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Table 151. Percentage distribution and standard error for public elementary school music and visual arts specialists reporting how much emphasis they gave to various goals or objectives of student learning: School year 19992000
 
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 10 (1.9) 9 (1.5) 27 (2.6) 54 (2.9)
Performing a varied repertoire of music on a range of instruments 8 (1.5) 29 (2.6) 40 (2.9) 23 (2.5)
Improvising melodies, variations, and accompaniments 15 (1.9) 49 (2.9) 28 (2.3) 8 (1.5)
Composing and arranging music within specified guidelines 27 (2.5) 48 (2.5) 19 (2.1) 6 (1.4)
Reading and notating music 2! (0.8) 10 (1.4) 38 (2.4) 51 (2.7)
Listening to, analyzing, and describing music 2! (0.8) 24 (2.7) 45 (3.0) 29 (2.6)
Evaluating music and music performances 7 (1.4) 29 (2.1) 42 (2.6) 23 (2.6)
Learning about the expressive possibilities of music (i.e., conveying feelings, ideas, and meaning) 1 (0.5) 19 (2.3) 39 (2.7) 40 (2.8)
Making connections among music, the other arts, and disciplines outside the arts 4 (0.9) 30 (2.5) 37 (2.6) 29 (2.4)
Understanding music in relation to history and cultures 3 (1.0) 28 (2.3) 36 (2.2) 32 (2.4)
                 
Visual arts specialist                
Creating works in a broad range of art, including the fine arts, communication and design arts, folk arts, and crafts (†) 7 (1.7) 36 (2.8) 55 (3.2)
Understanding and applying various media, techniques, and processes (†) 3! (1.0) 25 (2.9) 71 (2.9)
Using knowledge of elements, functions, and principles of art # (†) 4! (1.2) 27 (2.8) 69 (2.9)
Choosing and evaluating a range of subject matter, symbols, and ideas (†) 10 (2.0) 43 (2.7) 46 (2.7)
Learning about the expressive possibilities of visual arts (i.e., conveying feelings, ideas, and meaning) (†) 11 (2.0) 44 (3.0) 45 (2.8)
Reflecting upon and assessing the characteristics and merits of their work and the work of others (†) 18 (2.1) 52 (2.9) 29 (2.8)
Making connections among visual arts, the other arts, and disciplines outside the arts 3! (1.2) 19 (2.6) 41 (3.1) 37 (3.5)
Understanding the visual arts in relation to history and cultures (†) 14 (2.0) 34 (2.8) 51 (3.0)
† Not applicable.
# Rounds to zero.
! Interpret data with caution; the coefficient of variation is greater than or equal to 30 percent.
‡ Reporting standards not met.
NOTE: Detail may not sum to totals because of rounding. The data presented in this table may differ from previously published information because missing data from the 1999–2000 surveys were imputed for analysis in this report. 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 Elementary School Music Specialists,” FRSS 77M; and “Survey of Elementary School Visual Arts Specialists,” FRSS 77VA, 1999–2000.

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