy that were sore difficult for transfer students than for other students. nusic history and literature were found to pose the greatest “ms 1» 316. 67m. p. 331. 68m. p. 397. 69Bay Pribble Moore, "Existent nusic Curricula In Illinois Public Junior Colleges and Effect Upon Student Transfer " (unpublished Ph. D. dissertation, Southern Illinois University, 19663, pp. 109-110. 37 degree of difficulty with scaewhat less difficulty reflected in nusic theory and the applied areas. McLaughlin also finds that achieve-cut in nusic is consistent with the nusic transfer student's general academic success.70 A study by J. Albert Kindig was designed to determine the scope and organisation of applied nusic prograns of two-year colleges during the 1970-71 acadesic year. The study also sought to detenine the degree of acceptance by senior colleges of applied nusic credits earned by students in tee-yearcclleges.71 Kindig sent two pertinent questionnaires, one to 200 nusic de- partaent heads free public and private two-year colleges and the other to the adsinistrators of 202 senior colleges. All regions of the united States are represented in this study. Statistics are available relative to such its-s as: sizes of nusic faculties, ccaputation of teaching loads, nodes of reiabursesent for*applied nusic instructors, faculty recitals, acccspanying opportunities, length and nuaber of lessons weekly, credits asarded and require-cuts in applied nusic courses, grading procedures in applied nusic, piano proficiency levels, student perforaances, and trans- fer probleas in applied nusic. Of particular relevance to the current study is Kindig'e finding that 52.85 percent,cf the senior college deans surveyed responded that the aajcrity of the two-year college transfer students were able to perfcra at the junior level in applied nusic upon coapleticn of the transfer.” Kindig qualifies this finding in the following state-est: 7otGecrge Gordon McLaughlin, ”A Study of the Degree of Success of Junior College Music Students in Meeting university Expectations” (un- published ld. D. dissertation, University of Kentucky, 1969), p. 2. 71.1. Albert Kindig, "An Investigation and Analysis of Applied Music in Two-Year Colleges,” (unpublished Ed. D. dissertation, Ball State university, 1972). ”Tight- n- 901- 38 . . . . However, a large 11qu of two-year college transfer students aajoring in nusic continue to show evidence of a deficiency in applied nusic performance when entering the senior college.73 The deficiencies Kindig speaks of here are found by those who cos- prise the 85.37 percent of his senior college respondents who indicate that auditions are held for transfer students seeking admission to an 7“ Other findings of the Kindig upperdivisicn transfer nusic progran. sttwiy are as follows: Few senior colleges have articulation aaterials relating to specific perforaance criteria or levels of competency in applied nusic for students interested in transferring to a particular institution. 75 loch ggivate applied nusic instruction is not individualised instruction. Much of the discussion on articulation between two-year and senior colleges relative to applied nusic has focused on credit hours earned. However, the quality of perfcrsance cf the transfer student is of prise ispcrtance . 77 Clifford E. Hansen's 1965 study is largely an historical outline of the evolution of nusic curricula in Anerican junior colleges and in- cludes synopses of earl ier studies relative to this topic dating back to 1933. Included are findings and reconnendations of other authors which cover the years free the ties when junior colleges had basically only a university parallel function to the tins of the esergence of the aulti- faceted "cs-prehensive" ccamnity college. One of the points that cones ”nan. p. 231:. 731219.... p. 199. 75m. p. 235. 76m. p. 236. ”Did... P0 236- 39 to the fore is that the junior college can function as an "articulation point between the high school and the professional susic school."78 This point say be asplified to scan that the junior college may be conceived as a place of trial and testing for the seriousness and cospetency of the susic student. is a conclusion to this study, Hansen seeks, by way of questionnaire, to detersine curricular offerings, articulation policies and procedures, and evaluation standards in the music prograns of the public junior col- leges of California. Hansen concludes: Indications are that articulation probless between junior colleges and four-year institutions are ninisal and that placesent erasinaticns, adherence to standards of the National Association of Schools of Music, and recognition of the Associate in Arts or Science degrees have served to define the adequacy of lower-division prep- aration. SUMMARY This chapter has presented an overview of the literature available dealing with the subject of articulation: articulation in education in general terse, articulation in higher education in Florida, and articular tion in the area of suaic in higher education. Many scans of achieving articulation hays been offered free various sources, each one designed to aid the transfer student in his sigration free one caspus and its environ- sent to another. Seas of the sources go back to the tise when the junior college was not as large nor its probless as cosplex as they are at the present tise. 78Clifford E. Hansen, ”Music Curriculum Developsent in the Two-Year Public Junior Colleges of California” (unpublished D. H. A. dissertatim, Boston University, 1965). p. lul. 79.1315.“ PP. 21‘3'21‘40 so Many unclear expectations and unfair comparisons face the music najer. The requiresents vary fros institution to institution and free one sub-discipline to another in the area of music. Tise, course content, perfcrsance proficiency levels, credit equivalencies, and evaluative criteria are often asbigucus. The review of the literature ccnfirss these facts. CHAPTER III THE DESIGN OF THE STUDY The sethcds of gathering inforsaticn for this study were the fol- lowing: (1) survey forss sent to voice instructional personnel of the public connunity junior colleges and the universities of Florida, (2) correspondence with susic departsent chairsen and voice faculty senbers of the public cossunity junior colleges and the universities of Florida, (3) interviews with.susic department chairmen and voice faculty seabers of the public connunity junior colleges and the universities of Florida, and (h) the erasinaticn of cos-unity junior college and university cata- logs fros the public institutions of Florida. Correspondence, interviews, and survey forss were designed to seek answers to the following questions: 1. What are the probless of the susic transfer students in Florida as perceived by the susic professional personnel? 2. What is expected by the institutions of higher education in Florida of a student in applied voice in his first two years of college insofar’as his susic skills are concerned? 3. What sust a student in applied voice achieve in his first two years in order to effect a cosplete and satisfactory transfer to the junr ior level in a senior university? h. Do the public cos-unity junior colleges and the universities of Florida.olearly cossunicate standards of perfcrsance with respect to the sseoth transfer of students in applied voice frcs one level to an- other? 5. wa*dc the applied voice prograns of the connunity junior col- leges ccnpare with those of the first two years in the senior universities? 6. Is class voice-teaching a cannon approach in the public cos- sunity junior colleges of Florida? 7. Is there consistency in the techniques and sins of voice-teach- ing ascng the instructional personnel within the public cos-unity junior colleges and universities of Florida? to ax ,. n 4 s , Y. ..,-r a {-I he 8. lhat types of solo literature do the voice instructors of the Florida.public connunity junior colleges and universities use in teaching applied voice? 