MUED - Music Education

Group applied instruction on brass, woodwind, string, and percussion instruments to develop a playing competence sufficient to teach beginning students through NYSSMA Level II on at least one instrument in each area. The. Candidates who already possess playing competence may test out of the requirement.

The preliminary course for the Foundations of Music Education sequence combines an introduction to and exploration of the purposes and premises of music education. Class sessions seek to broaden students' perspectives of the profession and of the potential for a rewarding career in music education.

Group applied instruction on the trumpet designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level II. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another brass or woodwind instrument in its place.

Group applied instruction on the trombone designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level II. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another brass or woodwind instrument in its place.

Group applied instruction on the French horn designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level II. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another brass or woodwind instrument in its place.

Group applied instruction on the tuba/euphonium designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level II. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another brass or woodwind instrument in its place.

Group applied instruction on the clarinet designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level II. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another brass or woodwind instrument in its place.

Group applied instruction on the flute designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level II. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another brass or woodwind instrument in its place.

Group applied instruction on the oboe designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level II. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another brass or woodwind instrument in its place.

Group applied instruction on the bassoon designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level II. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another brass or woodwind instrument in its place.

Group applied instruction on the saxophone designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level II. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another brass or woodwind instrument in its place.

Group applied instruction on the violin/viola designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level II. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another string instrument in its place.

Group applied cello designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level II. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another string instrument in its place.

Group applied string bass designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level II. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another string instrument in its place.

Applied group instruction in voice for non-voice general choral Music Education majors. Further development of student's performing ability, repertoire, and principle and technique behind healthy singing. Emphasis on an introduction to vocal anatomy and physiology, application of vocal technique to choral warm-ups and instruction.

Applied group instruction in voice for non-voice general choral Music Education majors. Emphasis on methods of developing and building singing voices. Student further develops performing ability and enlarges his/her repertoire. Introduction to International Phonetic Alphabet and its application to correct diction.

Designed to enable students to accompany themselves and to lead others in the singing of simple folk and popular songs. Includes use of I, IV, V7 chords in the keys of G, C, D, E; simple strumming and finger picking; and single line melodies.

Continuation of MUED 210. Includes I, IV, V7 chords in the keys of A, F, B; secondary dominants; more advanced accompaniment patterns.

Group applied instruction and pedagogical approaches on percussion designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level II. Required course for Music Education majors with an instrumental concentration. Students who already possess playing and teaching competence may examine out of the requirement and substitute another percussion course in its place.

Group applied instruction on cymbals, drum set, and field drums and accessories. Designed to develop a playing competence sufficient to teach advanced percussion to public school students.

Emphasizes growth characteristics typical of public school students K-6 with special regard for their ability to process and respond to and with music: perceptual, psychomotor, and cognitive abilities; affectivity; brain development and function; creativity. Students are expected to develop a knowledge base sufficient to demonstrate competence in working effectively with students in music classes at the elementary level of public school.

For music education students to develop an understanding of basic principles of educational psychology and educational sociology, with specific application to teaching of music to adolescents in the public schools. The course will cover theories, methods, principles, and current issues within educational psychology and sociology.

The course covers the basics of identifying and reporting suspected child abuse and maltreatment, at the local, state, and federal levels.

The course covers the basics of identifying and dealing with students who have problems with alcohol, tobacco, and other drug abuse problems, with an emphasis on knowledge and prevention at the local, state, and federal levels.

Students act as music teachers or teacher aides for approximately 40 contact hours. The requirement may be completed during the January recess, in May/June or by several other alternatives approved by the chair for Music Education/Music Therapy.

Students act as music teachers or teacher aides for approximately 40 contact hours. This requirement may be completed during the January recess, in May/June after the student has taken MUED 250 or by several other alternatives approved by the area chair for Music Education/Music Therapy.

Covers instructional materials and pedagogical methods common to beginning instruction in public schools on brass instruments. Student must be enrolled simultaneously in one or more brass instrument playing classes, or should already have completed the competency requirements for trumpet and trombone.

Group applied instruction and pedagogical approaches on the trumpet designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level IV. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another brass instrument in its place. Prerequisite: Demonstrated playing proficiency on a contrasting brass instrument through NYSSMA Level II.

Group applied instruction and pedagogical approaches on the trombone designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level IV. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another brass instrument in its place. Prerequisite: Demonstrated playing proficiency on a contrasting brass instrument through NYSSMA Level II.

Group applied instruction and pedagogical approaches on the French horn designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level IV. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another brass instrument in its place. Prerequisite: Demonstrated playing proficiency on a contrasting brass instrument through NYSSMA Level II.

Group applied instruction and pedagogical approaches on the tuba/euphonium designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level IV. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another brass instrument in its place. Prerequisite: Demonstrated playing proficiency on a contrasting brass instrument through NYSSMA Level II.

Group applied instruction and pedagogical approaches on the clarinet designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level IV. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another woodwind instrument in its place. Prerequisite: Demonstrated playing proficiency on a contrasting woodwind instrument through NYSSMA Level II.

Group applied instrument and pedagogical approaches on the flute designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level IV. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another woodwind instrument in its place. Prerequisite: Demonstrated playing proficiency on a contrasting woodwind instrument through NYSSMA Level II.

