BACKGROUND: The impact that television has had and continues to have on preschool children has been researched by authors such as Dorothy and Jerome Singer (1976-1998) at Yale University and Huston and Wright (1998). In many of these discussions that focus on quality programming, the use of music figures prominently in the success of award winning shows, yet research which delineates and draws conclusions regarding this use of music is nearly non-existent.

AIMS: In this research project, the focus on the influence of television has been intensified to view how music, educationally or for entertainment purposes, enriches successful educational children's series by engaging children and discusses the possibilities for further music education for the preschool child via television in the next century.

METHOD: For purposes of background information, this project begins with a history of children's educational television, discussion of recent legislature related to programming, and the function of music for children. Following this discussion, commentary related to three successful preschool educational television programs (Sesame Street, Mr. Rogers' Neighborhood, and Barney & Friends) is presented which includes dialogue on their musical elements.

After this presentation, a musical content analysis for each of these shows is discussed. The data for this content analysis was collected as follows: One episode from each of the three shows was purchased. The criteria for selection of the episode was that it had a focused musical content. The episode from Mr. Rogers's Neighborhood was called "Making an Opera". The episode from Sesame Street focused on practicing and learning to play the guitar. The episode from Barney and Friends was called "We've Got Rhythm". After this content analysis discussion, a final section explores current research on television for children and summarizes all three sections with a summary of recommendations for a quality preschool music education television program.

The compilation of data in section two of this research project brought forth two tables. Table I totals incidents that relate to music education. Table II total incidents that relate to music as part of the show or "music as entertainment". To count the incidents, each episode was first watched for general viewing and immediately watched for the counting purposes.

The actual variables that were investigated for Table I, Music as Education, were based on the content standards from several sources including the MENC Prekindergarten Music Education Standards (1995). The four key content variables analyzed were (a) singing and playing instruments; (b) creating music, including improvising and invention; (c) responding to music, including listening, movement, and participation; and (d) understanding music, including listening and descriptive language, free movement to describe music, and pattern recognition. Each of these four content variables were divided into "passive" and "active" since the television medium can be either passively watched or actively participated with. The three variables tallied in the analysis of Table II, Music as Entertainment, were (a) music as opening, closing, or transition between scenes; (b) music as signal for an event; and (c) music as background for action.

RESULTS: More than the other two shows, Mr. Roger's Neighborhood included 5 incidents of the understanding/active variable which comes about through direct invitation from the host. This was also the only show that actively and very directly invited the audience to create.
For Sesame Street, totals for both passive and active creating and responding to music were significantly lower than the other shows. Sesame Street also stands out as having significantly lower incidents of "music as entertainment". The episode of Barney & Friends had the highest number of "music as education" incidents. Of these 51 total incidents, 24 were in the understanding category. This category shows the number of incidents where a specific music concept was offered to the viewer. Both Mr. Rogers' Neighborhood and Sesame Street had only 9 each in this category.

CONCLUSION: Even though television has been in existence for over 40 years, children's television has just begun to benefit from recent legislative requirements for minimum educational programming. One thing is certain: Music, either as education or entertainment, will be part of any educational programming. The results of the tabulation of "music as education" and "music as entertainment" incidents point to a need for further research which includes in-depth discussions of quality children's programming and the musical factors which influence engagement and information retention for the viewer.

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