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The purpose of this investigation was to analyze the policies of the fifty states as a basis for developing a policy regarding the instruction of music history, critical evaluation, and aesthetics in high school choral classes. Using the relationships, practices, materials, and suggestions of exemplary high school choral directors, and the extent to which they value these issues, a plan for policy implementation was the final result. State supervisors of music and state American Choral Directors Association presidents were asked to submit the names of three to five exemplary high school choral directors. From the names submitted, 129 questionnaires were mailed. Eighty-six directors responded to the original questionnaire and open-ended statements. Thirty-three state and district policies for high school choral music were also examined. Analysis of the survey results revealed that all of the curriculum issues mentioned--basic musicianship, music history, critical evaluation, and aesthetics--are valued as important or very important by at least ninety percent of the directors. All of the directors include these issues in their rehearsals in varying amounts of time. Additional data showed the preferred methods and materials the directors use to teach these four curriculum issues. Information from the state and district policies, the questionnaires, and current literature were used to develop five recommendations. The first three recommendations are policies for music history, critical evaluation, and aesthetics in the high school choral class. The fourth recommendation is a listening guide which incorporates all three curriculum issues. Steps for implementing these recommendations are given, following the suggestions of the current literature on policy implementation.