Music

Department | Program | All Courses | Music Theory, Literature, and Methods Courses | Applied Music Courses | Ensemble Courses | Applied Music Lessons

B.A. Degree with a Major in Music Education with a Vocal or Instrumental Emphasis, with P-12 Teaching Certification

All Music Education majors, regardless of emphasis, must complete the following core curriculum in order to graduate.

CORE MUSIC CURRICULUM (Adjusted for Music Education Majors):

* Effective in 2007-2008, MUS 120 became MUS 220; MUS 121 became MUS 221; MUS 312 became MUS 222; and MUS 313 became MUS 223.

The additional courses beyond the basic core courses listed above under General Music are as follows for each Music Education emphasis:

Music Education—Vocal Emphasis

It is recommended that, during the first term of enrollment at the College, those who plan to teach consult with the Music Department adviser about admission to the Teacher Education Program (TEP) and about state certification requirements.

Music Education—Instrumental Emphasis

NOTE: It is recommended that, during the first term of enrollment at the College, those who plan to teach consult with the Music Department adviser about admission to the Teacher Education Program (TEP) and about state certification requirements.

Recommendations for the Music Education Major (Vocal and Instrumental)

Exploring the Major (also see Teacher Education Program below)—Students considering Music Education as a major should begin exploring the discipline through private applied music lessons (MUA), piano or voice classes (primary instrument or MUS 101, 102, or 103), and participation in one or more music ensembles (see Course Description section to follow). It is recommended that students complete or waive MUS 118 during their first year. Students also begin in the first or second year with MUS 115 (after MUS 118 is completed or waived), as well as the sequence of theory-skills courses (MUS 220/222 and MUS 320/322) and ear-training courses (MUS 221/223 and MUS 321/323).

Private applied music lessons (MUA) are offered as one or two half-hour lessons weekly, or as one full-hour lesson, depending on the decision of the teacher and needs of the student. Students taking two half-hour lessons per week or one full-hour lesson receive one-half (1/2) course credit. Students who take one half-hour lesson per week receive one-fourth (1/4) course credit.

Students enrolling in musical organizations/ensembles may take the work for repeated academic credit, or as noncredit. Attendance and participation requirements apply equally to all members regardless of whether the ensemble is taken for credit. A maximum of two full course credits in ensemble will count toward the Music Education major curricula.

Admission to the Major—The work of all prospective Music Education majors is reviewed by the Music faculty at the end of the sophomore year, prior to formal admittance to either emphasis of the Music Education major program. This review includes performance on the major and minor instrument, if applicable, and a three-minute oral presentation by the student about his or her background and interest in music, choice of major, and career goals. All students seeking a Music Education major must pass the sophomore interview with the Music faculty. See the “Requirements for Admission to the Teacher Education Program” under Education Studies for that program’s admission requirements, including the minimum overall GPA of 2.5.

Course Sequencing Considerations and Department Recital Attendance Requirement (in order to complete degree requirements within nine terms)—First- and second-year courses (see Exploring the Major, above) are followed by more advanced courses in music history, literature, and methods designed to advance the student toward a P-12 certification as a music educator. All Music Education majors are required to attend a minimum of eight Music Department recital programs each term as part of their applied music study, with the exception of students enrolled in applied lessons, who must attend three departmental recitals per term. Failure to meet this requirement will result in an “incomplete” grade being assigned for the applied major instrument lessons for that term. The “incomplete” grade will remain in effect until the student makes up for the shortage by attending extra events during the following regular term (the amount of the shortage plus that term’s eight regular events). If the shortage is not made up by the end of the next regular term, the incomplete grade will be recorded as an “F.” Also see Teacher Education Program sequencing recommendations below.

Proficiency Requirements for Music Education Majors

All Music Education majors are required to accomplish the following before admission to the Professional Year:

1. Declare a major instrument and a keyboard instrument. Instrumental Music Education students should choose a traditional band or orchestral instrument for their applied studies, in addition to a keyboard instrument. Vocal Music Education students should choose voice for their applied studies concentration, in addition to the keyboard instrument.
2. Perform in a public or studio recital in both a keyboard and a non-keyboard medium.
3. Pass a keyboard proficiency examination. Copies of the music for the exam are available in the Music Department Office. Members of the keyboard faculty can answer questions about exactly how each piece is to be played. Music Education students should take Part II of the Piano Proficiency exam at the end of the term in which they are enrolled in MUS 323. If their keyboard facility is such that they are able to play successfully the pieces in Part I, they should take this part of the exam at the same time. Both parts of the exam must be passed before admission to the Professional Year (eighth and ninth terms).
4. Pass the level-two sight-singing proficiency examination.