9. Uhat experience and professional and acadesic credentials do the applied voice instructors in the public institutions of higher educar tion is Flerida bring to their studies? The preceding questions were developed by this writer'fros personal erperience as a voice instructor in a public connunity junior college and as a.sesber ef a'task force. The task force was constituted to study the probless of articulation that crist.asong the institutions of higher educa- tion in Florida and to sake recossendatious for solutions to these probless. nany probles areas were discovered as a result of responses to the first questionnaire and the initial correspondence with voice instructional persons nel is the public cos-unity junior colleges and senior‘universities in.the state. An analysis of the catalogs was undertaken to provide answers to the following questions: 1. Ihat are the sises of the susic faculties of the public cos- sunity junior colleges and universities in Florida? 2. De the larger connunity junior colleges in Florida offer'sore extensive and diversified susic progress than the ssall sad sedius-sised ones offer? 3. Do the universities of Florida offer'scre diversified progress in susic than the public cos-unity junior colleges offer? t. that specific susicianship skills are described for the susic transfer student as part of the sequential theory courses is the public cos-unity jaaier colleges of llerida? 5. It there consistency in the nusbering of courses and assignsent of credit is the susic prograns in the higher’educaticnal institutions of Plerddai 6. That adsissicn standards are used for students entering a transfer'susic pregras.in a public cos-unity junior college in Plorida? 7. what are the standards of perforsance and the opportunities for study is.the areas of applied.voice is the public connunity junior colleges of Florida? #3 8. What standards and procedures are used for adaission and place- nent of nusic students transferring free the public connunity junior col- leges to the universities of Florida? 9. What renedial opportunities are available for nusic transfer students who display nusic-l deficiencies revealed by placenent standards shes these students transfer to a public university in Florida? on POPULATION SAMPLE All correspondence and questionnaires were sent through nusic de- part-eat chainen, division chainen, or were sent directly to voice in- structional personnel in the public connunity junior colleges and senior universities of Florida with the following exceptions: 1. Course outlines and representative recital prograns were not solicited fron voice faculties at the upper-division universities of Florida as these universities do not offer freshnsn- or sophonorc-level curricula, including nusic. 2. Responses to the first questionnaire revealed that in the 1972-73 school year five of the connunity junior colleges either did not than have nusic transfer students in applied voice areas or were not offering a curriculun designed for susic transfer students. Three of these schools were excluded free later correspondence. and two indicated that they were developing such prograns for the future. It should be noted that this study relates to m institutions of higher education only since the articulation agreenents adopted in Flerids have no direct application to private colleges. DESIGN 01" THE QUESTIONNAIRES A brief questionnaire nquesting basic infernatien was sent in the spring of 1972 to each of the twenty-seven functioning connunity college caspases in Florida. lhese were the questions subaittedt 1. What are the sense of the voice instructional personnel? 2. Is the position full-tine or part-tins? 3. Are these instructors new to the college? M I». Is voice the instructor's najer instrunent? 5. Ihat percentage of the instructor's tine is spent in teaching applied voice? 6. How nany voice- students was each instructor teaching that Mahler tern? At the conclusion d the questionnaire the following question was posed: "What do you feel are the najer problens you encounter in proper- ing your voice students for transfer to senior institutions specifically relevant to their advanced applied vocal training?" A correspofiing, though slightly codified, questionnaire was then sent to voice faculties of the senior universities functioning at that tine. ihe principal difference between the questionnaire sent to the enmity junior colleges and the one sent to the universities was in the final ecuprehensivo question. The concluding question in the fora sent to the universities was: “What do you feel are the najer problem you encounter with transfer students frcs Florida's connunity junior colleges in applied voice?" Copies of the first two cenpanien questionnaires say be found in Appendix H. In ecnductiu this study the decision was node that it would be sore expedient to devise a group of three or four short questionnaires rather than one long fora. The rationale was that a long. coupler fen night sore readily be discarded while the response to nnltiple, sinple queetiunaires night he better. Ithe second questionnaire was devised and sailed in the fall of 1972. It, too. was a short questionnaire to elicit infernatien with regardtethebaokgroullcfeachefthevoieoinstructcrsinthosenicr universities all connunity junior colleges of Florida. The following infenatieu was sought: #5 1. lhat graduate degrees were earned? 2. ihat was the instructor's acadesic training in voice? 3. What private (non-acadesic) training in voice did the instruc- tor have? h. mt vocal perfoning experience did the instructor have? 5. Does the instructor consider hisself a vocal technician. coach. or both? AccpyofthissecendsurvoyfornuillhefoundisdppendixI. lhis fors was prisarily designed to ccnpare backgrmrnds and professional credentials of the connunity junior college voice personnel with their counterparts in the universities. not on an individual basis. but in general tons. It nust also be adsitted that this survey served as a scans of detersining the serit in the attitude held by sons tint junior college instructors are acadenically and professionally inferior. ihe review of the literature reveals that senior college and university por- sunel often share this attitude. As a result of the responses to the first questionnaire, a con- pleteanalysiscfwhichwillhorenderedinChapterIV, thethirdand final survey fern was the longest and soot cosprehensive. ihe survey dealt with vocal techniques used. pedagogical sethcds esployed and voice literature studied in the first two years of higher education in Florida. The first najer section of this fern asked the respondent to characterise thescnreecrsmofhisorherapproaehtotheteachingofapplied voice. 0n the questionnaire nationally and internationally recognised vcioetoaehersandwritersonthoarterscienceefvecalpodagogywere enuserated is a checklist followed by the specific question: “Free what sources did you derive your approach to voice teaching?" nus section concluded with a searching question as to hes the rosponient character- isedhiethinkinginenehocssonterssas'registers.' "resonance,“ ”phonetics," and ”covered tone.“ The entire first section of the survey was designed to discover areas of cossonality or consistency in approaches to voice teaching. The survey questions were intended to ascertain possible eesnon physiological . aesthetic, acoustical. and nusical objectives in the process of teaching people to sing. A saster plan for applied voice studies can he developed nly if there is a list of cases goals which reflect consistency and a cespatibility of purposes. Within the first portion of this final questionnaire were two questions which were only loosely related to those concerned with the techiealitiea in applied voice. The first requested the title of a textbook, if used, for applied voice in each school responding: the second question was “Is Glass Voice offered in your eurriculun at this tine?" ihefisaltwopagescfthisquesticnsairewereecsprisedofa checklist of vocal solo saterials. The respondent was asked to indicate ifhiserherstnientswereassignedthelietodnaterialsasaregularor asasupplesentaryparteftheappliedvoicesmiesduringthofreslnan and scphescre years. The saterials were listed in the following sensor: 1. General anthologies 2. Italian mthelcgies 3. French anthologies 1:. Gernan anthologies 5. hglish anthologies 6. Oratorio anthologies 7. Sacred anthologies 8. Operatic anthologies. 