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This study examines the relationship between undergraduate music theory curricula and the widely varied backgrounds in written theory and aural skills brought to post-secondary institutions by entering students. A survey of Midwestern, large, public universities that offer a bachelor’s degree in music forms the basis for my discussion of how the curricula meet students’ needs. This analysis gives rise to specific proposals for music theory programs and curricula at these schools which, if implemented, can increase success rates of students.
Advisor: Stanley V. Kleppinger