{"id":{"repo_id":"ohiolink","oai_identifier":"oai:etd.ohiolink.edu:osu1366201564"},"canonical_url":"https://search.dev.ndltd.org/etd/ohiolink/oai:etd.ohiolink.edu:osu1366201564","repository":{"repo_id":"ohiolink","name":"OhioLINK","base_url":"https://etd.ohiolink.edu/acprod/odb_etd/ws/oai/oai"},"display":{"title":"Teacher Perceptions of the Effects of the Ohio Core’s Fine Arts Graduation Requirement on Seventh and Eighth Grade Music Curricular Offerings","abstract":"The purpose of this study was to investigate the effect of Ohio's new fine arts graduation requirement on middle school music curricular offerings, specifically relating to those that have historically been elective in nature. Domains of inquiry included course options available to students, the effects of this requirement on enrollments, and the requirement’s impact on teaching. Ten practicing middle school music educators were interviewed in one-on-one settings. Five of the eight districts represented in the sample required students to study music at the seventh or eighth grade levels. All offered band and choir. Orchestra and general music were offered less frequently. Opinions were mixed as to whether or not Ohio’s fine arts graduation requirement had affected music enrollments. Several believed that there were students enrolled solely to fulfill a requirement. These students were perceived to be less engaged and achieve at a lower level than their more interested counterparts. Overall, participants did not believe that Ohio’s fine arts graduation requirement had significantly impacted their programs—local factors played more notable roles. However, the requirement had affected the ways that participants interacted with their students (e.g., focusing more on retention) and participants’ perspectives of music education in the schools.","abstract_html":"The purpose of this study was to investigate the effect of Ohio's new fine arts graduation requirement on middle school music curricular offerings, specifically relating to those that have historically been elective in nature. Domains of inquiry included course options available to students, the effects of this requirement on enrollments, and the requirement’s impact on teaching. Ten practicing middle school music educators were interviewed in one-on-one settings. Five of the eight districts represented in the sample required students to study music at the seventh or eighth grade levels. All offered band and choir. Orchestra and general music were offered less frequently. Opinions were mixed as to whether or not Ohio’s fine arts graduation requirement had affected music enrollments. Several believed that there were students enrolled solely to fulfill a requirement. These students were perceived to be less engaged and achieve at a lower level than their more interested counterparts. Overall, participants did not believe that Ohio’s fine arts graduation requirement had significantly impacted their programs—local factors played more notable roles. However, the requirement had affected the ways that participants interacted with their students (e.g., focusing more on retention) and participants’ perspectives of music education in the schools.","abstract_has_math":false,"creators":["Blasko, John William"],"institution":"The Ohio State University","degree_name":"Master of Arts","degree_level":"masters","degree_discipline":"Music","degree_department":null,"school":null,"contributors":["Kinney, Daryl"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2013,"date_issued":"2013-07-24","date_published":"2013-07-24","updated_at":"2026-07-24T03:37:46Z","subjects":["Music Education","band","choir","orchestra","general music","Ohio Core","Common Core","education reform"],"languages":["English"],"rights":["unrestricted","This thesis or dissertation is protected by copyright: all rights reserved. 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Orchestra and general music were offered less frequently. Opinions were mixed as to whether or not Ohio’s fine arts graduation requirement had affected music enrollments. Several believed that there were students enrolled solely to fulfill a requirement. These students were perceived to be less engaged and achieve at a lower level than their more interested counterparts. Overall, participants did not believe that Ohio’s fine arts graduation requirement had significantly impacted their programs—local factors played more notable roles. However, the requirement had affected the ways that participants interacted with their students (e.g., focusing more on retention) and participants’ perspectives of music education in the schools."]},{"key":"dc:format","label":"Dc Format","values":["application/pdf","p.131","645.7 KB"]},{"key":"dc:title","label":"Title","values":["Teacher Perceptions of the Effects of the Ohio Core’s Fine Arts Graduation Requirement on Seventh and Eighth Grade Music Curricular Offerings"]}]}],"canonical_facts":{"dc:contributor":["Kinney, Daryl"],"dc:creator":["Blasko, John William"],"dc:date":["2013-07-24"],"dc:description":["The purpose of this study was to investigate the effect of Ohio's new fine arts graduation requirement on middle school music curricular offerings, specifically relating to those that have historically been elective in nature. Domains of inquiry included course options available to students, the effects of this requirement on enrollments, and the requirement’s impact on teaching. Ten practicing middle school music educators were interviewed in one-on-one settings. Five of the eight districts represented in the sample required students to study music at the seventh or eighth grade levels. All offered band and choir. Orchestra and general music were offered less frequently. Opinions were mixed as to whether or not Ohio’s fine arts graduation requirement had affected music enrollments. Several believed that there were students enrolled solely to fulfill a requirement. These students were perceived to be less engaged and achieve at a lower level than their more interested counterparts. Overall, participants did not believe that Ohio’s fine arts graduation requirement had significantly impacted their programs—local factors played more notable roles. 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