1111 #7 Anthologies sore chosen for this listing for two reasons. First, in building a basic library nest students can get sore literature in ccspcsite fern. Second, the cost of such anthologies is ninisal ccnpared with single copies of the case saterials. However, space was provided fortherespondentattheendcfeachseetionofthechecklistforthe insertion of titles of additimal saterials. anthologies, or single works. A copy of this final questionnaire will be found in Appendix J. VALIDIT! OF THE QUESTIONNAIRE The questionnaires were a result of nany discussions and centre- versial sessions of the Florida College nusic Elucatcrs Association at which problems of articulation within the systen of higher education in Floridawereccnsidered. TheTaskFercerepcrtcf19671onlyservedto stir this body toward further definition of problens and possible solu- tions. Since 1967 the connunity junior college mic educators have be- cone an infinitely stronger force within the organisation: the connunity junior college nusic educators no longer respond to the dictates fros their colleagues in the senior universities. With the burgcmisg enroll- nests in the connunity junior college nusic progress across the state. any old problens have been resurrected and cospounded. The area of applied susie, and specifically applied voice. is at the center of the controversy. The areas for questioning in these survey fans arose fros the group seetings of the Florida College Music Mucatcrs Association and fros personal conversations with voice instructors at conmnity junior IProfossional Consittee for Relating Public Secondary and Higher Hucation cf the Florida State Board of Education, W W Report and Guidelines for Junior-Senior College Articula- tggnff the Task Force in Music (Tallahassee: Departsent of Education, 1 7 . as college ad university levels. The initial questionnaire sorely served as a written "pilot” vehicle for soliciting individual ennneration of the articulation difficulties in the area of applied voice. The later questionnaires in large seasure virtually grew out of the responses to the first one. Task force leaders such as Dr. Gale Sperry of Florida Technological University and Dr. Ward ‘10ch cf Rollins College have opened the way for discussion of the procedures and infernatien fros this staly sithin the general seetings of the Florida College nusic flincators Association. iho questionnaires are also based on the infernatien found in an 2 earlier study for the Music Educators Rational Conference. The specific itens refer to the qualifications of nusic educators in the junior «11.5.3 and to the nininun standards for applied voice transfer students.“ Finally. Professor Dorothy M. Morrison. Chainas. Huanities Divi- sion, Senisole Junior College, offered critical consent during review of the prelisinary copies of questionnaires. Revisions were subsequently node in content and fern before final drafts were suhittod for printing. THE NATURE OF THE CORBBPORDHCI In addition to the posting of the preceding questionnaires, the following correspondeuo was conducted: zen-1o unam- mum Mm. W A Report Prepared by the Consittee on Music in Junior Colleges Hashing- tcn, D. C.: Music monsters National Conference, 1970). 31114.. pp. 28-29. “Did..- PPO I"9"500 II muuufi-ufllldhlv -finl. IN... in “NH NE NW ”4 1,9 l. A letter was sent to voice instructional personnel requesting a course outline for each course in applied voice for fresh-en ail. sopho- aore nusic transfer students fros each public connunity Junior college and each university in Florida which offers such studies. Since each school is required by the regulations of the Florida Depart-out od’ Edu- cation in Tallahassee to submit an outline for every course in its cur- riculun in order to secure approval for course accreditation, such forss should be readily available fros the voice instructors in the respective institutions. Such outlines generally include course descriptions, ob- jectives, activities, credits, literature, and criteria for evaluation. 2. A letter was sent to the department chainan of each or the state universities requesting representative prograns fros recitals by freshen or sophoacre voice students and an indication of the audition require-ants for students transferring into the junior level fros a connunity Junior college. hen chair-an was also asked to assess, sta- tistically if possible. the perfornance of connunity junior college susic transfer students in cespariaen to the perforsauce of native students at his or her institution. 3. After a reasonable period of tine, follow-up letters were sent tothesepersonswhohadnotrespondedtotheeriginalquestionnaires. Copiesofallinportastecrrespom»cearetobefoundinippendix I. Till NATURE OF THE NEWS Interviews relative to this study were conducted between the win- terefl972andthsspringofl973. Husiodepar'hentchainenfrenthree of the senior universities were interviewed infernally concerning the problem of nusic transfer students fros the public con-mity Junior colleges of Florida. Voice instructional personnel fros two of the uni- versities and fros eleven of the commity Junior colleges were engaged in discussions relative to the general topic of voice teaching and the specific problens of preparing stdents in applied voice for transfer to upper-divides studies. he interviews were loosely struo‘hred and served to expand upon the questions found in the first survey fora nentioned above. Oppertunitieswereprovidedfersuohneetingsatthetiseef statewide aeetings of the Florida College nusic Educators Association and 50 district aootings of the Florida Junior College Conference nusic Activities Connissien. Additional infernatien was gleaned fros personal telephone euvorsatiens with college nusic personnel. CATALOG INFORMATION Table 1 includes a variety of infernatien with regard to the pub- lic connunity Junior colleges of Florida. This saterial was gathered prinarily fros the published catalogs of each of the colleges for the school year 1972-73. Other sources are duly indicated. A cenpleto list of the connunity junior colleges will be found in Appendix 1.. Several facts say be noted in ennining Table 1. First. the range of enrollnents for the school year 1972-73 in the noasure of full-tine equivalency is free 16,398 students at Mani-Dado Junior College to 160 strients at the brand-new Passe-Hemande Connunity College. Hall: of the colleges showed slight decreases in enrollnent ever the years since 1968 thcuh the trend statewide has been upward. Statistics relative to the range of applied nusic fees were un- available or unlisted for six of the connunity Junior colleges for the school year 1972-73. One of these, Tallahassee Coasunity College, offer- ed no private study in applied nusic and along with Santa Fe and Hills- borough connunity colleges was on the quarter calendar syston at that tine. The range ed.’ the applied nusic fees statewide was fros no fee to $90.00 per course. Host schools listing double figures on Table 1 offer- ed the lower figures for one half-hour lesson weekly and the higher fig- ures for one hour lesson or two half-hour lessons per week. Table 1 also lists pertinent infernatien on the personnel, ad- ainistrative organisation, and curricula in the nusic prograns of the Aggy .nfuka .88 n. 5838 8.35 sass 335 433.2. .8388- oo eagle-n8 said... ARE .538 .8838 Cass. 8 8388.: 53...: .8 .n .év 3.414 .3938 Ens-n .8 8338.1 n83. 483 .338 .8858 836 do 83385 .3381 .8 .s .3933: 5:34 .3938 go n. 83385 3.3.. .Aiflgv 38H .53 .13»: .n .s. .u Q3 .58... .8338: u. «.318. o “a x n n n83 2.» as no» oceans song 3.38 x n ”nun Re.” {no can ouofihfiufi $83 a u n a .WWW «8.1836 {8... 8.58 noun-ale g B: u u a no a Sin 3...“ «86 8.28 baa-ale g .. o. m . ms m w r: w m smog sans-n houses-ob ran-hi ins Arts as nusic Departsent Pull-tine nusic ’ Applied nusic Foes Per Senester 4 1968 r. 1'. 1972-73 1‘". T. I. Enrollaent ‘ hrellnent 0 Opportunities for Ilwi pend nt Study 1972'?) lunber of 1979 F. T. I. o e in nusic Basie najer I] lll‘l4 aazgagxfigggggs Ha .nua II o 1. 52 K .393 5.8.38 "3.38.. n WM 83.: :8 ~33 .838 .838 8.3.3.8830 m mumwm .8 «.8 on. .838 .838 83.3 5.82 mm .mmw n83 can: 833. .838 3.3.8 88.35:: 62 i «fix: and; 3.3.: 8.38 .838 .33.: .8» «is _ En can _ .838 $32.80 5-8-8: 8.3» an. in m? 8.38 3385.8 38 83 8.8. .33 mm... _ m8 _ 8.38 335-80 .23 5.3.3 8.3» 8a.: can no.8 .3838 $3.58 £53.33 63 awn; mom; SN; 8.38 5.3.58 .38 .38 3 .3. an mm... NR _ 8.38 335.58 88 83.3 Md’ HHHm .333 863 332.83..» a. .oz 8.3. .3...” 8.8 «.34. 8.38 sonar. 83.3 003 .8» cm. no. 8. 