Music Courses in College

Abstract

T HREE objectives are generally recognized in the department of music: to train teachers, to train performers, and to develop appreciation in so-called amateurs. Data from the blanks on which application for admission is made by entering Freshmen indicate that the appreciation aspect is the most important, although music schools and departments of music almost without exception stress performance or, less frequently, teacher training. Of the 3,502 students whose complete records were available in the junior deans' offices at Ohio State University, 439, or 41 per cent, had taken music of some sort either within or without the curriculum in high school. Since this proportion was fairly constant throughout the several colleges of the university, as is shown in Table I, it is probably significant for colleges elsewhere. The larger percentage in Education is due to the fact that the Department of Music is a part of that college. The smaller percentage in Engineering results because fewer opportunities are given boys than girls to take music in high school. Band, orchestra, or some form of instrumental music was mentioned by 43 per cent of those who had taken music; glee club or chorus by 48 per cent; the remainder had had history of music, appreciation, operetta, and so forth. Less than one-fourth of these students continue music in any form whatsoever in college, even