Date of Award


Document Type


Degree Name

Doctor of Philosophy (PhD)


The musical achievement of students taught from the Memphis Curriculum Guide, based on the Orff and Kodaly philosophies of music education, was compared to that achieved by students taught from the basic program outlined in the Exploring Music songbook series. Students were chosen from the fourth and fifth grades in the Weaverville Elementary Schools, Weaverville, North Carolina, and materials used were chosen for these grade levels. The Music Achievement Tests, Tests 1, 2, and 3, by Richard Colwell were used for comparison of pretest and posttest means for the experimental and control groups on both grade levels. All classes, experimental and control, met for one thirty-minute lesson each week for a period of eighteen weeks. At the end of this time, the posttest was scheduled, but, due to inclement weather and school closings, the test was postponed for five weeks. During this time, the experimental and control groups on both grade levels received four additional lessons. No new material was introduced. The t-test and ANOVA procedures from the Statistical Packages for the Social Sciences (SPSS) computer programs were performed on the raw mean scores in each group. Significant difference was registered between the teaching methods for the major-minor mode discrimination subtest on the fifth grade level. No other significant difference was registered between the teaching methods. The adjusted data derived from the ANOVA procedure showed significance between pre- and posttest scores on the fourth grade level for the melody recognition and instrument recognition subtests and for the fifth grade level on the feeling for tonal center and instrument recognition subtests. Significance was registered between male and female subjects on two subtests for the fourth grade level, major-minor mode discrimination and feeling for tonal center, and for the feeling for tonal center and melody recognition subtests for the fifth grade level.