Percussion Pedagogy: A Survey of Music Therapy Faculty

Abstract

The purpose of this paper was to assess current university implementation of, and faculty perceptions on, pedagogical practices regarding percussion skills in music therapy. The researchers created and mailed the Music Therapy Percussion Survey (MTPS) to music therapy faculty members at all American Music Therapy Association (AMTA)-approved universities excepting those of the authors, with N = 45 individual responses. Statistical tests indicated significant differences on each of the three constructs (p < .05) depending on whether or not the respondent required a general percussion competency demonstration as part of the degree program. Correlations among the three main constructs are also included. Descriptive data indicated most universities offer one dedicated course in percussion skills, usually without requiring a competency test.