Music Education (Grades P-12)

Music Education (Grades P-12)

Bachelors of Music

Program Submission

September 2007

Murray State University Undergraduate Bulletin 2005-2007

16 KAR 2:010

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III. Program Experiences

The Integrated Music Education program supports the College of Education’s theme by nurturing individuals to become reflective decision-makers. Reflection is the focus of course activities and is the primary means by which candidates integrate course experiences with Kentucky performance standards, College of Education Disposition and the candidates’ own experiences, values, and beliefs about education. At the program’s beginning, candidates are asked to reflect upon their own values and beliefs about education and seek integration of those with the COE Dispositions through assignments such as philosophy statements, growth plans, field work and other reflective assignments. This process continues as candidates develop portfolio items to reflect their growth and understanding of educational principles leading to the program’s end with the eligibility portfolio as a summative evaluation of their knowledge and demonstration of their skills according to Kentucky performance standards. Throughout, program course work is designed to require planning, instruction, assessing and reflecting at increasing levels of expertise. As program policy, candidates follow curriculum guidesheets, MAP reports, and confer with advisors to help them to monitor their own progress and prepare them for the continuous self-assessment required of professional educators.

The Music Education degree program was developed in accordance with the College of Education’s Conceptual Framework. The Bachelor of Music degree-certification option (Music Education degree) is accredited by the National Association of Schools of Music (NASM). The objectives of the BM-certification option programs are consistent with those specified the National Association of Schools of Music Handbook, and are designed to prepare the student for the competency requirements of the Kentucky Educational Professional Standards Board.

The objectives of the specialty component (music) of the program are realized in courses designed to achieve competency in basic musicianship and in specific areas such as music history and literature, conducting, composing and arranging, performance, and analysis. Functional keyboard and vocal competencies must be attained by all students. Performance skills are refined though applied study and participation in a major ensemble in the student’s applied major.

The professional studies component (music education courses) of the basic music education program emphasizes approaches to teaching and learning music at varying levels of child growth and development. Students study current methods, techniques, and materials used in teaching grades K-12, including musical skill development, curriculum design and implementation, strategies for teaching musical content in different teaching venues, and planning and assessing learning, teaching, and program administration.

The Kentucky teacher performance standards are integrated throughout core courses, and methods courses as demonstrated in the table below. Candidates are introduced to the standards in early coursework where they gain knowledge (K) of the role performance standards play in becoming reflective decision-makers. As coursework progresses, the standards are applied (A) in lesson plans and other instructional activities. At the end of the program, during student teaching, candidates are evaluated (E) for each standard in an eligibility portfolio. The portfolio is independently scored by two faculty members with content and instructional in the appropriate content area. The KY Code of Ethics is presented four times to candidates, during orientation to teacher education, orientation to student teaching, the admission to teacher education interview, and during the student teaching interview. Regarding instructional technology, instructors use web-based program such as Blackboard to supplement and enhance face-to-face instruction. This program is available for alternative certification to individuals who are hired by a district, have a certifiable degree program, and have met all teacher education admission requirements. After a transcript review, a tailored course of studies is prescribed to qualify for certification along with a mentored student teaching experience undertaken while employed by the school district.

Following is a matrix that demonstrates the integration of Kentucky New Teacher Standards into the music educationcoursework.

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Kentucky New Teacher Performance Standards

NTS 1 / NTS 2 / NTS
3 / NTS
4 / NTS
5 / NTS
6 / NTS
7 / NTS
8 / NTS
9
Core Courses
MUS 123
Intro to Music Ed / E / E
(PA) / E / K / A / A / A / K / K
MUS 301
Strategies / E
(PA) / A / E / E / E / A / A / K / A
EDP 260 Development / A
(PA) / A / A / A
SED 300 Special Needs / K / K / K / K / A / K / K / A
(PA) / A
EDU 403 Foundations / A / A
(PA) / A
EDU 405
Assessment / A / A / E
(PA) / A
Methods Courses
MUS 302
Strategies / A
(PA) / A / E / A / A / A / A / A / A
MUS 303
Strategies / A
(PA) / A / E / A / A / A / A / A / A
MUS 304
Strategies / A
(PA) / A / E / A / A / A / A / A / A
SEC 421/422 Student Teaching / E
(PA) / E
(PA) / E
(PA) / E
(PA) / E
(PA) / E
(PA) / E
(PA) / E
PRAXIS / E
(PA)
Content Courses
MUS 170, 173, 270, 273
Theory / E
PRAXIS
MUS 381, 382, 383
History / E
PRAXIS
MUS 114-119, 214-219, 314-319, 414-419
Applied lessons / E
PRAXIS
MUS 323
Conducting / E
PRAXIS
MUS 511, 512, or 513
CounterpointForm and Analysis / E
Praxis
K – Knowledge, A – Application, E – Evaluation PA = Portfolio Artifact

