Beliefs of Applied Studio Faculty on Desirable Traits of Prospective Music Education Majors

Abstract

The purpose of this study was to examine the beliefs of applied music faculty on desirable traits of prospective music education majors. Respondents (N = 326), who were sampled from 73 National Association of Schools of Music–accredited institutions in the United States, completed a survey instrument developed to determine the characteristics of the admissions process at their institutions, their perceptions of various professional dispositions for entering music education majors, and their perceptions of various selection criteria for entering music education majors. Results indicated that music education faculty hold little or no responsibility for admissions decisions and that admissions decisions are primarily made by applied music faculty at many institutions. They also reported that “demonstrates a passion for music” and “is responsible and dependable” are the most desirable professional dispositions for entering freshmen music education majors and that “desire to be a music educator” and “teachability” are the most important selection criteria used when admitting freshmen music education majors. Free-response data suggest that applied faculty members consider various facets during the admissions process, including a prospective music education major’s personal characteristics, musical characteristics, academic characteristics, and prior teaching/leadership experience. Implications for music educators are discussed, and suggestions for future research are proposed.