Course Sequencing for EDS Requirements

Students are encouraged strongly to take EDS 150 in the second term of the first year, but no later than the first term of sophomore year. (Multiple sections of EDS 150 are offered each Fall and Spring term.) Those students past their first year (including transfers) will be given priority for registration in EDS 150. Prior to the first day of the EDS 150 class, students must have completed a state criminal records clearance, which takes 6-8 weeks to be processed. Students will learn about this procedure during pre-registration. MUS 328 and 329 must be completed either prior to or in the eighth term. EDS 349 and 355 (or approved alternative) must be completed prior to the eighth term. EDS 479 and 480, together with a school practicum of 3-4 hours daily, must be taken in the eighth term. Up to two additional course credits may be taken in the eighth term. Only EDS 481 (1 credit) and 482 (3 credits) may be taken in the ninth term. Throughout their preparation, students seeking teacher certification are expected to seek out rich and substantive experiences with students of the ages they plan to teach beyond those associated with EDS courses. Such activities include SFA-related service work (e.g., One-on-One Tutoring), working with after-school programs, summer camp experiences, and the like. Completion of teacher certification requires nine terms. For further information about the TEP, including Student Teaching and Recommendation for Certification, see “Requirements for all Students Seeking Certification” In the Education Studies section of this Catalog.

Admission to and Completion of the Teacher Education Program (TEP) for Music Education Majors

Step I: In the Spring of the first year, or while enrolled in EDS 150, prospective Music Education majors will be assigned an Education Adviser from within the Music Department. The Education Adviser will assess the student’s progress, along with establishing a reasonable growth plan, and identify weak areas of performance while further developing areas of strength. The Education Adviser also will act as a liaison between the Music and Education Studies departments.

Step II: The first annual review (sophomore interview) will take place in the fourth regular term of enrollment. The review, which takes place before the entire Music faculty, will consist of applied performance juries in the major instrument and keyboard, as well as an oral presentation.

Step III: At the beginning of the seventh regular term, the Music Education major will apply for admission to the TEP. Admission will be based upon the education portfolio and other assessments, including the recommendations of the Education Adviser and the Music faculty. (See the “Requirements for Admission to the Teacher Education Program” under Education Studies for that program’s admission requirements, including the minimum overall GPA of 2.5.) To be recommended to the TEP, the prospective Music Education major must demonstrate:

1. successful completion of the sophomore interview and acceptance as a Music major;
2. completion of MUS 106 with a grade of C or higher;
3. completion of MUS 115 with a grade of C or higher;
4. completion of the music theory courses with a grade of C or higher in each course;
5. successful progress on the major applied instrument and the keyboard, as demonstrated in lessons, juries, performance classes, ensembles, and the sophomore interview;
6. effective participation in the major ensemble for four regular terms;
7. an overall GPA of 2.5 or higher;
8. involvement in activities sponsored by appropriate professional music organizations;
9. a personal commitment to the art of music;
10. evidence of capacity or potential to inspire in others the desire for music knowledge and experience;
11. within the most recent two-year period, evidence of at least three experiences of working with children of the age group for certification, with at least one in a school setting; and
12. evidence of service-learning experience with children.
    The second annual review, the junior interview, will take place at the end of the sixth regular term and will consist of applied music juries on the major instrument and keyboard, and a second and more rigorous oral presentation. The junior interview is done by the entire Music faculty, including the Education Adviser, and again will conclude with suggestions for improvement and growth. The Education Adviser will continue the Portfolio review.

Step IV: At the beginning of the eighth term, the student will apply for admission to Student Teaching. The Education Adviser will conduct the third annual review, including a review of the education portfolio. The student must pass the Praxis content examinations prior to Student Teaching, as well as meet other requirements (see requirements for admission to Student Teaching under Education Studies).

To be recommended to Student Teaching, the Music Education major must:

1. complete successfully the junior interview, including level-two sight-reading proficiency;
2. meet proficiency levels on the major applied instrument and keyboard;
3. complete successfully the piano proficiency examination;
4. complete all MUA and MUS courses with grades of C or higher in each,
5. show evidence through public performance of ability to conduct an ensemble;
6. become a member in at least one professional music organization, e.g., ACDA, MENC, or KMTA;
7. properly maintain the Education portfolio;
8. show evidence of ability to inspire and lead students;
9. demonstrate appropriate oral and written communication skills; and,
10. have the recommendation of the Education Adviser and Music faculty.

Curriculum Guides

• B.A. Music Education - Instrumental Emphasis, 2007-2008
• B.A. Music Education - Vocal Emphasis, 2007-2008