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A. Content Standards

NASM - National Association of Schools of Music

NASM STANDARD / Courses/Activities/Assessments
Music Competencies Standards
1. Conducting. The prospective music teacher must be a competent conductor, able to create accurate and musically expressive performances with various types of performing groups and in general classroom situations. / MUS 301, 302, 303, 304, 323, 423, 424
skills tests
2. Arranging. The prospective music teacher should be able to arrange and adapt music from a variety of sources to meet the needs and ability levels of school performing groups and classroom situations. / MUS 301, 302, 303, 304, 327, 328
student projects played in class
3.Functional Performance. In addition to the skills required for all musicians, functional performance abilities in keyboard and the voice are essential. Functional performance abilities in instruments appropriate to the students’ teaching specialties are also essential. / MUS 131, 132, 133, 134, 135, 172, 175, 272, 275
keyboard proficiencies, juries each semester, ensembles
4.Analysis/History/Literature. The prospective music teacher should be able to apply analytical and historical knowledge to curriculum development, lesson planning, and daily classroom and performance activities. Teachers should be prepared to relate their understanding of musical styles, the literature of diverse cultural sources, and the music of various historical periods. / MUS 170, 173, 270, 273, 381,382, 383, 327, 328
papers, classroom presentations, exams
5. Essential competencies and experiences for the vocal/choral or general music teaching specialization:
a. sufficient vocal and pedagogical skills to teach effective use of the voice;
b. experience in solo vocal performances and choral ensemble;
c. performance ability sufficient to use at least one instrument as a teaching tool and to provide, transpose, and improvise accompaniments;
d. laboratory experiences in teaching beginning vocal techniques individually, in small groups, and in larger classes. / MUS 119-419, 172, 175, 272, 275, 301, 302, 320, SEC 420, SEC 421
microteaching, practicum, student teaching
6. . Essential competencies and experiences for the instrumental music teaching specialization:
a. knowledge of and performance ability on wind, string, and percussion instruments sufficient to teach beginning students effectively in groups;
b. experiences in solo instrumental performances, as well as in both small and large instrumental ensembles;
c.laboratory experiences in teaching beginning instrumental students individually, in small groups, and in larger classes. / MUS 131, 132, 133, 135, 303, 304, SEC 420, SEC 421
microteaching, practicum, student teaching
Teaching Competencies Standards
1. Ability toteach music at various levels to different age groups and in a variety of classrooms and ensemble settings in ways that develop knowledge of how music works syntactically as a communication medium and developmentally as an agent of civilization. This set of abilities includes effective classroom and rehearsal management. / MUS 123, 301, 302, 303, 323, 423, 424; SEC 420, SEC 421
school observations, practicum, student teaching placement at elementary and middle or high school levels
2. An understanding of child growth and development and an understanding of principles of learning as they relate to music. / MUS 123, 301, 302, 303, 304, 320; EDP 260
interviews, case studies
3. The ability to assess aptitude, experiential backgrounds, orientations of individuals and groups of students, and nature of subject matter, and to plan educational programs to meet assessed needs. / MUS 123, 131, 132, 133, 134, 135, 301, 302, 303, 304, 320, EDU 405
lesson plans, themed units
4. Knowledge of current methods, materials, and repertories available in various fields and levels of music education appropriate to the teaching specialization. / MUS 123, 131, 132, 133, 134, 135, 301, 302, 303, 304, 320, 423, 424
Orff and Kodaly are primary pedagogies
5. The ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations. / MUS 123, 131, 132, 133, 134, 135, 301, 302, 303, 304, 320, 423, 424
rescore music for different instruments, rearrange vocal music for different levels
6. An understanding of evaluative techniques and ability to apply them in assessing both the musical progress of students and the objectives and procedures of the curriculum. / 123, 131, 132, 133, 134, 135, 301, 302, 303, 304, 320, 423, 424, EDU 405, SEC 420, SEC 421
practicum, student teaching

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B. KERA Initiatives

The KERA Initiatives are integrated throughout the music education program in a variety of ways. Kentucky Core Content is taught in university general studies courses and in music content courses. This is evidenced in the matrices that align music courses with Kentucky Core Content 4.1, Program of Studies, and Academic Expectations. A second matrix demonstrates how Kentucky curriculum tools are presented to candidates in profession education courses. During introductory courses the tools are presented at the knowledge (K) level. Later, in teaching strategies and methods courses, they are applied (A) in the lesson planning and instructional processes. During student teaching, the candidates’ competencies in the use of the tools during instruction are evaluated (E).

