Music, School of
Date of this Version
12-2014
Document Type
Article
Abstract
Traditionally, pieces by female composers are noticeably absent from many instrumental music concert programs. The purpose of this study was to determine the attitude of 5-12 instrumental music teachers toward utilizing and programming wind band literature composed by females and to examine the relationship between their attitude and selected demographic variables. A sample of grade 5-12 instrumental music teachers from Nebraska and Kansas was surveyed about their beliefs on programming wind band literature by female composers, the process of choosing literature, and evaluating the merit of band literature. In addition, the data were analyzed to determine the relationship between the subjects’ demographic characteristics (age, gender, and teaching experience) and their attitudes toward compositions by women composers. A chi-square analysis revealed no significant difference between the teacher’s gender and the programming of literature written by females. The subjects’ attitudes toward band compositions composed by females could be characterized as indifferent. Separate ANOVA analyses showed that the influence of the independent variables of gender, age, teaching experience, and level of teaching on the dependent variable of attitude toward compositions by female composers, only the variable of age showed statistically significant differences, with younger teachers having more positive attitudes. This suggests that perhaps gender stereotypes regarding composing are now less prevalent, and that students will become increasingly aware that females can and should write quality band compositions.
Adviser: Glenn E. Nierman
Comments
A THESIS Presented to the Faculty of The Graduate College at the University of Nebraska In Partial Fulfillment of Requirements For the Degree of Master of Music, Major: Music, Under the Supervision of Professor Glenn E. Nierman. Lincoln, Nebraska: December 2014
Copyright (c) 2015 Carrie J. Jensen