8.38 hag-a8 8.38 one; «8.: Rm; 8.338 53.8.8 8.8 quota for Independent Study in Music nusic Major Curriculum in Catalog Hunanities or Fine Arts Organised as Music Departsent nusic Under Opportunities H N mm m. m u 2”. mm m»: mm ...m mm 8.38 ”frown.” um F. mm 8.2. .3558. WWW Wm WM Wm m Aveundasoovnsfi g 53 nevnhm Henslelg Noah-5* . .38 8.... .88 .38 a x . ARM...“ no... .83 .88 8.38 .3538 38.3» a 3 . .8; m.. 83.3 88.38 DEB-8 .8333. x x .HMH gm.“ «8.. mm... 8.... 8.38 .828 8.33.938 :8 .8 o: u 3 gm.” .8 «8.3 8. 8.38 .88.. 92.8 .88 .8 3 WM... 8. .8 man 8.38 .822. 83.3 5.8 MW m“ . x i n Rmmm 3.“; 8.3 «8.3 8.38 .828 3.5... 3.3 a. x a 8.93 S... «8.3 .86 ..8.38 «.35.. .d 35... u l m WNW“ 488 88.3 _om..3 8.38 33.3.8 .38 x x n. 8.8. 03.. no... 3... 8.38 p.353. 38...... we . 83 78.38 53858 8588...... l x x _ m 8%.“ 83.. .86 1.5.. 8.38 H.353. no.8 .3. .m... ..... . v . mm mm...“ .m _. .. mm H... M. H. mm... www.mumm... 3......me Fm rum PM .8... 8% .mm_m.mm1m mm. mm .M .1 .33.... mism .m p mnulm 8...... 1 mm “333.873 53. 54 eeunnity Junior oollegee in Flor-ids during the school year 1972-73. Two of the eetslegs, those of Florids Junior College st Jsoksonville sill 8t. Peters‘herg Junior College, do not list faculty by specific disciplines though these colleges are known to heve nusic staffs of snbstsntiel man- ‘here. Pesoo-Hernsndo's initisl eetelog was unavails‘ole. m1. personnel. where listed, renge tron one to twenty-eight. It should be noted thst these figures do not include pert-tine or sdjnnot personnel. Eighteen ostslogs list the nusic sree. es one yert of the lmnsnitioe or fine arts depertnent (division) while .1: hsve leperete nnsio deprhente. m... do not list the neeio eree in eny lsrger orgenisetiensl structure. Four- teen schools hsve s nodel mic-n30:- enrrimflu outlined in their este- logs while the others sinply list end describe ell offerings in ensie. Finslly. five of the sohoole list sone type of independent study or spe- eiel projects in mic with verisble credits for students working to pursue edditionsl setivitiee within their rejor field. Tehle 2 presents generel enrollnent dsts and other intonation relstive to the nstnre of the nusie urea in the universities of Florida during the school yesr 1972-73. antelogs provided the letter neteriel while the some of the enrollnent figures is otherwise indiosted on i's‘ble z. A eenylete list of the universities eppsrs elso in Appendix )1. Therengeeftheoverell enrollnentfignresinthenniversitiesis tron 16,979 to 1,779. It should he noted thst the two newest universities, Florids Intenstionel University end the University of North norms, owed their doers to eherter olesses in the tell of 1972. Parthenon. these two schools so well .. Florian Atlsntio university end the Univer- sity sf Vest Florids ere erolusively upper-division end grednste univer- sities. The rennining enrollnent figures on Tehle 2 relste to transfer 55 .330 .0615. guadtébe Alas-3v E3 .8 .38 .8383.— .. .3... $33.55 3.8 .83.... 83...... a. 33.88 £33. 8.9... .u .26 33.3 3 8.8.38 ..8..3 .58 3... .8383. a. .8... 33.238 3.8 .5. .3 2333.... 88%.; 3...... 3... 88.8 .83.... 9.3.3.. a. 8.3.8... 8.83 “3.3 8363 83.3 8.... .382. 83.3 Lfifltfla 88.8.8 3 .8 388 .8 ....3 .8. mm... 3.38.8.3 83.33.. .8 x a 03.3 88 8. in E3 .8283. 5... a. $38.88 53...»... 383.2... .3... x x .3 o. n n. 8 3.... 8.. 3.3.383... 83.83.. 4.3.8 8 n 88.3 8.3 «8 S 2.... £38.58 .353. 8.3.3.. A 33833.5 .8 a n «n. k. 8. 3.3 a...» ”8383...... 83.3 .8 x n at. 3 n8. 3 8.3.. 3.3.3.. .8. a. 33...»... 8.8.8.3.. 3 n an 898 .83 88.3 33 2.63 83.33.. 5... w. 338.88 .83 32.5.5... 8 u 8 8.3 2. 8.8.3 «.3 3.3...” $382.38 3.8 83.3.. .§.§n.8.fi u 3 8 8.8.3 8.. «3.3 33 8.63 83.83.. .8 333.58 a ) m . . I m 8 mm . m ... u m m. ... m. m s... m y a m mu m1 .. . um . m. m “mm. &M “St tw t. tuba.“ m... m r .o. m ... m .... w mm 833...»... .33.... m...“ 3mm unuuuum mum um. .muwumlu gangaaflgsgangg . v.- 56 student enroll-ants in three categories: (1) entering trensfer students tn. in-stste universities, (2) entering trensfer students fros 12.-mm conunity Junie: colleges, end (3) entering trenefer students tron in- stete privste institutions. It is cleer thet the overnheleing sejority of trensfer students in the etste universities of Floride cene fros the public connunity Junior colleges end cosprise noerly one-seventh of the totel enrollnent st the stste universities for the you: 1972-73. Intention of s generel nature with recud to nusic is also con- I teined in Tshle 2. Floride Intenetiensl University did not list feeulty persenel in its 1972-73 eetslog which see printed the spring before its epening. The range of the fecnlty nenhers of the other universitiee is free sixty to four nusic personnel. These figures do not reflect the possible esploynnt of pert-tine or adjunct instructional stuff nen‘bere. All oetnlege do include nodel susic-nejor curricula wounding to the veriees degrees offered. These degrees ere included in the intonetim in Tale 2. More interestien on! s cospreheneive nature so to the courses offer- ed in theory and epplied susic in the emit: Junior colleges end uni- versities es sell es the trsnsfer requirenents in these eress et eeeh e! the universities will he unlined in Ohepter IV. CHAPTER IV ANALYSIS OF THE DATA nae infomtien in this ehsptor is presented in the following order: 1. Gomnity junior college ostslog infornstion 2. University ostslog intonation 3. Results of survey ferns and questionnaires 1!. Infersstion free interviews end correspondence . CATALM INFORMATION The intenstion gsthered fros eminsticn of est-logs er bulletins free connunity Junior colleges of Florida. wss divided into two principsl ostegoriess (1) studies in spplied voice end (2) theoretic-1 studies. ihese twe ostegories were chosen in light of the poclivity on the port of university susic depsrtnents for seditious end ensinstions in these wees fer trensfer plsoesent out students sstrioulsting fros connunity Junie: college beolzround end essociste degree mess. A codifiestion efthisinfersstionisfounl in‘l‘ebles 3, heals. University oetslogs or bulletins fros the public senior institutions inneridswereexenineduiththecetegories insidesspecified inite- 1 sad. 2 ebove. This ensinstion of university asterisls use coupsred with these course descriptions en). enuserstien of portionlsr skills fool! is the oonusity Junior college oetslegs. nbles 6 through 8 list the dsts free the university pshliostions. 58 COMMUNITY JUNIOR COLLEGE CATALOG INFORMATION The data in Table 3 indicate that most of the community junior colleges in Florida have substantial Offerings in the various types of study in applied voice. Only two schools of the twenty-eight BhOW'nO listing of study in applied voice-- Tallahassee Community College and Pasco-Hernando, a new community college offering programs in 1972 and whose initial catalog was unavailable. Others. such as Hillsborough. Santa Fe, and Daytona Beach. offer limited opportunities in this area of musical study. The spectrum of offerings in the renainder of the consu- nity junior colleges is varied in nany says. Perhaps the most varied aspect of this analysis of applied voice offerings is the system of nunbering of courses. Not only is there a great,diversity of prefixes employed, but there appears to be no uni- forsity in the nunbers thesselves. There is substantial consistency, however, where course descriptions use nunbers and titles to»distinguish betseen offerings for the applied voice, principal, and applied voice, secondary. Trenty of the twenty-six colleges which list applied voice studies grant two semester hours of credit for applied-principal, and fifteen of the eighteen schools which list comes specifically described and titled for secondary study in voice grant one senester hour of credit for such study. Tin schools do not,distinguish in course descriptions and titles between principal and secondary study in applied voice. Eighteen colleges list class instruction in voice as one sethod in offering applied studies. Of those eighteen there are differences in class nuaberings but a consistent awarding of one seaester hour of credit for each course. Tho-thirds of these colleges offering class voice in- struction list at least two sequential courses in this type of study. we- ' t ' O . , I. . . . t . . Y. . u . or In. I . r . . . e I Ox . e . a O .V ‘ . l‘ r O -|\ . . . . a .. s . o . . . e . . p .. . 