KERA Initiatives For Integrated Music Educationin Content Courses - Instrumental Emphasis

Course / Core Content 4.1 / Program of Studies / Academic Expectations
MUS 099 / AH-HS-4.1.4
AH-05-1.1.1 / AH-6-M-2
AH-7-M-2
AH-7-M-6 / 1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22-2.23
MUS 114-118; 214-218; 314-318; 414-418 (Applied Lessons) / AH-05-1.1.1
AH-08-1.1.1
AH-08-1.1.2
AH-08-4.1.4
AH-08-4.1.5
AH-HS-1.1.1
AH-HS-4.1.3
AH-05-4.1.2
AH-05-4.1.4 / AH-6-M-1
AH-6-M-3
AH-6-M-4
AH-6-M-5
AH-6-M-6
AH-7-M-1
AH-8-M-1
AH-H-M-3 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
Ensembles,
MUS 423 / AH-HS-1.1.1
AH-05-1.1.1
AH-05-4.1.1
AH-08-4.1.5
AH-HS-4.1.3 / AH-6-M-1
AH-6-M-3
AH-7-M-1
AH-7-M-3
AH-8-M-1 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
MUS 123 / AH-HS-1.1.1
AH-HS-4.1.3
AH-05-4.1.2
AH-05-4.1.3
AH-05-4.1.4
AH-05-4.1.5
AH-08-1.1.1
AH-08-1.1.2
AH-08-4.1.3
AH-08-4.1.4
AH-08-4.1.5
AH-HS-4.1.3 / AH-6-M-1
AH-6-M-3
AH-6-M-4
AH-6-M-5
AH-6-M-6
AH-7-M-1
AH-7-M-4
AH-7-M-5
AH-8-M-1
AH-8-M-4
AH-8-M-5
AH-H-M-3
AH-H-I-3 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
1.13, 2.23
MUS 131, 132, 133, 134, 302 / AH-HS-1.1.1
AH-HS-4.1.3
AH-05-1.1.1
AH-05-4.1.1
AH-05-4.1.2
AH-05-4.1.3
AH-05-4.1.4
AH-05-4.1.5
AH-08-1.1.1
AH-08-1.1.2
AH-08-4.1.4
AH-08-4.1.5 / AH-6-M-1
AH-6-M-3
AH-6-M-4
AH-6-M-6
AH-7-M-1
AH-7-M-3
AH-7-M-5
AH-7-M-6
AH-8-M-1
AH-8-M-3
AH-8-M-4
AH-8-M-6
AH-H-M-3
AH-H-I-3 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22, 2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
1.13, 2.23
MUS 135 / AH-05-1.1.1
AH-05-4.1.3
AH-HS-4.1.3
AH-05-4.1.4
AH-05-4.1.5
AH-08-1.1.1
AH-08-1.1.2
AH-08-4.1.4
AH-08-4.1.5
AH-HS-1.1.1 / AH-6-M-1
AH-6-M-3
AH-6-M-4
AH-6-M-5
AH-6-M-6
AH-7-M-1
AH-7-M-3
AH-7-M-4
AH-7-M-5
AH-7-M-6
AH-8-M-1
AH-8-M-2
AH-8-M-4
AH-8-M-6
AH-H-M-3
AH-H-I-3 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22-2.23
1.14, 2.22
1.13, 2.23
MUS 170, 270, 273 / AH-05-1.1.1
AH-05-4.1.1
AH-05-4.1.2
AH-05-4.1.4
AH-08-4.1.1
AH-08-4.1.3
AH-08-4.1.4
AH-08-4.1.5
AH-HS-4.1.1
AH-HS-4.1.2
AH-HS-4.1.3
AH-HS-4.1.4
AH-HS-1.1.1 / AH-6-M-1
AH-6-M-2
AH-6-M-3
AH-6-M-4
AH-6-M-5
AH-7-M-1
AH-7-M-2
AH-7-M-3
AH-7-M-4
AH-7-M-5
AH-7-M-6
AH-8-M-1
AH-8-M-2
AH-8-M-3
AH-8-M-4
AH-8-M-5
AH-H-M-1 / 1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22, 2.23
1.14, 2.23
MUS 171, 173, 174, 271, 274 / AH-05-4.1.2
AH-05-4.1.4
AH-08-4.1.2
AH-08-4.1.4
AH-08-4.1.5
AH-08-1.1.1
AH-08-1.1.2
AH-HS-1.1.1 / AH-6-M-1
AH-6-M-2
AH-6-M-3
AH-6-M-4
AH-6-M-5
AH-7-M-1
AH-7-M-2
AH-7-M-3
AH-7-M-6
AH-8-M-1
AH-8-M-2
AH-8-M-3
AH-8-M-4
AH-8-M-5
AH-H-M-1 / 1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22
1.14, 2.22
1.14, 2.22, 2.23
1.14, 2.23
MUS 172, 175, 272, 275 / AH-08-1.1.1
AH-08-1.1.2
AH-08-4.1.5
AH-HS-1.1.1
AH-05-4.1.2
AH-05-4.1.4 / AH-6-M-1
AH-6-M-2
AH-6-M-3
AH-7-M-1
AH-7-M-2
