WHAT MUSIC ATTITUDES DO STUDENTS BRING TO THEIR HIGH SCHOOL EDUCATION?
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The current research aims to explore the challenges and circumstances surrounding high school singing and music education. A total of 427 4th- and 6th-grade students participated in a questionnaire survey. The purpose of the research is to uncover the musical experiences and attitudes of students as they transition from elementary to high school. The results indicated that students in elementary school preferred subjects such as foreign languages, history, mathematics, and chemistry, while they expressed negative or indifferent feelings towards music classes (Mean = 3.18). Additionally, it was found that the music teachers often changed during elementary school; in some cases, students received instruction from 7 to 8 different music teachers. In the lower grades, music lessons often involved group singing and rhythmic skill development tasks. However, in the upper grades, students reported that singing activities were frequently not prioritized. Students found that singing across a wider vocal range and accurately recognizing and producing pitches were the most challenging aspects of music classes. In contrast, their rhythmic skills were generally assessed positively. To improve their overall experience in music classes, most students called for a modernization of the curriculum, including listening to music and studying popular music in class.
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