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Table 48. Percentage distribution and standard error for public elementary 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 6 (0.8) 22 (1.5) 43 (1.7) 29 (1.7)
Time for individual or collaborative planning 22 (1.6) 26 (1.7) 30 (1.4) 22 (1.5)
Dedicated room or space for music instruction 11 (1.2) 16 (1.3) 26 (1.7) 47 (1.8)
Dedicated space for performance 15 (1.3) 22 (1.5) 32 (1.8) 32 (1.8)
Dedicated space for storage 18 (1.5) 25 (1.4) 30 (1.8) 27 (1.5)
Instructional resources—Materials/supplies for music instruction (e.g., sheet music, subscriptions, CDs/CD-ROMs, textbooks, DVDs, software) 8 (1.0) 23 (1.4) 36 (1.7) 33 (1.6)
Classroom instruments—Instruments typically used by students in the music classroom (e.g., rhythm band sets, recorders, autoharps, Orff instruments, drums and ethnic percussion, guitar/ukulele) 7 (0.9) 22 (1.5) 41 (1.8) 31 (1.8)
Classroom equipment—Equipment typically used by teachers in the music classroom (e.g., piano/digital keyboard, stereo system with a CD player, mp3 player and sound dock, LCD projector) 8 (1.1) 26 (1.8) 38 (1.5) 28 (1.6)
Technologies—Electronic equipment used in the study or creation of music (e.g., SMART Boards, computers, MIDI keyboards, sequencers) 39 (1.7) 26 (1.7) 20 (1.3) 15 (1.2)
Orchestra and band instruments—Instruments available for students wishing to participate in the school string/orchestra or band program1 14 (1.4) 29 (2.3) 39 (2.2) 18 (1.7)
Visual arts specialist                
Instructional time with students 5 (0.8) 22 (1.4) 38 (2.0) 35 (1.9)
Time for individual or collaborative planning 23 (1.5) 27 (1.7) 30 (1.6) 20 (1.1)
Dedicated room or space for visual arts instruction 11 (1.1) 11 (1.1) 25 (1.7) 53 (1.8)
Dedicated space for exhibition 12 (1.2) 20 (1.4) 33 (1.8) 34 (1.7)
Dedicated space for storage 12 (1.2) 23 (1.5) 25 (1.8) 39 (1.8)
Instructional resources—Reusable resources used for instruction in visual arts (e.g., art prints, slides, textbooks, videotapes, art periodicals, projectors) 10 (1.1) 20 (1.5) 36 (1.6) 34 (1.9)
Art materials—Expendable resources (e.g., paint, ink, clay, paper, cardboard, film, wood, plastic films) 6 (0.8) 16 (1.3) 38 (1.7) 41 (1.8)
Art tools—Equipment used to create and learn about visual arts (e.g., brushes, scissors, brayers, clay tools) 5 (0.7) 15 (1.2) 36 (1.8) 43 (1.8)
Classroom equipment—Equipment used to create and learn about visual arts (e.g., cameras, kilns, display cases and display boards, easels) 18 (1.5) 22 (1.5) 33 (1.4) 27 (1.8)
Technologies—Electronic equipment used in the study and creation of art (e.g., SMART Boards, computers, computer software, scanners, printers, video equipment) 25 (1.3) 25 (1.6) 26 (1.8) 24 (1.9)
1 Percents are based on the 67 percent of music specialists at public elementary 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 Elementary School Music Specialists,” FRSS 102M, 2009–10; and “Survey of Elementary School Visual Arts Specialists,” FRSS 102VA, 2009–10.

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