AH-7-M-3
AH-7-M-6
AH-8-M-1
AH-8-M-2
AH-8-M-3
AH-H-M-1
AH-H-M-2 / 1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22
1.14, 2.22, 2.23
1.14, 2.23
1.14, 2.22
1.14, 2.23
MUS 301 / AH-05-1.1.1
AH-05-4.1.1
AH-05-4.1.2
AH-05-4.1.3
AH-05-4.1.4
AH-05-4.1.5
AH-08-1.1.1
AH-08-1.1.2
AH-HS-1.1.1 / AH-6-M-1
AH-6-M-2
AH-6-M-4
AH-6-M-5
AH-6-M-6
AH-7-M-1
AH-7-M-3
AH-7-M-4
AH-7-M-5
AH-7-M-6
AH-8-M-1
AH-8-M-4
AH-8-M-6
AH-H-M-3
AH-H-M-4
AH-H-I-3 / 1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22,2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
1.14, 2.23, 2.25
1.13, 2.23
MUS 303 / AH-HS-1.1.1
AH-05-1.1.1 / AH-6-M-1
AH-6-M-4
AH-6-M-6
AH-7-M-1
AH-7-M-3
AH-7-M-4
AH-H-M-3
AH-H-M-4
AH-H-I-3 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
1.14, 2.23, 2.25
1.13, 2.23
MUS 304 / AH-05-1.1.1
AH-HS-1.1.1
AH-HS-5.5.2 / AH-6-M-1
AH-6-M-4
AH-6-M-6
AH-7-M-1
AH-7-M-4
AH-7-M-6
AH-H-M-3
AH-H-M-4
AH-H-I-2
AH-H-I-3
AH-H-I-4 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.23, 2.25
1.13, 2.24-2.26
1.13, 2.23
1.13, 2.23-2.26
MUS 323 / AH-05-1.1.1
AH-05-4.1.2
AH-HS-1.1.1 / AH-6-M-1
AH-6-M-2
AH-7-M-1
AH-7-M-2
AH-7-M-3
AH-8-M-1
AH-8-M-2
AH-8-M-3 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22
MUS 327 / AH-HS-1.1.1 / AH-6-M-1
AH-7-M-1
AH-8-M-1
AH-H-M-3
AH-H-M-4
AH-H-I-3 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.23, 2.25
1.13, 2.23
MUS 381 / AH-HS-1.1.1
AH-HS-3.1.1
AH-05-1.1.1
AH-06-2.1.1
AH-07-2.1.1
AH-08-2.1.1
AH-08-3.1.1
AH-HS-2.1.1
AH-HS-3.1.1
AH-HS-5.5.2 / AH-6-M-2
AH-6-M-7
AH-6-M-8
AH-6-M-9
AH-7-M-2
AH-7-M-6
AH-7-M-7
AH-7-M-8
AH-7-M-9
AH-8-M-2
AH-8-M-7
AH-8-M-8
AH-8-M-9
AH-H-M-1
AH-H-M-4
AH-H-M-5
AH-H-I-1
AH-H-I-2
AH-H-I-3
AH-H-I-4 / 1.14, 2.23
2.23-2.26
1.14, 2.23
1.14, 2.22-2.23
2.23-2.26
1.14, 2.23
2.23-2.26
1.14, 2.23
1.14, 2.23, 2.25
1.14, 2.23-2.26
1.13, 2.24-2.26
1.13, 2.24-2.26
1.13, 2.23
1.13, 2.23-2.26
MUS 382 / AH-05-1.1.1
AH-HS-1.1.1
AH-HS-3.1.1
AH-06-2.1.1
AH-07-2.1.1
AH-08-2.1.1
AH-08-3.1.1
AH-HS-2.1.1
AH-HS-5.5.2 / AH-6-M-2
AH-6-M-7
AH-6-M-8
AH-6-M-9
AH-7-M-2
AH-7-M-6
AH-7-M-7
AH-7-M-8
AH-7-M-9
AH-8-M-2
AH-8-M-7
AH-8-M-8
AH-8-M-9
AH-H-M-1
AH-H-M-4
AH-H-M-5
AH-H-I-1
AH-H-I-2
AH-H-I-3
AH-H-I-4 / 1.14, 2.23
2.23-2.26
1.14, 2.23
1.14, 2.22-2.23
2.23-2.26
1.14, 2.23
2.23- 2.26
1.14, 2.23
1.14, 2.23, 2.25
1.14, 2.23-2.26
1.13, 2.24-2.26
1.13, 2.23
1.13, 2.23-2.26
MUS 383 / AH-HS-1.1.1
AH-HS-3.1.1
AH-05-1.1.1
AH-05-1.1.2
AH-06-2.1.1
AH-07-2.1.1
AH-08-2.1.1
AH-08-1.1.1
AH-08-1.1.2
AH-08-3.1.1
AH-HS-2.1.1
AH-HS-5.5.2 / AH-6-M-2
AH-6-M-7
AH-6-M-8
AH-6-M-9
AH-7-M-2
AH-7-M-6
AH-7-M-7
AH-7-M-8
AH-7-M-9
AH-8-M-2
AH-8-M-7
AH-8-M-8
AH-8-M-9
AH-H-M-1
AH-H-M-4
AH-H-M-5
AH-H-I-1
AH-H-I-2
AH-H-I-3
AH-H-I-4 / 1.14, 2.23
2.23-2.26
1.14, 2.23
1.14, 2.22-2.23
2.23-2.26
1.14, 2.23
1.14, 2.23, 2.25
1.14, 2.23-2.26
1.13, 2.24-2.26
1.13, 2.23
1.13, 2.23-2.26

