Effects of an Exploratory Program In Instrumental Music on the Aural Perception Of Instrumental Timbre

Abstract

the public schools of the United States has become widely accepted. However, it has remained a specialized program involving only selected children. In many instances-it includes only students for whom parents are willing and able to provide musical instruments. In contrast, the vocal music program has traditionally been otWered to all students in the elementary and junior high school. Many music educators are convinced that experience with orchestral instruments wollld have a desirable effect on the musical development of children. This convicticyn is not to be construed as a proposition that all children should undertake the serious study of a musical instrument. Particular motivational, emotional, intellectual, and physical considerations make any such conclusion unrealistic. However, the concept of a short, exploratory program in instrumental music is gaining momentum. For the past few years, several of the Baltimore County, Maryland, schools have been engaged in such an exploratory program. Michael Prevas, instrumental music teacher at Dundalk Elementary School, and lS'iicholas Geriak, Supervisor of Elementary School Music in Baltimore County, have developed the exploratory program into a sequence designed to provide an opportunity for all elementary school children to explore the instruments of the orchestra. The third grade students study percussion instruments from October to January, and violin from February to June. The fourth grade students study the clarinet from October to January, and the trumpet from February to June. The purpose of this study was to examine the effects of the exploratory program in instrumental music in Baltimore County, Maryland, on the aural perception of instrumental timbre.1 A review of literature in the