Abstract
This is the first of two articles reporting the results of a study by the author regarding the status of elementary music education in the state of Utah. This article focuses on how elementary music programs are structured (regular instruction with a music specialist, truncated programs, delegated programs, no formal music instruction, no music instruction). Factors that shape those structures are also addressed. While over 90 percent of elementary schools in the United States provide regular music instruction taught by certified music specialists to over 90 percent of their student populations, less than 10 percent of Utah's elementary population receives such instruction. Nearly half of the elementary students in the state receive no designated music instruction other than that provided by their regular elementary classroom teachers. The influence of budget constraints, school funding policies, No Child Left Behind, other accountability measures, high-stakes testing, urban/rural populations, and demographics are highlighted. Policy considerations are discussed.
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