Humphreys, Jere T.
This collection consists of articles, papers, keynote and other major speeches, reviews, and responses, mostly related to music education, but some to arts education and arts business, in some cases with reference to emerging countries. A number of these items appeared in difficult-to-access publications such as foreign journals and foreign and domestic proceedings. A few are translations of English-language articles that appeared in foreign language journals, and a few others are in English with accompanying foreign language abstracts.
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- Creators: Stevens, Robin Sydney
- Creators: Lien, Joelle
Compulsory education and school laws were enacted in the British colonies of North America beginning from the 1640s. Compulsory school laws were gradually enacted in all states of the United States of America between 1852 and 1918, with enforcement of the laws following gradually and but unevenly in the various states. Today, most states require attendance up to age 16. Music was gradually introduced to the elementary school curriculum from the 1830s. Today, music is mandatory for all (general) students in Grades 1-6 in most schools and in some schools in Grades 7-8, and is an elective subject in most schools in Grades 7-12. General music classes in the U.S. are similar to compulsory music classes in many other countries. Approximately 25 percent of American public secondary school students participate in elective music performing ensembles, which are a distinctive and positive feature of American music education.
The purpose of this study was to examine the effects of school enrollment, distance to audition site, sex of auditionees, and instrument type on the results of the 1992-97 South Dakota all-state band auditions. Results include the following:
1. Total audition scores were better for students from larger schools and for those who traveled a shorter distance to the audition.
2. Female students' scores were significantly better than those of male students, but there was no significant difference in the percentages of successful auditions between males and females.
3. Scores differed significantly between instrument groups, with flutes and double reeds receiving the best scores, followed by saxophones, trumpets and French horns, low brass and string basses, and clarinets.
4. The variables of distance to audition site, instrument group, and sex accounted for 11% of the variance in total audition scores.