KERA Initiatives For Integrated Music Educationin Content Courses - Vocal Emphasis

Course / Core Content 4.1 / Program of Studies / Academic Expectation
MUS 116, 117, or 119; 216, 217, or 219; 316, 317, or 319; 416, 417, or 419 (Applied Lessons) / AH-05-4.1.2
AH-05-4.1.4
AH-08-4.1.5
AH-HS-4.1.3
AH-05-1.1.1
AH-08-1.1.1
AH-08-1.1.2
AH-HS-1.1.1 / AH-6-M-1
AH-6-M-3
AH-6-M-4
AH-6-M-6
AH-7-M-1
AH-7-M-3
AH-7-M-4
AH-7-M-6
AH-8-M-3
AH-8-M-4
AH-8-M-6
AH-H-M-3 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
Ensembles, MUS 424 / AH-05-4.1.2
AH-05-4.1.4
AH-08-4.1.5
AH-HS-4.1.3 / AH-6-M-1
AH-6-M-3
AH-7-M-1
AH-7-M-3
AH-8-M-3 / 1.14, 2.22-2.23
1.14, 2.22
MUS 123 / AH-05-1.1.1
AH-05-4.1.2
AH-05-4.1.3
AH-05-4.1.4
AH-05-4.1.5
AH-08-4.1.3
AH-08-4.1.4
AH-08-4.1.5
AH-08-1.1.1
AH-08-1.1.2
AH-HS-1.1.1
AH-HS-4.1.2
AH-HS-4.1.3 / AH-6-M-1
AH-6-M-3
AH-6-M-4
AH-6-M-5
AH-7-M-1
AH-7-M-4
AH-7-M-5
AH-7-M-6
AH-8-M-1
AH-8-M-3
AH-8-M-4
AH-H-M-3
AH-H-M-4
AH-H-I-3 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
1.14, 2.23, 2.25
1.13, 2.23
MUS 170, 173, 270,273 / AH-05-1.1.1
AH-05-4.1.1
AH-05-4.1.2
AH-05-4.1.4
AH-08-4.1.1
AH-08-4.1.2
AH-08-4.1.4
AH-08-4.1.5
AH-08-1.1.1
AH-08-1.1.2
AH-HS-1.1.1
AH-HS-4.1.1
AH-HS-4.1.2
AH-HS-4.1.3
AH-HS-4.1.4 / AH-6-M-1
AH-6-M-2
AH-6-M-3
AH-6-M-4
AH-6-M-5
AH-7-M-1
AH-7-M-2
AH-7-M-3
AH-7-M-4
AH-7-M-5
AH-7-M-6
AH-8-M-1
AH-8-M-2
AH-8-M-3
AH-8-M-4
AH-H-M-1
AH-H-M-2
AH-H-M-3 / 1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22
MUS 171, 174, 271, 274 / AH-05-4.1.2
AH-05-4.1.4
AH-05-1.1.1
AH-08-4.1.2
AH-08-4.1.4
AH-08-4.1.5
AH-08-1.1.1
AH-08-1.1.2
AH-HS-1.1.1
AH-HS-4.1.2
AH-HS-4.1.3
AH-HS-4.1.4 / AH-6-M-1
AH-6-M-2
AH-6-M-3
AH-7-M-1
AH-7-M-2
AH-7-M-3
AH-7-M-4
AH-7-M-6
AH-8-M-1
AH-8-M-2
AH-8-M-3
AH-H-M-1
AH-H-M-2
AH-H-M-4 / 1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22
1.14, 2.23
1.14, 2.23, 2.25
MUS 172, 175, 272, 275 / AH-05-4.1.2
AH-05-4.1.4
AH-08-4.1.5
AH-05-1.1.1
AH-08-4.1.5
AH-08-1.1.1
AH-08-1.1.2
AH-HS-1.1.1
AH-HS-4.1.3 / AH-6-M-1
AH-6-M-2
AH-6-M-3
AH-7-M-1
AH-7-M-2
AH-7-M-3
AH-7-M-6
AH-8-M-2
AH-8-M-3
AH-H-M-1
AH-H-M-2
AH-H-M-4 / 1.14, 2.22-2.23
1.14, 2.23
1.14, 2.22
1.14, 2.23
1.14, 2.22
1.14, 2.23
1.14, 2.23,2.25
MUS 301 / AH-05-1.1.1
AH-05-4.1.1
AH-05-4.1.2
AH-05-4.1.3
AH-05-4.1.4
AH-05-4.1.5
AH-08-4.1.1
AH-08-4.1.2
AH-08-4.1.3
AH-08-4.1.5
AH-08-1.1.1
AH-08-1.1.2
AH-HS-4.1.1
AH-HS-4.1.2
AH-HS-4.1.3
AH-HS-1.1.1 / AH-6-M-1
AH-6-M-3
AH-6-M-4
AH-6-M-5
AH-6-M-6
AH-7-M-1
AH-7-M-3
AH-7-M-4
AH-7-M-5
AH-7-M-6
AH-8-M-1
AH-8-M-4
AH-8-M-6
AH-H-M-3
AH-H-M-4
AH-H-I-3 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.23, 2.25
1.13, 2.23
MUS 302 / AH-05-1.1.1
AH-05-4.1.2
AH-05-4.1.4
AH-05-4.1.5
AH-08-4.1.4
AH-08-4.1.5
AH-08-1.1.1
AH-08-1.1.2
