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Table 120. Percentage distribution and standard error for public secondary school music and visual arts specialists reporting how much emphasis they gave to various goals or objectives of student learning: School year 200910
 
Goal or objective No emphasis Minor emphasis Moderate emphasis Major emphasis
Percent Standard
error
Percent Standard
error
Percent Standard
error
Percent Standard
error
                 
Music specialist                
Singing a varied repertoire of music 23 (1.5) 16 (1.0) 20 (1.3) 41 (1.8)
Performing a varied repertoire of music on a range of instruments 11 (0.9) 15 (1.1) 26 (1.5) 48 (1.7)
Improvising melodies, variations, and accompaniments 13 (1.1) 47 (1.4) 32 (1.3) 8 (0.8)
Composing and arranging music within specified guidelines 26 (1.4) 47 (1.8) 20 (1.6) 8 (0.9)
Reading and notating music # (†) 4 (0.7) 24 (1.5) 71 (1.6)
Listening to, analyzing, and describing music 2 (0.4) 18 (1.5) 43 (1.9) 38 (1.6)
Evaluating music and music performances 1! (0.3) 12 (1.0) 37 (1.5) 50 (1.6)
Learning about the expressive possibilities of music (i.e., conveying feelings, ideas, and
meaning)
1! (0.2) 10 (1.0) 33 (1.3) 57 (1.5)
Making connections among music, the other arts, and disciplines outside the arts 2 (0.5) 30 (1.8) 44 (1.7) 24 (1.3)
Understanding music in relation to history and cultures 1 (0.4) 25 (1.5) 47 (1.8) 27 (1.4)
Using technology to gain knowledge and skills in music 11 (1.0) 41 (1.5) 34 (1.5) 15 (1.2)
Visual arts specialist                
Creating works in a broad range of art, including the fine arts, communication and design
arts, folk arts, and crafts
(†) 8 (1.0) 39 (1.6) 52 (1.7)
Understanding and applying various media, techniques, and processes (†) 2 (0.5) 18 (1.3) 79 (1.3)
Using knowledge of elements, functions, and principles of art # (†) 3 (0.6) 19 (1.7) 78 (1.9)
Choosing and evaluating a range of subject matter, symbols, and ideas (†) 7 (0.9) 37 (1.7) 55 (1.7)
Learning about the expressive possibilities of visual arts (i.e., conveying feelings, ideas, and
meaning)
(†) 8 (1.0) 35 (1.7) 57 (2.0)
Reflecting upon and assessing the characteristics and merits of their work and the work of
others
(†) 11 (1.1) 44 (1.8) 44 (1.7)
Making connections among visual arts, the other arts, and disciplines outside the arts 1 (0.4) 20 (1.5) 46 (2.0) 33 (1.6)
Understanding the visual arts in relation to history and cultures (†) 16 (1.3) 46 (1.9) 38 (1.7)
Using technology to gain knowledge and skills in visual arts 5 (0.7) 31 (1.6) 37 (1.7) 26 (1.7)
† Not applicable.
# Rounds to zero.
! Interpret data with caution; the coefficient if variation is greater than or equal to 30 percent.
‡ Reporting standards not met.
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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