59 m3 WIT! JUNIOR 001.1133 APPLIED 'OIGI STUD! mm m. 2 a a g s 5 °° 3 g 2 a a 3 a cums 3 3 o E g 9 w s s s E 3 E 1:: F93 5 Brevard Coaunity M03 130- ms 230- 1103 15., ms 1&0, 0011030 In (1) 231 (1) 151.2509 15192.0. 251 (2) 2'11 (1) Brcsard Cos-unity ms 123 M03 181, HUS 161. ms 1.1. 6011.5. (1) 19102819 17192619 lflefile # 291 (3) 271 (2) 251 (1) Centralfiflorida lUSIlO HUS 161, HUS 261. Gossunity College 106 (1 162.16, 262 (1) 16a (1 Uhipola Junior IU 161,HU'151. College 162.261, 152.251, 262 (2) 252 (1) Dayton Beach — “f ac 105, h Cos-unity College 106, 20, 206 (1 an... Con-unity nos 15 ms 25 M03 165. College 15k (1 25b (1 166. 26 . 266 (1 Florida Junior ms 130 ms 131 lit—Is 16 M03 150, is no, College at (1) (1) 161. 26 151,250, 1.1. 2M). Jacksonville 261 (3) 251 (2) 2n (1) Florida,Ksys HUS 130 HUS 15h, Cos-unity College (2) 1552 1 25521-2 Gulf on: ms 130 ms 131 ms 150, ms no. Conunity College (1) (1) 151,250. 1101,2110, 251 (2) in (1) gs Malawi! 3 >55 : ——.» »--—-—- w—“---— H< ! l f I . . ‘z a .. . W. — _. . ~-]r._——-o -—-~“—-T— "v -— H o i--—+ v..- “M I u o v . 1 1 v ‘ ' .' l n I .O' c... .._—..._ — .._._ - . -+~..—__ -—..—r-..4— l ' f g f i t * _ 4 I V f I -. |.. \ 1. ~o.— “— — .. -.- - -——1.---- v . —-.—-~- .7" ——-— A .— ' L - . I I 7 ~A— .— ~ - - ~-.o --~ I-“ - v.“ - “-0—. 'H -+—-*-~ “- ¥ A "~0- 9 I .q. _ . , ,1 _— - - .-. -..._- , ~——. “—)-< --«- -71.. -—*r-d"~O—vrfl_. .p-O-Y——--‘_o H'M W‘HV‘VW . . 1 . , l ‘ l f - 4 _ .71 V ,7 “ya fl —. --.. .--.—-—..¢--—-———. 0 — TABLE 3M 61 COMMUNITY man 3 3 E a g g g g 4 a g a g 5 a “m a 2; E a E 2 9 E a E a m '0 C . Hill-borough HUS 130 HUS 130 HUS 150 Community eon-go (1) (1) 151(1,23 111118.11 Hi”! ”US 1559 Community 0011.50 156.25? 256 (1 Luau City ms 108 nus 161, ms 161. eon-unity c6116;- (1) 162,261. 162,261. 262 (2) 262 (2) Lulu-Sumter an 125, no 110, Col-unity Collage 126,22 , 111.210. 226 (2 211 (2) but» Junior HUS 261, 1408 26 , H08 161- 1108 161- Gonogo 62 (2) 26b (2 26a (2) 26b (2) Mini-Dado ms 155 ms 151. ms 156. Junior College (1) 152.251. 157 236. 252 (2) 25711 North norm Inns 130 ms 131 nus 150, ms 120, Junior (3011.80 (1) (1) 151,250, 121,220, _ 251 (2) 2n (1) Ohlm-hlton 3171 3172 Junior 0011050 3271 (2) 3272 (1) hln Beach 121 m 122 me 133. no 130- 1.216: 0911.30 (1) (1) 1:42.23 132.230- 23~. (25 232 (1) “flu—fi—N‘H \———1—_ f. WW a “.111 :5 4) gangs: nu mum, mu m SE. 533 36 NJ 9 ) <38 m n m m n MA 2, :35 x x 1 Egg Ema saga :05» E . 9.le GEN—”Hm man—”<23 8am 3H3 Him—”<23 El ~5de Guava 1 1 g5 <0Hnn wow 5!..an {‘32 (3’ H03 153 (1) (1) ”18130 ggm mg gag fig an ‘1... O. '(nw I: 1| IV! 63 WW GOHHUHIT! JUNIOR IDIOA BSVWD IDIOA 3871. HOFVH “22101 mm TVEIOHIEE ‘20101 mm IHVUIODIB ‘IDIOA dlIiiI' Race-Howe Gen-unity 0611.50 P01132001: Junior 0011030 “311).” “155%?" 1&2312131' .262 (2) 2b2 (1) P61k,OOIInni 0611 MBA 117 ICA.115 ” "° (2) <1) Sulfa. Fe Junior College m 250 ID 191 (3) (1) Seminal. Junior Callas. as 120 H6 121 (1) (1) South Florian Junior College St. Job” Rim Junior College St. Pour-burs NC 115 MC 116 Janie: 6011.50 (1) (1) W» Calamity Cellos“ { Valencia. Gal-unity 3011050 In: 155 an 156 17‘ . m 0 O I (1) (1) 275 (331272. (1) *Chunl unable: the only mic offerings. WW BEBE .) 5.) Bananas: MO 60 g >53 1 1% 83a m m m 1 ESE. x x Engine .32. 3225.. BS :9 ofiuE 356 8253 BS 955 2 2 Egg :5... 85.. 2338 1 1 gas <38 mm $1M 3w 8.7.508 1 1 “ mm m1 m) E35 85% w my mafia Eon—”E X as an gen—”03m . X 65 Some unusual offerings appear among the curricula outlined in course descriptions found in the community junior college catalogs fros Florida institutions. The of the connunity colleges offer a distinctive type of applied voice stuiy for the applied voice major whose declared goal is perforaance as a vocalist. These offerings are separated by de- scription, nunber, and credits from applied voice, principal and applied voice, secondary at these schools. Broward Connunity College grants three seaester hours of credit for weekly lessons of one and one-half hours for the applied voice aajor while Florida Junior College in Jacksonville grants three seaester hours of credit for one one-hour lesson per week in the performance najer area. Place-ent tests or auditions in applied studies are mentioned in eight of the community junior college catalogs. Separately described. numbered, and credited in eight catalogs. courses are designed for rene- diation in applied voice deficiencies. Since three of the schools having remedial courses are not among those eight specifically listing placement testing procedures in applied nusic, the implication is raised that place- nent mechanisms are eaploged though not clearly enumerated in the catalogs free these colleges. Three of the colleges offering remedial applied nusic courses describe these courses as also being Open to nonsausic ma- jors with identical course numbers and credit assignaent. Such credit assign-mt is not applicable toward meeting academic degree requirements for the nusic najors. Six of the community junior colleges identify applied voice courses exclusively for nonrnusic najors. Liaitations implicit in the nature of college catalog information preclude the drawing of absolute conclusions with validity and personal assurance. For exaaple, there are often no indications of regular jury 66 enainations as one of the standards for evaluation of student applied voice perforaance . While only five of the twenty-seven connunity junior college catalogs specify that jury examinations are employed in their nusic prograns, the omission say not scan that the other twenty-two col- leges deliberately exclude jury erasinations as a factor in overall eval- uation. Likewise. only seven of the connunity junior colleges indicate in their catalog infernatien tint student recitals are aaong the ausical functions on the local caapus. The nature and tiaing of these recitals sere not specified in any of the catalogs mined. Two of the catalogs list a type of repertory class for students in applied nusic in which either performance or group discussions of literature are held without acadeaie credit on a weekly basis. All of the courses or requirements aentioned above appear to be out of the non because of the minority of catalogs listing sane. However, there is little reason to believe that failure to list such offerings indicates lack of opportunity. Permps the brevity of course descriptive material nay account for such missions.1 Finally, Table 3 indicates a relationship of ancunt of credit and the length of weekly applied nusic lessons. Generally one credit is granted for one half-hour lesson per week and two credits are granted for one full-hour or two half-hour lessons weekly. In this regard there is no distinction between study of the principal instruaent and study of the laden comlunity junior college in Florida is required by regulations of the State Board of Education to publish an annual catalog to set forth standards ani guidelines for stuient adaissions and graduation. Said infernatien constitutes a "contract” with students entering the college during the year following publication of the catalog. Such students and college are thereby bouni by this contract. (Chapter 64-8, State Board of Education Regulations for the Operation of Junior Colleges, Septenber, 1972), p. 73. Because of the breadth of infernatien contained in college catalogs, it is not always possible to be coapletely specific in all course descriptive asterial . 6? secondary instruaent. Five connunity junior colleges in Florida offer only half-hour’lessonsg three offer only hour lessonsg'two offer lessons of not only half-hour and hour lengths. but also provide lessons of one and one-half hours in length. Hillsborough Community College, which is on the quarter calendar systen, grants one quarter hour of credit for a weekly lesson of forty-five ainutes in length. Florida Junior College in Jacksonville awards two senester hours of credit for one hour weekly lesson for the applied principal and three credits for one hour weekly lesson for the applied najer. Gulf Coast Con-unity College offers one semester heur'of credit for one hour weekly lesson for the applied secondary and two senester hours of credit for a one hour weekly lesson of the applied principal. Table 3 deals with the sequential courses in theoretical studies in the susic progress of the connunity junior colleges. This infernatien was gathered free the catalogs of the connunity junior colleges of Florida. Twenty of the coamunity junior colleges list at least four sequential courses in nusic theory under that specific title. but they indicate a variety of course nunberings and credits. As with the nunbering and cred- it assignaent in the area of applied music. the inconsistencies here are clearly perceptible.2 Ten of the colleges grant three seaester hours of credit for each course in the music theory sequence. one offers two cred- its for each course, eight grant four credits, and one offers five credits. 