Courses | Music Education, B.M.

Course Overview

The following documents outline a suggested course schedule.

Summary

Below are some of the courses you’ll have an opportunity to take as a student in this program. Note: This list is intended to give you a quick glimpse into the program’s academic offerings, and should not be used as a guide for course selection or academic advising. For official program requirements see catalog for details.

Major Courses

Basic vocal training.

Keyboard technique and literature for the non-keyboard major.

Keyboard technique and literature for the non-keyboard major.

Applied instruction in composition, piano, organ, harpsichord, voice, brass instruments, string instruments, woodwind instruments, percussion instruments, conducting, and improvisation.

Sight-singing diatonic melodies, major and minor scales and triads using moveable tonic solfege. Transcribing basic diatonic melodies, cadences and progressions. Reading, performing and transcribing rhythmic patterns in simple, compound and irregular meters.

The study of the following music fundamentals: elementary acoustics, keyboard layout, intervals, scales, key signatures, triads, figured bass, diatonic voice-leading, cadences, elementary harmonic progressions, meter, rhythm, time signatures and staff notation.

Using 153 materials as a foundation, this course encompasses the sight-singing and transcribing of diatonic and simple chromatic melodies with greater rhythmic complexity, triads in all inversions, dominant seventh chords and altered non-harmonic tones.

A study of common-practice diatonic harmony with emphasis on voice leading and harmonic progression. Includes part writing, non-harmonic tones, cadences, figured bass and Roman analysis.

Attendance at specified number and types of concerts each semester.

Introduces prospective music teachers to the history, philosophy and function of music education. Students investigate and discuss current educational practice, including standards, testing and assessment, as well as current issues and concerns. A 25-hour fieldwork practicum component is required. Successful completion of this course constitutes one of the requirements for admission to the Teacher Preparation Program. CBEST must be taken during this course.

A skill improvement course focusing on rhythmic freedom and melodic embellishment. Hymns and worship choruses used as templates.

Analysis of sight reading skills and procedures. Emphasis on development of ability to read with musical understanding and adequate fluency at first sight.

Continuation of Keyboard Sight Reading I. Analysis of sight reading skills and procedures. Emphasis on development of ability to read with musical understanding and adequate fluency at first sight.

Attendance at specified number and types of concerts each semester. Three semesters of this course are required for graduation with a B.M. degree.

A historical and critical study of the period including important contributions in musical literature, theory and performance practice. Special attention will be given to the analysis of selected vocal and instrumental works.

A historical and critical survey of the period including important contributions in music literature, theory and performance practice. Special attention will be given to the analysis of selected vocal and instrumental works.

A historical and critical survey of the period including important contributions in music literature, theory and performance practice. Special attention will be given to the analysis of selected vocal and instrumental works.

The study of 20th century theory practice and compositional techniques within the context of the broad range of 20th century music literature.

Workshop in preparation for teaching marching band principles and techniques in the intermediate and secondary schools.

Basic conducting skills; the psychology of conducting; observation of choral and orchestral rehearsals.

One or more sections offered periodically in the areas of choral and instrumental conducting. Continuation of the objectives of MUSC 323 related specifically to the technical and interpretative skills of either choral or instrumental conducting.

An introduction to teaching general music in both elementary and secondary school situations in accordance with national and state standards for music education.

Pre-professional course designed for music majors who plan to qualify for the state K-12 single subject teaching credential in music. Students learn and practice skills important for teaching elementary music lessons. Explores the history and philosophy of American music education, emphasizing influences of Dalcroze, Kodaly, Orff and Suzuki.

Methods and materials for teaching secondary music in grades 6-12.

An introduction to principles and practices of arranging music for choral and instrumental groups with emphasis upon producing arrangements suitable for K-12 ensembles.

This course centers on the application of sight-singing and dictation skills acquired in 153 and 163, with particular focus on dominant and non-dominant seventh chords, altered non-harmonic tones, secondary dominants and chromatic melodies.

This is the final semester of common-practice diatonic harmony. Emphasis is on voice leading and harmonic progressions including altered dominants, borrowed chords, the Neapolitan Sixth chord, augmented chords and modulation.

Preparation for teaching brass instrumental music in elementary and secondary schools.

Preparation for teaching percussion instrumental music in elementary and secondary schools.

Preparation for teaching string instrumental music in elementary and secondary schools.

Preparation for teaching woodwind instrumental music in elementary and secondary schools.

This course centers on the application of sight-singing and dictation skills to complex diatonic and chromatic and modulating melodies, dominant and non-dominant seventh chords, altered non-harmonic tones, secondary dominants, the Neapolitan Sixth chord, and augmented sixth chords.

This course is centered on the study of chromatic harmony of the 19th century; Impressionism, and other early 20th century practices; contemporary popular harmonic practice and its symbols.

The study and performance of chamber operas, one-act operas, scenes from major operas and selected Broadway musicals.

An introductory study of the interrelationships between music and culture through the examination of the music of varying cultures. Basic elements of music as they are found in world cultures will be studied.

An in-depth study of music literature as it relates to specific instruments, ensembles, periods of history, geographical locations, individual composers or ethnic groups. One or more sections offered every year in areas such as piano literature, organ literature, instrumental literature (strings, woodwinds, brass, percussion instruments), instrumental or choral literature for schools, American music, the symphony, the string quartet, the concerto, the sonata, etc.

Applied instruction in composition, piano, organ, harpsichord, voice, brass instruments, string instruments, woodwind instruments, and percussion instruments.

Preparation for senior-level music education recital. (Length: 30 minutes).

Professional Education Courses

Application of psychological principles to the education process, role of the teacher and learner, human growth and development, learning styles, motivation, memory, transfer of learning, measurement and evaluation, research and experimentation in learning theory.

Survey of the theories, programs, and instructional practices for English language development, including first and second language acquisition and individual factors affecting language acquisition. Strategies for the application of theory to classroom practice and instruction in content area literacy are emphasized. Principles of educational equity, diversity, and cultural and linguistic responsiveness are examined.

Methods and materials for teaching reading through content areas in secondary schools; attention to reading techniques, testing, and individualization.

Secondary school curriculum, assessment, classroom management and teaching methods as they apply to the content areas in secondary school settings.

A 60-hour fieldwork requirement to support the practical application of LEDU 436 Secondary Curriculum content. Candidates will design and teach several classroom lessons in local secondary schools.