Bridging the Gap: Preparing Students for College Music Theory

Under the background of quality education, new requirements are put forward for the training of talents in the new era. Under this background, colleges and universities should deepen the requirements of quality education, and building a curriculum ideological and political education system is of great significance to the training of professional talents in colleges and universities. At present, the educational philosophy of curriculum ideology and politics has gradually been applied and promoted. In practice, it has been verified that this teaching philosophy has an important role and is of great significance for promoting the comprehensive quality training of college talents. However, in the specific curriculum ideological and political practice, there are also some problems. In this regard, this article takes the college music theory basic general curriculum as an example to introduce the necessity of the curriculum ideological and political construction, and analyzes the current general college music theory basic general education The current situation and problems of the teaching reform of knowledge courses, and the effective countermeasures for the reform of the ideological and political construction of the general course of basic music theory in colleges and universities.

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Using Admission Assessments to Predict Final Grades in a College Music Program

Journal of Research in Music Education ◽

10.1177/0022429414542654 ◽

2014 ◽

Vol 62 (3) ◽

pp. 245-258 ◽

Cited By ~ 5

Author(s):

Andreas C. Lehmann

Keyword(s):

Music Theory ◽

Positive Influence ◽

Superior Performance ◽

Basic Knowledge ◽

Similar Data ◽

Aural Skills ◽

Final Grade ◽

Music Program ◽

College Music ◽

Final Grades

Entrance examinations and auditions are common admission procedures for college music programs, yet few researchers have attempted to look at the long-term predictive validity of such selection processes. In this study, archival data from 93 student records of a German music academy were used to predict development of musicianship skills over the course of a 4-year program. Audition grades for the principal instrument, aural skills, and basic knowledge of music theory were correlated with similar data available for the final exams. Final high school grades also were available. Results indicated moderate correlations between entrance and final grades for aural skills ( r = .69) and music theory (.45). Piano majors did better at aural skills and music theory than other candidates. A positive influence of keyboard proficiency also was found for the nonpiano majors. The correlation between initial and final grade on the principal instrument was dependent on the instrument category: piano (.64), followed by voice (.55), winds (.24), and strings (.05). Stronger academic performance prior to college was associated with superior performance in academic subjects in college, whereas no influence was found for academic strength on students’ principal instrument performance.

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