| The purpose of this study was to investigate the current status of instrumental music at the secondary level in three cities in Spain: Madrid, Valencia and Vitoria. In light of the educational reform (LOGSE) passed in 1990, the goal of this study was to collect, organize and summarize current information from schools in the three areas as a multiple-case study. The participants included teachers, administrators, students and officials involved in music education. Sites included were publicly-funded schools where elementary and secondary instrumental music classes are taught. Qualitative data were collected over a nine-week period (approximately three weeks per site) using participant observation, field notes, personal interviews, documents and other secondary sources to address the research questions. Within-case and cross-case comparison techniques were used to increase generalizability and to build understanding through the examination of similarities and differences. The data revealed a consistency in the application of a curriculum based on individual instruction, in terms of content, objectives and evaluation in participating schools. The differences observed in curriculum were allowed by law and strived to support local and regional diversity. The structural model included team teaching by department and/or instrument specialty and was found to be an important vehicle for decision-making within the school regarding budget expenditures, assessment criteria and curriculum design. Further, these relationships by team, whether positive or negative, influenced the teachers' perceptions of the school in the same way. Instructional materials were not standardized and the application of computer technology varied depending on the school. Cross-case findings included differences in school structure, specifically the role of music societies in Valencia, differences in curriculum as observed in elective class offerings and large ensemble class offerings. Teachers, students and administrators believe there are problems coordinating music study requirements with those of general studies. Finally, parents were found to be an influencing factor on their student. |
