Educators’ Views Regarding The Contents Of The International Music Certificate Programs’ Theory Tests

Abstract

The purpose of the study is to illustrate educators’ views on whether the curriculum of music theory courses in bachelor’s programs for music teaching is adequate to pass The Associated Board of the Royal Schools of Music’s (ABRSM) level 5 theory test, which serves as the threshold level. The research is qualitative in terms of its method. In the research, contents of Western music theory and practice courses were analyzed against the content of ABRSM level 5 test and the opinions of the educators who administer the courses were consulted. For collecting interview data, constructed interview forms were used and data were decodified using content analysis. In line with educators’ opinions, it was observed that subjects of time values, intervals, pitch names and relative major/minor keys were the primary concerns of the courses, and unless these subjects are sufficiently understood other subject areas such as transposition, terms and signs, types of voice and names of instruments were not discussed. It was demonstrated that outside of topics of primary concern, educators held opposing views. In light of the findings based on the educator’s views, it was demonstrated that there are significantly gaps between teachers that graduate from music teaching programs in terms of their vocational knowledge and capabilities.