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Table 111. Percentage distribution and standard error for public secondary school music and visual arts specialists reporting the extent to which they believed that various types of support for teaching their arts subject were adequate: School year 200910
 
Type of support Not at all adequate Minimally adequate Moderately adequate Completely adequate
Percent Standard error Percent Standard error Percent Standard error Percent Standard error
                 
Music specialist                
Instructional time with students 3 (0.7) 14 (1.1) 45 (1.3) 38 (1.6)
Time for individual or collaborative planning 18 (1.5) 32 (1.6) 30 (1.5) 20 (1.4)
Dedicated room or space for music instruction 8 (1.0) 18 (1.5) 30 (1.9) 44 (1.9)
Dedicated space for performance 18 (1.4) 21 (1.6) 26 (1.5) 34 (1.8)
Dedicated space for storage 20 (1.5) 30 (1.5) 30 (1.7) 20 (1.3)
Instructional resources—Materials/supplies for music instruction (e.g., sheet music, subscriptions, CDs/CD-ROMs, textbooks, DVDs, software) 10 (1.0) 26 (1.5) 41 (1.4) 23 (1.6)
Classroom instruments—Instruments typically used by students in the music classroom (e.g., auxiliary percussion, drums and ethnic percussion, keyboards, acoustic guitars) 12 (1.0) 26 (1.4) 41 (1.3) 22 (1.2)
Classroom equipment—Equipment typically used by teachers in the music classroom (e.g., piano/digital keyboard, stereo system iPod or mp3 player, digital recorders, microphones/sound system, guitar, digital tuners) 11 (0.9) 28 (1.5) 41 (1.6) 20 (1.3)
Technologies—Electronic equipment used in the study or creation of music (e.g., interactive white boards, computers, MIDI keyboards) 36 (1.6) 29 (1.7) 25 (1.5) 10 (1.0)
Orchestra and band instruments—Instruments available for students wishing to participate in the school string/orchestra or band program 1 8 (0.8) 27 (1.4) 43 (1.5) 19 (1.7)
Visual arts specialist                
Instructional time with students 3 (0.6) 12 (1.2) 45 (1.5) 40 (1.7)
Time for individual or collaborative planning 17 (1.3) 27 (1.6) 34 (1.7) 22 (1.6)
Dedicated room or space for visual arts instruction 6 (0.8) 14 (1.3) 30 (1.6) 50 (1.5)
Dedicated space for exhibition 15 (1.3) 29 (1.5) 31 (1.8) 25 (1.5)
Dedicated space for storage 11 (1.0) 23 (1.5) 35 (1.9) 32 (1.5)
Instructional resources—Reusable resources used for instruction in visual arts (e.g., art prints, slides, textbooks, videotapes, projectors) 7 (1.0) 23 (1.3) 40 (1.6) 30 (1.5)
Art materials—Expendable resources (e.g., paint, ink, clay, paper, cardboard, film, wood, plastic films) 6 (0.7) 17 (1.2) 41 (1.6) 35 (1.4)
Art tools—Equipment used to create and learn about visual arts (e.g., brushes, scissors, brayers, clay tools) 5 (0.7) 20 (1.3) 40 (1.8) 35 (1.5)
Classroom equipment—Equipment used to create and learn about visual arts (e.g., cameras, kilns, display cases and boards, easels) 9 (1.0) 25 (1.4) 39 (1.7) 26 (1.3)
Technologies—Electronic equipment used in the study and creation of art (e.g., SMART Boards, computers, printers, video equipment) 19 (1.4) 29 (1.4) 30 (1.4) 22 (1.5)
1 Percents are based on the 97 percent of music specialists at public secondary schools with string/orchestra or band programs during the 2009–10 school year.
NOTE: Detail may not sum to totals because of rounding. Arts specialists are education professionals with a teaching certificate in an arts discipline—such as music, visual arts, dance, or drama/theatre—who provide separate instruction in that discipline.
SOURCE: U.S. Department of Education, National Center for Education Statistics, Fast Response Survey System, “Survey of Secondary School Music Specialists,” FRSS 103M, 2009–10; and “Survey of Secondary School Visual Arts Specialists,” FRSS 103VA, 2009–10.
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