AH-HS-1.1.1
AH-HS-4.1.3 / AH-6-M-1
AH-6-M-3
AH-6-M-4
AH-7-M-1
AH-7-M-4
AH-8-M-1
AH-8-M-4
AH-8-M-6
AH-H-M-3
AH-H-M-4
AH-H-I-3 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
1.14, 2.22
1.14, 2.23, 2.25
1.13, 2.23
MUS 303 / AH-05-1.1.1
AH-05-4.1.4
AH-05-4.1.2
AH-08-4.1.4
AH-08-4.1.5
AH-08-1.1.1
AH-08-1.1.2
AH-HS-1.1.1
AH-HS-4.1.3 / AH-6-M-1
AH-7-M-1
AH-8-M-1
AH-8-M-4
AH-8-M-5
AH-8-M-6
AH-H-M-3
AH-H-M-4
AH-H-I-3 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.23, 2.25
1.13, 2.23
MUS 320 / AH-05-4.1.5
AH-08-4.1.5
AH-HS-1.1.1 / AH-6-M-1
AH-7-M-1
AH-8-M-1
AH-H-M-3
AH-H-M-4
AH-H-I-3 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.23-2.25
1.13, 2.23
MUS 321 / AH-05-1.1.2
AH-08-1.1.3
AH-HS-1.1.1
AH-HS-3.1.1 / AH-6-M-7
AH-6-M-8
AH-6-M-9
AH-7-M-1
AH-7-M-2
AH-7-M-6
AH-7-M-7
AH-7-M-8
AH-7-M-9
AH-8-M-7
AH-8-M-8
AH-8-M-9
AH-H-M-4
AH-H-M-5
AH-H-I-2
AH-H-I-4 / 2.22-2.23
1.14, 2.23
1.14, 2.22-2.23
2.23-2.26
1.14, 2.23, 2.25
1.14, 2.23-2.26
1.13, 2.24-2.26
1.14, 2.23-2.26
MUS 323 / AH-05-1.1.1
AH-05-4.1.4
AH-05-4.1.2
AH-08-4.1.5
AH-HS-4.1.3 / AH-6-M-1
AH-6-M-3
AH-7-M-1
AH-7-M-3
AH-8-M-1 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.22-2.23
MUS 328 / AH-05-4.1.3
AH-05-4.1.5
AH-08-4.1.3
AH-08-4.1.5
AH-HS-1.1.1 / AH-6-M-1
AH-6-M-4
AH-6-M-5
AH-6-M-6
AH-7-M-1
AH-7-M-4
AH-8-M-1
AH-8-M-4
AH-8-M-5
AH-8-M-6
AH-H-M-3
AH-H-M-4
AH-H-I-3 / 1.14, 2.22-2.23
1.14, 2.22
1.14, 2.23, 2.25
1.13, 2.23
MUS 381 / AH-05-1.1.1
AH-05-1.1.2
AH-HS-1.1.1
AH-HS-2.1.1
AH-08-1.1.1
AH-08-1.1.2
AH-08-1.1.3 / AH-6-M-2
AH-6-M-7
AH-6-M-8
AH-6-M-9
AH-7-M-1
AH-7-M-2
AH-7-M-6
AH-7-M-7
AH-7-M-8
AH-7-M-9
AH-8-M-2
AH-8-M-7
AH-8-M-8
AH-8-M-9
AH-H-M-1
AH-H-M-4
AH-H-M-5
AH-H-I-2
AH-H-I-3
AH-H-I-4 / 1.14, 2.23
2.23-2.26
1.14, 2.23
1.14, 2.22-2.23
2.23-2.26
1.14, 2.23
2.23-2.26
1.14, 2.23, 2.25
1.14, 2.23-2.26
1.13, 2.24-2.26
1.13, 2.23
1.13, 2.23-2.26
MUS 382 / AH-05-1.1.1
AH-05-1.1.2
AH-08-1.1.1
AH-08-1.1.2
AH-08-1.1.3
AH-HS-1.1.1
AH-HS-2.1.1 / AH-6-M-2
AH-6-M-7
AH-6-M-8
AH-6-M-9
AH-7-M-2
AH-7-M-6
AH-7-M-7
AH-7-M-8
AH-7-M-9
AH-8-M-2
AH-8-M-7
AH-8-M-8
AH-8-M-9
AH-H-M-1
AH-H-M-4
AH-H-M-5
AH-H-I-2
AH-H-I-3
AH-H-I-4 / 1.14, 2.23
2.23-2.26
1.14, 2.23
2.23-2.23
1.14, 2.23
2.23-2.26
1.14, 2.23
1.14, 2.23, 2.25
1.14, 2.23-2.26
1.13, 2.24-2.26
1.13, 2.23
1.14, 2.23-2.26
MUS 383 / AH-05-1.1.1
AH-05-1.1.2
AH-08-1.1.1
AH-08-1.1.2
AH-08-1.1.3
AH-HS-1.1.1
AH-HS-2.1.1 / AH-6-M-2
AH-6-M-7
AH-6-M-8
AH-6-M-9
AH-7-M-2
AH-7-M-6
AH-7-M-7
AH-7-M-8
AH-7-M-9
AH-8-M-2
AH-8-M-7
AH-8-M-8
AH-8-M-9
AH-H-M-1
AH-H-M-4
AH-H-M-5
AH-H-I-2
AH-H-I-3
AH-H-I-4 / 1.14, 2.23
2.22-2.23
1.14, 2.23
1.14, 2.22-2.23
2.23-2.26
1.14, 2.23
2.23-2.26
1.14, 2.23
1.14, 2.23, 2.25
1.14, 2.23-2.26
1.13, 2.24-2.26
1.13, 2.23
1.13, 2.23-2.26

