How do generalist primary teacher trainees' school music experiences influence their present perceptions towards music and the type of classroom music program they might implement? A survey conducted with first year primary teacher trainees at the commencement of their degree has been used as one means of starting discussion on this important question. In this paper the results of the survey covering a three year period from 1991 to 1993 are presented. The results reveal that school music experiences appear to leave a lasting influence on people's lives but that this influence is most often perceived in unfavourable rather than favourable terms. Lesson content presentation and coverage of certain activities as well as teacher attitude to student's, and knowledge of subject area play an important role in the formation of future adult interest and participation in music. What emerges from the survey is the significance attached to teachers engaging students in practical music activities such as singing and playing in a supportive and democratic teaching/learning environment, in order that school music experiences leave a favourable influence.
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Nita Temmerman (1993) studied this question.