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.
This is a translation of an English-language book chapter in Chinese (Mandarin).
The purpose of this study was to standardize the Primary Measures of Music Audiation in Greece (N = 1,188). Split-halves reliability was acceptable across grade levels (K through 3) for the Tonal and Rhythm subtests, but test-retest reliability was generally unacceptable, especially for the Rhythm subtest. Concurrent validity was mixed, with teacher ratings of musical achievement generally significantly correlated with Tonal but not Rhythm subtest scores. Composite test means were significantly higher for suburban and urban samples than for rural samples and were significantly higher for higher grade levels. Item difficulty coefficients were significantly correlated across grade levels. The Greek and U.S. composite means were similar except for a significantly higher U.S. mean for grade 1. However, when the rural subgroup was removed from the Greek sample to equate with the U.S. norming sample, there were nonsignificant differences from grades K through 1, but significant differences in favor of the Greek sample for grades 3 and 4.
The purpose of this study was to examine the professional contributions of Alice Carey Inskeep (1875-1942), who contributed significantly to music education through her positive and effective teaching, supervising, community service, and leadership in music education. Inskeep was born in Ottumwa, Iowa, and taught for five years in that city's school system after graduating from high school. She served as music supervisor in Cedar Rapids, Iowa, for most of the remainder of her career, and she provided progressive leadership to the schools and community. She was one of three people appointed to plan the initial meeting in Keokuk, Iowa, for what eventually became MENC: The National Association for Music Education, and she was one of sixty-nine founding members of the organization in 1907. The Keokuk meeting served as an impetus for Inskeep to to travel to Chicago, where she studied with several notable music educators. Later, she sat on the organization's nominating committee, the first Educational Council (precursor to the Music Education Research Council) board of directors, and provided leadership to two of the organization's affiliates, the North Central Division and the Iowa Music Educators Association. She served as a part-time or summer faculty member at Iowa State Normal School and Coe College in Cedar Falls and Cedar Rapids, Iowa, respectively, and the American Institute of Normal Methods in Evanston, Illinois, and Auburndale, Massachusetts.
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.
This study examined mainstreaming in music via a survey of a sample of Arizona music educators. Among the respondents (n - 107), the vast majority are or have been responsible for teaching students with disabilities, although most have received little or no training in special education. Emotionally/behaviorally disordered students are perceived as the most difficult to mainstream, and physically handicapped and speech-impaired students the least difficult. Among disabled students, "learning disabled" was the category most frequently encountered.
In most schools, mainstreaming is the only music placement option, and regular music faculty members are the sold providers of music instruction for special learners. Musical ability to rarely the primary reason for mainstreaming students, few respondents have access to special education consultants or adequate time to individualize programs, and most respondents rarely or never participate in placement decisions. The respondents' goals for special learners in music center on student participation and classroom management, with little demarcation between musical and nonmusical goals or objectives. We concluded that effective mainstreaming in music, as implied by the Education for Handicapped Children Act of 1975 and recommended by the Music Educators National Conference, does not exist in Arizona.