Integrated Music EducationContent Course Descriptions

Course Description for Music Education – Instrumental Emphasis

MUS 099 Freshman Orientation (1). The course is designed to provide information for the freshman music student about the academic and musical life of the music major. Emphasis will be placed upon university resources and services found on campus. Only one freshman orientation course will count toward graduation. Graded pass/fail.

MUS 114 Freshman Percussion Instruments (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 115 Freshman Wind Instruments (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 116 Freshman Organ (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 117 Freshman Piano (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 118 Freshman Violin, Viola, Cello, String Bass or Guitar (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.

MUS 214 Sophomore Percussion Instruments (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 215 Sophomore Wind Instruments (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 216 Sophomore Organ (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 217 Sophomore Piano (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 218 Sophomore Violin, Viola, Cello, String Bass or Guitar (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.

MUS 314 Junior Percussion Instruments (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 315 Junior Wind Instruments (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 316 Junior Organ (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 317 Junior Piano (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 318 Junior Violin, Viola, Cello, String Bass, or Guitar (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.

MUS 414 Senior Percussion Instruments (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 415 Senior Wind Instruments (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 416 Senior Organ (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 417 Senior Piano (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.
MUS 418 Senior Violin, Viola, Cello, String Bass or Guitar (1-4). One 25-minute or one 50-minute individual instruction period per week. Credit will be given for as many semesters as taken.

