| Table 61. | 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 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 | 10 | (1.1) | 10 | (1.3) | 24 | (1.6) | 55 | (1.6) |
| Performing a varied repertoire of music on a range of instruments | 5 | (1.0) | 22 | (1.8) | 37 | (1.6) | 37 | (1.8) |
| Improvising melodies, variations, and accompaniments | 8 | (0.8) | 44 | (1.5) | 35 | (1.6) | 13 | (1.0) |
| Composing and arranging music within specified guidelines | 18 | (1.4) | 43 | (1.7) | 29 | (1.5) | 10 | (1.0) |
| Reading and notating music | # | (†) | 7 | (0.8) | 27 | (1.5) | 66 | (1.7) |
| Listening to, analyzing, and describing music | 2 | (0.4) | 16 | (1.2) | 42 | (1.5) | 40 | (1.6) |
| Evaluating music and music performances | 3 | (0.6) | 27 | (1.7) | 39 | (1.6) | 31 | (1.7) |
| Learning about the expressive possibilities of music (i.e., conveying feelings, ideas, and meaning) | 2 | (0.4) | 16 | (1.1) | 41 | (1.7) | 42 | (1.7) |
| Making connections among music, the other arts, and disciplines outside the arts | 2 | (0.5) | 23 | (1.7) | 36 | (1.9) | 38 | (1.9) |
| Understanding music in relation to history and cultures | 2 | (0.6) | 20 | (1.2) | 39 | (1.7) | 39 | (1.9) |
| Using technology to gain knowledge and skills in music | 22 | (1.6) | 34 | (1.8) | 28 | (1.4) | 15 | (1.1) |
| Visual arts specialist | ||||||||
| Creating works in a broad range of art, including the fine arts, communication and design arts, folk arts, and crafts | # | (†) | 6 | (0.9) | 32 | (1.7) | 61 | (1.5) |
| Understanding and applying various media, techniques, and processes | ‡ | (†) | 2 | (0.6) | 19 | (1.3) | 78 | (1.5) |
| Using knowledge of elements, functions, and principles of art | ‡ | (†) | 3 | (0.6) | 22 | (1.5) | 75 | (1.6) |
| Choosing and evaluating a range of subject matter, symbols, and ideas | 1! | (0.3) | 8 | (0.7) | 37 | (2.0) | 55 | (2.0) |
| Learning about the expressive possibilities of visual arts (i.e., conveying feelings, ideas, and meaning) | ‡ | (†) | 8 | (0.9) | 43 | (2.0) | 48 | (1.9) |
| Reflecting upon and assessing the characteristics and merits of their work and the work of others | ‡ | (†) | 19 | (1.4) | 48 | (1.7) | 32 | (1.6) |
| Making connections among visual arts, the other arts, and disciplines outside the arts | 1! | (0.4) | 12 | (1.1) | 43 | (1.4) | 43 | (1.6) |
| Understanding the visual arts in relation to history and cultures | ‡ | (†) | 10 | (1.0) | 38 | (1.7) | 52 | (1.6) |
| Using technology to gain knowledge and skills in visual arts | 14 | (1.2) | 34 | (1.7) | 34 | (1.8) | 18 | (1.4) |
| † 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. 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. |
