| 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 2009–10 |
| 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. |