MUS 123 Introduction to Music Education (3). This course is the initial course for all students seeking a degree in music education. It is designed to provide students with an introduction to the field of music education. Included are topics related to learning theories, curriculum, historical and philosophical foundations of music education, resources for teaching, and twentieth century developments in music education.
MUS 131 Percussion Methods (1). This class is designed to acquaint the music education major with percussion instruments and pedagogical techniques through participation.
MUS 132 Woodwind Methods (1). This class is designed to acquaint the music education major with woodwind instruments and pedagogical techniques through participation.
MUS 133 String Methods (1). This class is designed to acquaint the music education major with string instruments and pedagogical techniques through participation.
MUS 134 Voice Methods (1). Class designed to help students develop effective and healthy vocal techniques through classical and musical theatre repertoire.
MUS 135 Brass Methods (1). This class is designed to acquaint the music education major with brass instruments and pedagogical techniques through participation.

MUS 170 Theory I (3). The fundamentals of music through part-writing and analysis. Course content includes key signatures, scales, intervals, triads, and an introduction to figured bass. Taken concurrently with MUS 171 and 172.
MUS 171 Aural Skills I (1). This course is to be taken concurrently with MUS 170 and 172. It offers a practical application of the materials studied in MUS 170 and provides the necessary drill in the skills of sight-singing and aural perception.

MUS 172 Functional Keyboard I (1). Class instruction in elementary level piano technique, functional keyboard skills and keyboard literature for music majors. This course should be taken concurrently with MUS 170 and 171.
MUS 173 Theory II (3). A continuation of MUS 170 emphasizing inversions of triads, the dominant-seventh chord, non-harmonic tones, and elementary modulations through part-writing, composition and analysis with and without figured bass. This course should be taken concurrently with MUS 174 and 175. Prerequisite: MUS 170.
MUS 174 Aural Skills II (1). This course offers a practical application of the materials studied in MUS 173 and provides necessary drill in the skills of sight-singing and aural perception. This course should be taken concurrently with MUS 173 and 175. Prerequisite: MUS 171.
MUS 175 Functional Keyboard II (1). A continuation of MUS 172. This course should be taken concurrently with MSU 173 and 174. Prerequisite: MUS 172 or equivalent.

MUS 270 Theory III (3). A continuation of MUS 173, emphasizing diatonic seventh chords, modulation types, secondary functions and chromaticism through composition and analysis. This course should be taken concurrently with MUS 271 and 272. Prerequisite: MUS 173.
MUS 271 Aural Skills III (1). This course offers a practical application of the materials studied in MUS 270 and provides necessary drill in the skills of sight-singing and aural perception. This course should be taken concurrently with MUS 270 and 272. Prerequisite: MUS 174.
MUS 272 Functional Keyboard III (1). Class instruction in intermediate level piano technique, functional keyboard skills and keyboard literature for music majors. This course should be taken concurrently with MSU 270 and 271. Prerequisite: MUS 175 or equivalent.
MUS 273 Theory IV (3). A continuation of MUS 270, emphasizing the Neapolitan and augmented-sixth chords, complex modulations and key schemes, extreme chromaticism, and an introduction to 20th century compositional practices through composition and analysis. This course should be taken concurrently with MUS 274 and 275. Prerequisite: MUS 270.
MUS 274 Aural Skills IV (1). This course offers a practical application of the materials studied in MUS 273 and provides necessary drill in the skills of sight-singing and aural perception. This course should be taken concurrently with MUS 273 and 275. Prerequisite: MUS 271.
MUS 275 Functional Keyboard IV (1). A continuation MUS 272. This course should be taken concurrently with MUS 273 and 274. Prerequisite: MUS 272 or equivalent.

MUS 301 General Music Methods (3). Fundamentals of music teaching are continued along with procedures for selecting materials, teaching musical concepts, and assessing progress in the musical growth and development of the student. Prerequisites: Junior standing, all Theory courses completed; Vocal Proficiency must be successfully completed. Prerequisite: MUS 123.
MUS 302 Choral Methods (2). Methods, materials and pedagogy related to the teaching of choral music in the elementary, junior high/middle school and senior high school choirs. Students must be of junior standing. Required for all music education majors. Vocal Proficiency must be successfully completed. Prerequisite: MUS 123.
MUS 303 Instrumental Methods: Elementary and Middle School (2). Methods, materials and pedagogy related to the teaching of instrumental music in the elementary and middle schools will be studied. Students must be of junior standing and completion of instrument techniques courses is recommended. Vocal proficiency must be successfully completed. Prerequisite: MUS 123.
MUS 304 Advanced Instrumental Methods (2). Methods, materials, organization, administration and pedagogy related to the teaching of instrumental music in the secondary schools. Students must be of junior standing and completion of instrument techniques courses is recommended. Vocal Proficiency must be successfully completed. Prerequisites: MUS 123 and MUS 303 or permission of instructor.