Abstract
Purpose. The first purpose of this exploratory study was to determine the perceptions of selected elementary music specialists in northern Orange County, California, as to their ability to implement the five content areas addressed in the Visual and Performing Arts Standards in music education. A second purpose was to examine the extent to which elementary music specialists' preservice training, in-service training, professional development, and resources influenced their ability to implement the Visual and Performing Arts Standards in music into their teaching procedures. Finally, a third purpose was to examine the extent to which the availability of time was a factor in influencing selected elementary music specialists as to their ability to implement the California Visual and Performing Arts Standards in music. Methodology. An exploratory descriptive research was used. A sample of ten elementary music specialists (K–6) was randomly selected from a pool of 119. The music specialists were surveyed and interviewed. Findings. Major findings indicated: all ten music specialists stated that they have the ability to implement the five content standards; at least two skill elements from the music standards were being implemented; preservice training was not a major factor; in-service and professional development were considered inadequate and almost nonexistent at the elementary level; lack of facilities, materials, and budget resources were a major factor and impacted implementation; and time availability was considered to be the greatest factor among all ten music specialists. Conclusions and recommendations. The study concluded with nine recommendations: (1) restructure preservice training programs; (2) ongoing in-service training and professional development; (3) California state legislators need to be aware of arts integration in the curriculum; (4) take steps in identifying justifiable reasons why the music standards are vital to California public schools; (5) California school districts need to become involved in the implementation process; (6) collaborate for joint funding ventures; (7) restructure class scheduling; (8) consider room space and facilities to accommodate those needs required by the Standards; (9) institute equal planning time to music specialists.