A study of the effects of National Standards for Music Education, number 3, improvisation and number 4, composition on high school band instruction in New York State

This study explored current instructional practices of high school band directors in New York State regarding implementation of national music standards 3 and 4, which call for student learning in music improvisation and composition. A secondary goal was the identification of successful strategies for teaching improvisation and composition that can be practically replicated in high school bands. This was a qualitative multi-site case study, informed by quantitative data collected through a web-based survey.; All New York State high school band directors teaching during the 2004--2006 school years were invited to participate in an Internet survey with questions based on improvisation, composition, teaching strategies, attitudes toward standards teacher time priorities and basic demographics. Respondents could also comment about their band programs. Five high schools with successful programs were selected for onsite visits based on peer recommendation. Band directors were interviewed and programs observed. Data from all sources was compared and contrasted by geographical area, school size and teacher experience.; This study found support for teaching improvisation and composition, as well as music standards in general. Few New York band directors, however, offer regular instruction in these areas with most instruction centering on jazz band. The study suggests that strategies for instruction in improvisation and composition within concert band programs are becoming available, although current use is not widespread. The reason most cited was lack of time due to rehearsal and performance commitments. An equally important impediment is anxiety experienced by students when first improvising or creating original music. Many teachers share this anxiety and may avoid teaching improvisation and composition. Newer teachers appeared more knowledgeable and supportive of standards than their more experienced colleagues. The findings suggest that teacher education programs are preparing new music educators to understand and implement music standards, but this may not extend to instruction in large ensembles such as concert band.; Successful programs share the following characteristics: an approach that begins simply; a non-threatening environment; flexible delivery and a commitment to performing student improvisations and compositions.