2For nearly two years the Florida Statewide Conaon Course Designation and Numbering Systea Project (scan) has been undertaken by the State Departsent of Education. An interin report is contained in a nesorandun fros Hilliaa Odes, Chairman, SCCD, to Dr. Lee G. Henderson, Director of Division of Coasunity Colleges, Departsent of Education (Tallahassee: State of Florida, Departnent of Education, October 17. 1973). p. 1 (MI-mph“) 3 3 3 W 3 an a 8H 8H emeflou mp: ma: ms: was houses-co sense 3 3 3 3 «2 as mum Hum mus RH emefleo hence-ecu or or u: o: o: o: sesame-31»!— 3 3 3 3 3 3 3 saw «NH we EN SN «3 8H emefioo sedan. .9: a: a: a: a. a: B 3.330 3 3 S 3 9 3 :3 13 w «a 3 an emeflou specs-sou .15: mp: me. as: me: mp: eflueE geeo 3 3 3 3 8m «a a «a an emedcu Risa-co mar mp: mp: me: man beacon 3 3 3 3 man «a n2 «5 3 NS fl «2 ecefieo spaces-co ms: ms: was as: as: we. 8: mp: ileum U I u I u u u u u u n m n 1 n 1 n 1 1 1 1 1 1 M1?) mmmmmmmfim mxm m www.mcmmemcmemencnen I.” 1.38 mm a new m mm mm mm mm :1 1212. m m mm m m memhsmscsm; : m ( ,c c c c agugflgmggoo £5 ’a 69 omega»; $333 3 3 .3 SH ecefienaefisfleo Br B: 933.33 3 3 3 on... 3 3 on" 3 3 .on 8m 2w .Qu on Jan emefieu REE-co man me. B: 3: mp: n5 agenda 3 3 3 3 «a «a n «a emefieoafiesleo B: B: as“ Maw. «Scenic 1. e 9A «3 M5 an emefloobnaloo 8: me. me. me. Resonances Ma 3 Ma 3: e8 3m «8 n3 «S be. «do. as «Q canteen—ed. 2. me. x up: ms: 8: 8: mp: was we. we. eeefieonefieneofieaa m on me. n .1. m m m h m I“ F) T I l 1 cm mmm mm mwmm mm mmnm 1m mmmwmm&m&m&m&n&mkm&m& ma Mmmmcmmmemmwmmem. 112 mm m mmmmmmmmm mm «m manages 1 % E -._, an!" 3435 I t ’ a a . . . . . , _ o n o c ‘ . OI; ‘ . o . . . c . . . _ . . . . v a I . C A . . a . p O . c . . . _ 4 o n 1 h . a . . . . . . . .. . 7O l ! e 3 3 E 3 3 0H RH New 3N 8H 8H omega". 335:. Q. n! or on o: n! nod-madam 3 3 3 3 3 $.38 83:. 88 man Sun own SR ma usinufioozo 3 3 e 5 c 3 - on." :5 H NAN as «.3 cacao 335:. mm: m9: up: up: mm: as: 13.39 5.902 3 a 5 3 3 is” on." OH NON .SN 8H m 8H 30.38 Rough. man was mm: mm: an: an! 03:3 3 a: a: 3 3 3 . 8H SH 3 «ON 8N no." 8.... ma. mm.“ me. me. me. B: B: .958 "35:. .33.: emu .mofioobigu p: gaunt-81H Mm. m um m m m m m m \.I N T. u I m i m: m w WEE: mm ”a!“ Mb m... m... m& It Y.& 7.... It a s." m am am no.3." am am m mvmm w: ms nu m.” m.” my mu my .85 W gm WW mm mm W m m 228 LLFIIII ..L l 3 . it}. o o .t'} -‘ 0.1 o 0‘ 0 0-....I'Ol f‘d o r o n u 3.0,! \. {O.oi It--- 90 Q‘u..-.7: D n-O a J O.UE.“ 6“‘D-E o .,.,.n| I t... ..O..‘l.o '13.. .. .v .1-‘-.v.o. .u'cl-n... 4.. ...| sIII,'.l.!ovo-O‘.- 0‘) u ~ . . 0 g p r . O . . . O u . o . r u - . \ o o . . . . l‘.‘ '1 z... '1. ' . I 'n . O I f . ‘ - | ' I I l b . I OI. ‘ I I ' . .1 ‘ ' I I 0' ) a d O r . . v 0 a o u . I _ .. . . _ a O u a . . . I . Mi 3 s 3 n3 «.8 an «d n... «a d «.3 .958 .323. me. m9: was was m2. ms: was was 133E 590m 3 3 3 my 3 3 3 3 :8. m :3 H «8 8m «3 8a .338 .823. o: 02 oz 0: o: o: o: o: 50:18 3 3 and an." oonHoo Hogan 0: 0: 9m Shim E 3 3 3 8m 8m «3 8a «2“ SN «3 8a .928 $23.8 so: so: so: .5: so: so: so: an: ufiom 3 3 3 3 now 8N «OH .SH out—Hon Hog» o: o: o: 9. Swansea .modqxvhuangaaxv 0337313 mm mm mm mm m m m ....__ m T I x mm mmm mm mm mm mwmm nm 1% mm.» m m.” m.” m...” m.” an.” m,” a.” mfinnmmm mm mm. mm mum.» mm mm ”838 (\ FL w m C . C 3 1mm £83 53“ §§E 2E wow as: 2% a an 5N 3 8w A 2§s 2§3 2&3 3 3 8“ 09.58 hang-loo 330d; out—Hon Rafi-loo 3.5.49 093 nouns». wasp-H3..." 3m omoanoo moan "gum .50». .3 REDEDIAL THEORY (Pro-frown“ Level) (non-njors ) FUNDAMENTALS OF MUSIC. MORY PLACEMENT EST SIGHT-8mm IV Cour-o No. 3: Credits smH'r-smm: III Course 110. a: Credit SIGHT-8mm II Course No. a: Credit: SIGHT-SIEIM I Court. No. J: Grant. THEORY IV MRI III Cour-o lo. a: audits MIII Como No. & Cindi“ THEORYI Guru lo. a Credit- mg SEE—30 é a Como No. a: Credit: 2 73 Hillsborough Com-unity College offers five quarters of music theory with two quarter hours of credit awarded for each course. Three of the col- leges limit their theoretical studies to two semesters, while Tallahassee, Lake City, and Lake-Sumter community colleges have no music transfer offerings in music theory. Sight-singing, often combined with ear-training or with keyboard harmony or with both, is offered as a titled discipline with separate accreditation by nine of the community Junior colleges in Florida, though there is variation in the number of sequential courses and in the number of credits. Seven of these schools have four courses in the sight-singing sequence. one offers two semesters, and one offers only one semester. Seven of these nine colleges grant one semester hour of credit for each course and two grant two credits per course. Course descriptions in some catalogs have revealed that the discipline of sight-singing has been in- cluded as a component of the course entitled "Music Theory" by nine of the connunity colleges. This serves as an explanation for the greater number of credits being awarded for music theory in some institutions where eight-singing. ear-training, or keyboard harmony require laboratory sessions related to class-oriented theory saterials. By eliminating credit nunbering in columns 5 through 8, Table h indicates where sight- singing skills are included in the music theory course descriptions rather than being credited and numbered separately. For purposes of clarity the following definitions will apply to the shoves-entioned courses: Sightvsinging- a course designed to develop the ability to sing at sight from notation, generally using solfege syllables or nuabers. Tonal and modal saterials comprise the study list for the freshman and sophomore levels in most schools. 1E. .. $1.“ and“. . . .4 LI? IV. D fininlliJu 7h Ear-training- a course designed to develop the aural sense through the dictation of intervals, rhythms, melodic patterns, and, in advanced study, harmonic patterns. Tonal materials are the focus of standard ear-training courses at the freshman and sophomore levels. Keyboard harmony- a course designed to develop the abilit to use the keyboard for the translation of visualized ideas into sounds. Students are exposed to idiomatic musical materials and materials of a practical nature for the composer, the teacher, or the performer. Table h further indicates that seven of the community junior col- lege catalogs specify that theory placement examinations are administered to the incoming students.“ Five of these same colleges list courses which T71 are designed for remedial, pro-freshman level music theory and, though listing semester hours of credit, clearly state that these credits will not apply to graduation requirements. Polk Community College does not mention a theory placement examination in its catalog but does list a 5 J pro-freshman remedial theory course. Broward and Valencia community col- leges employ a course entitled ”Fundamentals of Music" for remediation of theory deficiencies for prospective music majors. This course also serves as a basic study in the rudiments of music for nonsmusic majors and par- ticularly for pre-education majors. Ten of the community Junior colleges which offer a course in fundamentals of music for nonrmusic majors award three credits. This is the only type of theoretical course in music list- ed in the catalog of Lake-Sumter Community College. 3Stanley Shunway, .7; t _ _ Iowa: Hm. C. Brown Company, 1970 , p. ix. “The 1967 Task Force in Music report of the Professional Committee for Relating Public Secordary and Higher Education (Tallahassee: Florida State Board of Education, 1967) recommended that tests in music theory be deweloped statewide for the freshman.and sophomore years. It was further recommenied, however, that these tests or any others should not be used for'admission to junior'level standing in Florida universities. No such statewide tests have been developed. The general guidelines for theorOtical study as found in the N. A. S. M. 1959 mm were included in the Task Force report. 