American Music Teachers’ Perceptions of Important Choral Score Study Components

The purpose of this study was to investigate in-service music teachers’ perceptions of choral score study practices based on their choral teaching experiences in the school setting. In-service music teachers (N = 150) in the United States who had choral teaching experience in the elementary and secondary school classroom participated in this study. Participants rated 19 choral score preparation components for their importance in choral score study using a seven-point Likert-type scale. I ordered the mean ratings of participants’ responses on 19 practices to determine the three most important choral score study components. The three most participant-rated choral score study components were anticipating trouble spots, familiarizing self with diction, language, and pronunciation, and familiarizing self with the lyrics and meaning of the text. The findings of this study can assist both preand in-service music teachers become more efficient choir teachers by knowing which score study components that classroom choir teachers value and prioritize.