Questioning the Gap: Defining a role for the SMA in preparing students for music degrees in HE

The Society for Music Analysis has funded a two-year research project investigating the extent to which those applying for music degree courses are prepared for study in higher education. The research is being led by Dr Hilary McQueen with the support of Dr Esther Cavett, the SMA Trustee with responsibility for overseeing the project.

We invite you to take part in our survey of music teaching staff. The data will be anonymous and will be used only for the purposes of the research. Further information about the project can be found here SMA website where you will be able to contribute to a forum on the topic. There will also be information about two conferences that are planned for 2020.

You do not have to answer all questions. Please note: three questions apply to higher education staff only, indicated on the survey.

We do hope that you will want to participate so we can gain as many views as possible, thereby increasing the validity of the research
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* 1. Teaching context: which of the following do you have teaching experience of? (Select all that apply.)

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* 2. Comments on your teaching context welcome

The purpose of music education

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* 3. What would you say the purpose of music education is in schools? (Select all that apply and / or add your own suggestion)

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* 4. What would you say the purpose of music education is in higher education? (Select all that apply and / or add your own suggestion)

Music and diversity

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* 5. To what extent would you say that music education in your education context is inclusive of students from a wide range of backgrounds?

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* 6. To what extent would you say that music education in your education context is inclusive of students with a wide range of interests in music genres?

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* 7. Comment on diversity / inclusion in your music education context

Music literacy

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* 8. How would you define music literacy?

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* 9. Who or what was most helpful in developing your own music literacy as you have defined it? Rank the following in order of importance where 1 is the most important and 10 the least important. (There is a not applicable N/A option.)

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* 10. Anything else that was helpful in developing your musical literacy as you have defined it.

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* 11. Who or what would you say were or are the most influential in developing your students’ music literacy as you have defined it? Rank the following in order of importance where 1 is the most important and 10 the least important. (There is a not applicable N/A option.)

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* 12. Anything else that might be helpful in developing your students' musical literacy as you have defined it.

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* 13. What would you expect higher education (university) students to have, know or be able to do prior to entering university to study music? Select all that apply

 

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* 14. For those working in higher education only.
To what extent do your students tend to meet those expectations?

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* 15. For those working in higher education only.
In the event that students do not meet your or others' expectations, what is done to remedy that either by you or your institution?

Music analysis

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* 16. Briefly, how would you define music analysis?

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* 17. In brief, what music analysis is included in your teaching or course(s)?

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* 18. Thinking of your definition of music literacy, what relationship would you say there is between music literacy as you have defined it and music analysis?

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* 19. Briefly, what knowledge and skills would you say are needed to analyse music successfully?

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* 20. For those working in higher education only
In which year of study are students introduced to music analysis, if included in your course?

Resources to develop music literacy


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* 21. To what extent would your students benefit from additional resources to support music literacy as you have defined it?

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* 22. The Society for Music Analysis is interested in the possibility of creating or co-creating resources to develop music literacy. What kind of resource might be useful?

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* 23. The SMA would be interested in adding to their website links to or recommendations for resources related to music literacy or analysis resources. Please add any resources you would recommend.

Your background

The final questions are about your own musical background.

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* 24. Which of the following Level 2 music qualifications (not theory or practical exams) do you have?
You can choose more than one option.

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* 25. Which of the following Level 3 music qualifications (not theory or practical exams) do you have?
You can choose more than one option.

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* 26. Practical and theory exams

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* 27. Your higher level qualifications

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* 28. Because our research has suggested changes in music education over time, it would be helpful if you would indicate the age range you belong to.

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* 29. Any other comments about this survey, music literacy, music analysis or resources are welcome.

Thank you for participating in this anonymous survey.

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