75 Table 5 separates theoretical studies into their traditional skill areas as enumerated in the course descriptions found in each of the commu- nity junior college catalogs. As previously stated, no theoretical stud- ies are recorded by Tallahassee or Lake City community colleges. The sole offering in the theoretical vein at Lake-Sumter Community College is a course in the fundamentals of music which course is non-transferable for a music major. The definition of standard theoretical terminology is outlined as a major objective of the initial term of study in music theory at twenty- four of the community junior colleges. Course descriptions plainly reveal that the study of diatomic harmonic concepts is largely concentrated in the freshman level theory courses at twenty-one of the colleges. Chro- matic harmonic concepts, when.dealt with at all, are limited mostly to sophomore level studies as indicated in the catalog information from seventeen of the community junior colleges. Ear-training, involving the development of standard aural skills, is specifically described in the catalogs of twenty-one of the colleges and is always listed as a segment of the music theory or sight-singing courses. Elementary sight-singing skills are enumerated as part of the sequence of theory’disciplines in twenty-one of the colleges while some listing of advanced sight-singing skills is found in the catalog informa- tion from eighteen colleges. Keyboard harmony is attached to laboratory activities in music theory or in sight-singing courses in ten community college catalogs. Ten others list keyboard harmony as a separate course under'that title. Fifteen colleges offer more than one course in which this skill is listed as a study. I. "-7 I :ES 3% ”‘0': a gag... ENE-6&8 76 I «on «ma «9 «Q «as 8a 5.. RH on on 8” began 823. a. a. a: a. a. a. $3.20 an new ea c: is an «S «R «C saunas $258 8: me. B: B: me: me. me. «3%: gene a an .938 B: 8: sins-woo sue-fin mam 9N 9H mam 9H n3 n3 «5 «a «C NS «fl «.3 an .936 seamen-8 me. as. B: me. 8: 8.. me. 2325 w m m m l m m I m I v. m mmmmg: mmnmum o m m m m m c 83:. Snaps—8 .’ I.‘ la! 3" n a HP H % 8 3.3!.»qu Sign bracket—.3 ode-3.54 e333 acted.» to: «o baa-zap «ESE 58: n. 533255 ADVANCED um KAREN! mm HARE)“ ADVANCED SIGHFSIMIK} ”HEW! smn'r-smm ADVANCED m—mnm HEW! nn-mnm CHROMATIC HARE)” DIANHIC HARBOR! g m Bug Bug ORCHESTRATION comm GOIDUCTII} COMPOSITE! gag 93 he of the twenty-oi: indicoted tint there were no etndento enrolled in opplied voice otody. Thou two inetitntione were than excluded froo the my reeolte. Seventeen reeponeeo ropreeenting thirteen connunity Junior collegee in Florido were received. Two of the collegee were repreeented by three reopeneee eoch oe theee oollegco enploy three inetroctoro opieoe in the one of opplied voice. Of the eeventeen reeyonwlente to the firet enrvey. fifteen wore eoployod on o full-tine hoeie ond two were enployed prt-tine. Sixteen reepoawiente were returning inetrnotero during the eehool yeor 1971-72 while onenoeervingherfiretyoorintheteochingpoeition. Piftoenreepon- dente lieted voice oe their oeJor performing inetrnnent. one reepollent indicoted thot )iono no hie nojor inetrooent. Another inetrcctor lieted odoohle noJorinpionoond choral mic. me ronge ofperoenugeeof totol teochieg tine opent in inetrncting opplied voioe ooong fill-tine in- etroctero woe froo leoe then 3 percent to 75 percent, with on opp-canto neon of 36 pereent. ihe rouge of the nnnher of opplied voice etodente for eochiutrootordnring the oping teroofl97l woefrcnooe totwenty- three with o neon of ten. 'lhe reeyoneee to the noJor oneetion inclwded on the firet eorvey ooy inolode eeoe enhjectivity eince eoeh connunity Junior college inch-no- torwoeoehedn "Ihetdoyonfeelore the-ejerpohleneyooeneoonterin preprinc your voice etniente for tronofer te eenior inetitntione epeeif- ieolly relevont to their odvonoed opplied vocol minim?" 1‘he reepooeeo oregooted infwll indppedirlwithontonyotteoyttoootesorieeorto correct then. loeee were ooitted to preeerve ononyoity. Severol theoee prevoil in the reopeneeeu 1. Junior college inetrwotoro in opplied voice feel o need for nore infcr-tion fro- the eenior nnivereitiee with resend to expectotione 9a. fron tronefer etnionte in nneic. 2. Entering freehnon nneic noJore in connunity Junior oollesoe noon to lock hoeio nnoicinnehip ekille porticnlorly piono proficiency. 3. Gonnnity Junior college students oppeor to lock tine or noti- votion for oeoentiol prootioo in opplied otulioe . h. Oomnity Junior college inetructore ore concerned with the lock of focilitioe for practice on! porfornonce. 5. Gonnnnity Junior college voice inetrnctore feel o need for oonroee or etuiiee in foreign lounge diction for their tronefer etuiento. 6. In oddition to weekneoeee in nnoioionehip ekillo. the intra- tore feel the opplied voioo etndente dieploy o look of preporotion before eollego in ionic vocol chine. Mr A eel-wen In"! to the rust on. eent to connunity Junior college voice inotrnctore no cent in the oping of 1972 to voice focnlty nonhere ot eix of tho eeven eenior onivoroitiee in creation ot tint tile. The ontline of thin oneeticnnire no vir- tnllyidentiool tethofiretonrvoywiththoonooptionefthonjorqoee- tion of myorotion of voice etudente for tronofer. While reopenee were received fren only three iliividnole repreoentieg three of the oliverei- tiee. there in no reooon to believe thot theee reopeneee did not reflect the ottitwdee of on com nnivoreitiee. Inter eorreepondeneo fron nneio deport-ont choir-on ehowed thot there no coneietent concern for pine- nont of onlied veioo tronefer etndento. Senior oniveroity voice poreonnol were oehod to roepoxwl to the nention. 'Ihot do yon find ore the noJcr noble. you encounter with tronefer etndonte m- Florido'e connunity/Junior oollogoe, n opplied voice?" he neponeee to thin onetimire ore fond in Appndin O. In eydto of the yonoity of totol reopeneeo free the eenior ineti- tntien. oeno prollele ny he drown to the reeponeee fren the connunity Jonieroollegoo. Fir-t, theroienntoolconeornoetothosenorol 95 nnieinnehip ekilln of the connunity Junior college mic tronfer ntdente. Soeed. thin lock of genorol nneicionohip in often reflected in deficien- cien in pie-o perfononco. Fineny. the connunity Junior college intrac- torn nhow o concern for the lock of odeqnoto preporotion in foreign lon- gnge diction, on! the eenior univernity oppliod nnnio porncnnol indi- coto o concern for the effectn fron thin lock of prepontion nrticolofly inh'enchoniGornn. Booonnemlntioneintheeeoreonwillhoinolndedin Gunter V of thin etndy. WW he oeceul noJer qnentionnire deoln with the hoekgronfle of voice teoching pereonnel in the institution of higher ednootien in Florido. The in- fernotion includen ooodonic mining in voice, gredwnte degreen received. privote ntuiy in voice. vocol perfornonee experience, on). teoching role on toohnicion, conch, or both. Thin qnentionnoire no cent to on voice teochorn in twenty-nix connunity Junior collegoo end to nix of the eenior nnivereitiee oporoting in the fell of 1972. Twenty-three focnlty nenhorn renpoded nyrenenting 18 connunity Junior collegen on! 3 focolty nonborn renponded repenenting 2 eenior wnivoreitien. The null, nonhor of re- nponoeo free the eenior nnivereition noy not amount o tree tonic for connorieon with the connunity Jonior college conning. However. o pren- entotion of the row doto. followe. Seproted h level of current teoching. Tohle 9 in o eynopein of the grodnote dogreen hold by voice inntmtionol poreonnol. An iniicotod. o totol of 23 roeponiehte hold 28 degreen onong the inotrnctorn in the connenity Junior collegen while the three eenior wnivereity renpeniente hold o totol of 5 grodnote dogreon. mo lint inclden o wide voriety of noter'e dogreoe oni three typeo of docteroten. Of portionlor note in m9 GRADUA’E mm m B! V010 msomm. mm. mm DOCTOROFHUBIC m3 OF EDUCATION 1 DOCTOR 0! mm ———,r WILLIS? I! EDUCATION EASIER OP SACRED HUSIC mm OF ARTS II BACHDB EASIER O! r ‘ MUSIC EDUCATION mm 01" EDUCATIOII MS'IIROFAR‘I‘S mm OF HUS IO 13 3 run 01' MM! II men Imam Public Con-unity Junior College Bnhlie Univeroity Z6 16 97 the foot thot one connunity junior college voice