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Course Criteria
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3.00 Credits
Provides an in-depth coverage of the structures and aesthetics of common-practice harmony with particular emphasis on the Baroque and Classical period. This course also provides students with the skills to organize workshops and presentations as well as the development of a music theory curriculum focusing on Year 1 and Year 2 of teaching music theory incorporating some of the concepts and skills acquired in this course. Throughout the course, graduate students will meet with the professor to discuss how to create a portfolio that will include how to observe music lessons, how to create a music theory curriculum as well as how to organize a music theory workshop.
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3.00 Credits
Provides coverage of the structures, and aesthetics of the Romantic period and an introduction to Twentieth-Century compositional practices. This course also provides students with the skills to organize workshops and presentations as well as the development of a music theory curriculum focusing on Year 3 and Year 4 of teaching music theory incorporating some of the concepts and skills acquired in this course.
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3.00 Credits
Designed as the study of music and the learning process at the elementary level, this course helps prepare students for a career in music education with a focus on the young learner. The class has both a practical and philosophical basis. We will continue to examine the major paradigms and processes of music education and learn different methods and approaches to teaching music literacy as well as suitable music materials for the young learner. We will discuss current methodologies associated with teaching and the psychology of music; we will practice teaching techniques associated with Kodaly and Orff. Students will learn how to play and teach the soprano recorder and will complete an entrepreneurship plan to advance music education. Our focus will be on educating for the multiple dimensions of musicianship: Students as Performers, Students as Stewards of their Cultural Heritage, Students as Critical Thinkers, Students as Creative Human Beings and Students as Active Listeners. The course requires field observation and some teaching experiences in elementary schools.
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3.00 Credits
Students explore in-depth applications of Modern Band pedagogy and curriculum in the music classroom. Key topics include Modern band instrument practical education, teaching application, composition, improvisation, approximation, scaffolding, and safe space. This series of experiences will be demonstrated through interactive lecture, performance, and group interaction on guitar, bass, drums, keyboards, technology, and vocals. Materials from this course will cover the Little Kids Rock teacher manual and songbooks. In addition, the class will cover basics of different rock instruments, with guitars, keyboards, a bass, and a drum set being provided for class study.
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2.00 Credits
As a performance study designed for the Post Baccalaureate or M.Ed. Music Leadership major to support piano, voice, and instrumental majors, this course covers a broader spectrum of performance including advanced knowledge of the Baroque performance practices, composers, techniques, and styles. Students also learn approaches for developing a vision for creating a school community that supports music performance and programming as a necessary condition of a learning community be it local, regional, national, or international. Students gain skills in designing curriculum for musical study at the beginning, intermediate, and advanced level. Leadership is the major component of this degree. Beyond teaching piano, graduate piano majors must develop proper curriculum, establish programs, engage in fund raising activities and become entrepreneurial in their thinking and actions. Along with the pedagogical elements included in this course, weekly assignments also include technical studies (scales, arpeggios, etc.) and the development of repertoire, as well as functional playing, which includes sightreading, improvisation, accompanying, and ensemble playing. Students are REQUIRED to attend and perform in master classes, student recitals, and juries. Some lessons, master classes and practice sessions will be recorded. Students are expected to review the recordings and evaluate their performances regarding specific criteria. This piano performance course is designed for the Post Baccalaureate or M.Ed. Music Leadership major to enhance the skills of high level performing, teaching, conducting research, writing critical papers, and giving oral presentations. Topics will vary each semester.
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2.00 Credits
As a performance study designed for the Post Baccalaureate or M.Ed. Music Leadership major to support piano, voice, and instrumental majors, this course covers a broader spectrum of performance including advanced knowledge of the Classic style performance practices, composers, techniques, and styles. Students also learn approaches for developing a vision for creating a school community that supports music performance and programming as a necessary condition of a learning community be it local, regional, national, or international. Students gain skills in designing curriculum for musical study at the beginning, intermediate, and advanced level. Leadership is the major component of this degree. Beyond teaching piano, graduate piano majors must develop proper curriculum, establish programs, engage in fund raising activities and become entrepreneurial in their thinking and actions. Along with the pedagogical elements included in this course, weekly assignments also include technical studies (scales, arpeggios, etc.) and the development of repertoire, as well as functional playing, which includes sightreading, improvisation, accompanying, and ensemble playing. Students are REQUIRED to attend and perform in master classes, student recitals, and juries. Some lessons, master classes and practice sessions will be recorded. Students are expected to review the recordings and evaluate their performances regarding specific criteria. This piano performance course is designed for the Post Baccalaureate or M.Ed. Music Leadership major to enhance the skills of high level performing, teaching, conducting research, writing critical papers, and giving oral presentations. Topics will vary each semester.
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3.00 Credits
Designed as the study of music and the learning process at the middle level (Grades 4-8), this graduate course helps prepare students for a career in music education with a focus on middle level learners. Emphasis will be placed on basic teaching and performing skills related to classroom teaching using the Kodly Methodology, related instrumental techniques, designing professional development, observing teaching in a supervisory role, and designing curriculum which integrates the choral and instrumental classroom. The class has both a practical and philosophical basis. We will examine the major paradigms and processes of music education and learn the Kodly approach to teaching music literacy as well as discover suitable music materials for middle level learners. We will discuss current methodologies associated with teaching and the psychology of music; we will practice teaching techniques associated with Kodly for the middle level classroom and choir. Students will be enhancing their skills on guitar and in addition to identifying websites or apps which can enhance instruction at the middle school level. Our focus will be on educating for the multiple dimensions of musicianship: Students as Performers, Students as Stewards of their Cultural Heritage, Students as Critical Thinkers, Students as Creative Human Beings and Students as Active Listeners. The course requires field observation and teaching experiences in upper elementary and middle school.
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3.00 Credits
Experimental
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3.00 - 6.00 Credits
This course is designed to prepare students for teaching preK-kindergarten children. Emphasis is on leading the young learner to understand music concepts through a variety of behaviors, such as singing, moving, creating and listening. Offered periodically in summer.
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3.00 Credits
As a performance study designed for the Post Baccalaureate or M.Ed. Music Leadership major to support piano, voice, and instrumental majors, these courses cover a broader spectrum of performance including advanced knowledge of the Romantic period performance practices, composers, techniques, and styles. Students also learn approaches for developing a vision for creating a school community that supports music performance and programming as a necessary condition of a learning community be it local, regional, national, or international. Students gain skills in designing curriculum for musical study at the beginning, intermediate, and advanced level. Leadership is the major component of this degree. Beyond teaching piano, graduate piano majors must develop proper curriculum, establish programs, engage in fund raising activities and become entrepreneurial in their thinking and actions. Along with the pedagogical elements included in this course, weekly assignments also include technical studies (scales, arpeggios, etc.) and the development of repertoire, as well as functional playing, which includes sightreading, improvisation, accompanying, and ensemble playing. Students are REQUIRED to attend and perform in master classes, student recitals, and juries. Some lessons, master classes and practice sessions will be recorded. Students are expected to review the recordings and evaluate their performances regarding specific criteria. This piano performance course is designed for the Post Baccalaureate or M.Ed. Music Leadership major to enhance the skills of high level performing, teaching, conducting research, writing critical papers, and giving oral presentations. Topics will vary each semester.
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