Music Ed 2000 Survey - Summary of Results
BACKGROUND AND METHODOLOGY
Questionnaires were distributed to Members of the BCMEA (British Columbia Music Educators Association) through their Membership newsletter, at a weekend retreat and the annual BCMEA Conference.
A total of 145 completed questionnaires were returned by the middle of March, 2000.
THE SAMPLE
The survey contains data about:
99 Elementary Schools
15 Middle/Junior Secondary Schools
30 Secondary Schools
2 Senior Secondary Schools
2 K-12 Schools
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53% of the responses were from the Lower Mainland/Fraser Valley
14% from Vancouver Island
33% from other parts of the province
Only 80 questionnaires contained information about school size. On the basis of these, schools ranged from enrollments of less than 100 to over 1,000. The average student body was 598.
PRINCIPAL FINDINGS
School-wide Music Program
In two-thirds of reporting schools, a school-wide music program is provided.
At the Secondary level, programs included Band (77%), Choir 8 &endash; 12 (57%), Strings 8-12 (30%). Other programs included Jazz Band 8-10 or Jazz Band 11-12.
Timetabling
Overall, just under half of the schools offering music teach it "during regular school hours". A further 44% offer music both within regular hours and outside regular hours. Over a quarter of schools reported that music was taught "only part of the year".
For half the schools, music is a school-wide schedule and for the other half an individual class schedule.
Frequency of Instruction
46% of schools offer music instruction more than twice a week. At the Elementary level, almost one in five schools offer music only once a week. At the Secondary level, the vast majority has music instruction more than twice a week.
Minutes of Instruction
Across the sample, the average was one hour 45 minutes. This ranged from a mean of just over an hour (67.8 minutes) for Elementary Schools to about three hours at the Secondary level (190 minutes for Middle/Junior Secondary, 170 for Secondary and 190 for Senior Secondary). The modal (most commonly reported) time length was one hour.
Specialist or Generalist
86% of responders reported that Music was taught by a music specialist. (Remember that the bulk of those responding were music specialists!) At the Elementary level, however, there is clearly some overlap. Almost one in three claimed (also) that music was taught by a Classroom Teacher &endash; about half of whom, it would appear, have some specialist music training.
Consistency of Program
In a forced choice question, almost one half (47%) reported that "music instruction is organized so that all children in a grade receive a similar program". One in four felt that "music instruction varies a great deal depending on the individual class that a child is in". 30% chose the statement "music is offered as a choice to students".
Levels of Support
Participants in the survey rated the level of support of the music program in their schools from various sources, selecting from three categories (Good, Fair, Poor).
The proportion rating support as good were as follows:
From Students (89%)
From Parents (80%)
From School Administration (82%)
From District Administration (46%)
From Trustees (37%)
Strengths
A wide range of pluses emerged, with there being no particular bias to elementary or secondary points of view. Student attitude ranked highest (34%), followed by support from parents, dedicated teachers and administration. Other mentions included resources, consistency of programs over the years and particular aspects of the program.
Challenges
Reported challenges were many and varied, with none being mentioned by more than 18 % of the sample and most being mentioned by both Elementary and Secondary levels. The most frequently mentioned challenges included:
Money (18%)
Lack Of qualified Teachers/Specialists (18%)
Lack of Facilities (13%)
Lack of time (13%)
Timetabling/Scheduling conflicts (11%)
Attitude toward music as a "frill"/not a priority (9%)
Other commonly mentioned challenges included:
Cancellation of Grade 6/7 Band
Providing a consistent/ongoing program
Student attitude
Competing with other disciplines
Lack of resources (instruments/equipment 7%, music/printed materials 6%)
Cuts to programs 5%
DISCUSSION
This survey provides a helpful overview of music education in British Columbia schools. The most salient implications of the results include:
The need to foster improved levels of support at the local level (notably District Administrators and Elected Trustees).
The need to ensure that an adequate supply of qualified personnel is provided by the teacher-training institutions in our province.
The Coalition for Music Education in British Columbia will continue to conduct research to evaluate the extent to which provincial curricular goals are achieved.