instructor held o Hester of Music degree, n honter of Sacred Music degree, ond on.Educotiono1 Spociolist.degree. A colleogue in.onother community college hos been onorded the degrees of Master of Music, Master of Arts, ond Doctor of Educoticn. A list of groduste schools is included from the responses to thin questionnoire, some fron within the state of Florida and nony free without. Represented on the list ore Mioni university, Louisisns State University, the University of Alohono, northwestern university, Eostnon School of Music, Cincinnoti Conservatory, Southern Methodist university, Florido Stote university, north Tense Stote university, Colunhio Univer- sity, Appolochion.Stnte university, the University of Florido, Rollins College, Louisiono Technologicol University, Indiono university, Ohio Stste university, end the University of Bohemio. Aoodenic troining in voice covers o wide spectrum in terns of institutions in which such training won received on well os o wide rouge in the nunber of yeors of study. Collectively twenty-one of the responr dents to this questionnoire from the community junior colleges hove hod ocodenic troining in voice st 25 different colleges or schools of nusic. Collectively the three senior university respondents hove had ocodenic troining in voice fros six different colleges or schools of nusic. Privote study in voice, sport fron troining ossocioted with o fornol ncholostic institution, olso woe surveyed by this second nsjor questionnoire. Sixteen connunity junior college respondents listed o wide voriety of opportunities for privote troining. A complete record of the results of this survey will be found in Appendix P. The of the three university voice instructors indicated they had hod some degree of W 98 privotoveeolsttwly. nenpletolistcfvcoolperfornonosoxporiencoinolsclongoui divorseoflwillbofounl inAppendix P. prorienoo, throughostthecsun- tryonohrsod,tnnboengoinodbyecsnunity3unioroellegooniunivorsity personnel inrecitol, opero, srotorio, churches ond syngcguos, conunity concerts, college concerts, thooter, end the broodoont nodio. Ifnuchinforsotionfronthissurvoycfvoioetesehingporsonnol inotollnooningful,itisporhspnboonneecfitebreodthofresponeo. iholinteofesporienoessndtyposoftniningoreleuondinpreosivo. Ifthonoonsrocfwell-pseporedinstruotersnrsbonednslolyenboek- greed,itcowldbeooidthoinetrsctorsofthoinotintienncfhighor odwestien in Fluids ore susioslly propored. Such oonslusion, however, nynothosesinplydnn. W The third, on! finl, questionnire dosls with nothedn of veal podogegy end thontwreefthovocol literotwreueed invocol stlwiics inthecc-Inity Junior eclleges on! senior universities of florido. This three-pogo fern ns sent to voice personnel in twenty-six of the ocnnnity Junior colleges or! to the five senior universities offering lower-division opplisd nusic studies. A copy of the questionnire oppeors in Appendix J. linoteon responses were received- seventeen free the eonnunity Junior colleges on! two fros the senior universities. The first section of the cuestiennire seeks to oscortoin tho ecsrcooreesreosofthoinntructor'stoechingopproochportoiningto freshnn on sophcnose stdents in opplied nusic. this section opens with the question “In your opproseh to tho teochin of opplied voice (with freshen nus/or sophcncre students), do you subscribe to ony of 99 thofcllewin 'scheols' cfvcoolpedogcgyorperscnloppreoehoetotho touching of voice?“ A list of proninont voice teochors or writers in the field of voice study is then given olong with the sc-oolled 'bol onto," on the respedont is oshod to check those thot opply. Response were on follows Herbert Sitherspoon- 2 Del eonto style- 11 Pool Peterson- 1 Judith Litonte- 1 Lino Beer 1 Hillisn Vennrd- b Sonoefthoresponientschochodnorothononoefthooheve. Other uses thot were odded were Front Merge, Chloe Owen, Dolph Applenon, Von Christy, Ivon Veliknnof, Joseph J. Klein, Betty J. Grins, Iillinn Ross, on Weldon Ihitleek. ihouooflqueoticninthinfinsl surveyis, 'l'rcnwhotsoureodid you derive your smooch to voice teochin?‘ iho eighteen responses to this question fell into the following cotegcriest l. Privoto teeehors 2. Aeodenic instruction 3. Authoritotive radius 1%. Workshops on! soninrs 5. Perseno'l. investigetien on! experience. ihoouetedrespcnsestothisseeonouestionnirewillhofeundin Appeniix Q. Inr'esponetothonoxtquostientherensovorietyeflietim oftextboohsfervcoolpodogogy. 'lhequestionns 'Doyonusoo 'textbook' the in: 31 En 100 or 'textbeoks' with your voice students?" Severol vooolise collections on ontholcgios of songs were nosed but the nest frequently used notoriols ore W textboqu ond ontholcgies by Dr. Von Christy. A couplets list of response oppeors in Appendix Q. Ihonoshodnextifclossvoico is included intho curriculunof tho reepcnient's institution, 10 onswered in the offirnstive on seven in the nogotive vein. This soy be cenpored with the infonotion in toblos 3 end 6. The finol question of this survey in conprshonsive in neture, “Could you chorocterise your vocol nethodclcgy in o brief stotonont in- cluding your thinking on 'roginters,’ 'mononco,‘ 'phoution,‘ on! tons sodificotion such on 'eovered tone?" thirteen responses to this question were received ell one presented in full in Appendix Q without ony sttenpt to ostegcriso or correct the responses. lbs questions shove probing the opprosch to voice touching on! the chorecterisotion of the nothodclogy were designed to seek consensus. It inovidontfronthoresponsos thotthere isnoconsensusinthoopprcoches to touching voice. Therefore, the "sector plon" to be included in Obptor Vwillnot invelvonothodclcgyexeoptinthonostgenorol tons. Sono degree of uniformity is reflected in the reels of voeol lit- eroture. The find questionnaire incluies o twe-pogo checklist of titles of well-known on! widely oeoopted vccol ontholcgies in vorieus ootegcries. Respondents were requested to indicote stondord or supplenontsry unogo of those items listed on to odd notorisls not listed. All notoriols were listed in terns of their usefulness for freshnn on! sophoocde students in opplied voice oreos. an. 10 shows the frequency with which specific ontholcgies of o genwrel nture on! onthelogies of ltolion ort em ore used. stle 11 101 deols with French onthclcgios; Tobie 12, Gornon onthologiosg Tohle 13, erstcrie ond scored onthologios. Toble 1h, English folk onthologios end operotic onthologien. Two onthologies m- the Schirner collection, W W “I! W “50! V5110“ spread use on both stemmed on! supplenentory nteriole. Of the foreign longuoge literoture, Itnlion ort songs ore the nest widely used. The Sohiner W m is. the nest often cited to these respcniente. Gornon liters.- ture oppeors to be used by instructors for students in the lower divisions with sonowlet less regulority then the Itolion onthclcgies ore used. French literoture is often considered too odvsncod for fresmn or sopho- nore voice stuonts . This foot soy exploin its infrequent indieotion onong the stodsrd literoture. Representetive works free the greet erotcrios sppoor to be widely used on stonlerd end eupplenontory literoture. Oporotic literoture, olso considered odvoncod by now, does not seen to be widely used ot this level. Gonorol eoered collections ore often chochod os supplenontory notorisls on ore the English (folk) onthclcgios. Addition). notoriole which instructors listed ore fool! in Appen- dix Q. These notorisls ore lorgely in onthclcgy or collection fern on! include veeolises, ort songs, soorod songs, ooutenporery songs of vorieus clossificotions, ond populor songs, includix songs fros Broodwoy nuniools. Tho treniinthofreslnononiscphonereyeorscfoppliednusicinnerido oppeors to he towers! ‘huildilg o hosic librory of voeol litereture through the precurenent of ontholcgies rethor then through individuol copies of vorieus works. 102 TABLE 10 GENERAL AND ITALIAH WES nun, some up mmm REULAR or STANDARD USE SWNTABI w—._V G. Schirner W- G. Schirnor Winn-(Spectra) Sum-Birchud Win-(Ton) Sony-Biro“ Six Volunon- ilesdsideE Boston nusic Ge. W G. Sehirnor W w- Two Vol-nu- G. Schirner (Fuchs) Interntionl nusic Co. TOTAL mum's- 19 13 r»_ 103 TABLE 11 FRENCH ARTHDLOGIIS rm, some. no mum REGULAR or STANDARD USE SUFTIEHBNTIRY USE 2 Elsgen E-Internotionol nusic Conpsny her;- mum-(men) Interntienol Music Coopsny Dom-r Shalom-(neon)- Intornstionol nusic Conpsny Debusey- ’ W