Group applied instruction and pedagogical approaches on the oboe designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level IV. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another woodwind instrument in its place. Prerequisite: Demonstrated playing proficiency on a contrasting woodwind instrument through NYSSMA Level II.

Group applied instruction and pedagogical approaches on the bassoon designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level IV. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another woodwind instrument in its place. Pre-requisite: Demonstrated playing proficient on a contrasting woodwind instrument through NYSSMA Level II.

Group applied instruction and pedagogical approaches on the saxophone designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level IV. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another woodwind instrument in its place. Prerequisite: Demonstrated playing proficiency on a contrasting woodwind instrument through NYSSMA Level II.

Group applied instruction and pedagogical approaches on the violin or viola designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level IV. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another advanced string instrument in its place. Prerequisite: Demonstrated playing proficiency on cello/string bass through NYSSMA Level II.

Group applied instruction and pedagogical approaches on the cello or string bass designed to develop a playing competence sufficient to teach beginning students through NYSSMA Level IV. Required course for Music Education majors with an instrumental concentration. Students who already possess playing competence may examine out of the requirement and substitute another advanced string instrument in its place. Prerequisite: Demonstrated playing proficiency on violin/viola through NYSSMA Level II.

Overview of technology and its application to music composition, instruction, notation, performance, theory, and music education. Fundamentals of electronic music, MIDI, and computer usage.

Overview of technology and its application to music composition, instruction, notation, performance, theory, and music education. Fundamentals of electronic music, MIDI, and computer usage.

Foundations in Music Education III is the final foundations course in the music education sequence. It is a reading intensive course in the history of educational thought and practices in music education in the United States from the Colonial Period to current times. Students will study the philosophical bases and historical foundations for music education praxis. The course moves chronologically from the roots of Philosophy in Ancient Greece to today, but most emphasis is placed on 20th Century thought and movements in American music education. Professional Standing required.

Specific competencies are developed for implementing general music activities and programs in grades K through 6. Intern teaching with students in elementary school classrooms. Professional Standing required.

Specific competencies are developed for implementing general music activities and programs in middle school through high school. Intern teaching with students in middle school or high school. Professional Standing required.

The course provides an overview of the processes involved in literacy acquisition and the instructional approaches that acknowledge current thinking. Consideration is given to the relationship between English and music literacy.

Covers various strategies and techniques employed in elementary and middle school lessons, small and large ensembles, various instructional models, methods, and materials. Emphasis on developing new skills and strategies to plan, deliver, and assess meaningful educational experiences in elementary and middle school settings. Intern teaching with students in elementary and middle school classrooms. Professional Standing.

Covers various strategies and techniques employed in high school lessons, small and large ensembles, various instructional models, methods and materials. Emphasis on developing new skills and strategies to plan, deliver and assess meaningful educational experiences in a high school setting. Intern teaching with high school students. Professional standing.

Designed to enable students to accompany themselves and to lead others in the singing of simple folk and popular songs. Includes use of transposition and capo, more advanced melodic patterns, and melody and accompaniment combinations.

Continuation of MUED 310; includes pedagogy of guitar for individuals in public schools, music therapy, and private instruction.

A course primarily for students with little or no previous musical knowledge or skill. Examines the relationships among music, play and self, especially with regard to children. Emphasizes activity, creativity and personal expression.

Technical and organizational considerations for the public school marching band program. Topics include parade, field and show marching, rehearsal techniques, drill and show design, festivals and competitions, auxiliary and support units. Individual and class projects include field-based instruction.

Continuation of previous practicum.

Continuation of previous practicum.

Course covers a conducting review, child's voice, music selection, and rehearsal techniques such as pacing, chunking, sequencing, warm-ups, and teaching the National Standards in a performing ensemble. Taught in a laboratory setting with students rehearsing each other.

Course covers audition procedures, score preparation, music selection, conducting, changing voices, teaching sight reading, recruitment, assessment, pop ensembles, and the development of a choral curriculum. Taught in a laboratory setting with students rehearsing each other.

Implements methods and strategies studied in MUED 304 in a laboratory rehearsal experience. Score study, rehearsal planning, assessment, conducting, and rehearsal techniques appropriate to elementary and middle school levels. Professional Standing.

Implements methods and strategies studies in MUED 305 in a laboratory rehearsal experience. Score study, rehearsal planning, assessment, conducting, and rehearsal techniques appropriate to high school level. Professional Standing.

Student teaching in selected public schools in western New York State under the supervision of university music education faculty and cooperating teachers. With music education faculty advisement, students typically seek placements that provide experience and credentials in the musical specialties, and at the public school levels, in which they expect to seek professional positions.

Projects related to music education but not otherwise a part of regular course offerings. Requires a formal Learning Contract approved by a faculty sponsor and the chair for Music Education/Music Therapy.

Projects related to music education but not otherwise a part of regular course offerings. Requires a formal Learning Contract approved by a faculty sponsor and the chair for Music Education/Music Therapy.

Studies of area supplementing, not replacing, regular course offerings.

Studies of area supplementing, not replacing, regular course offerings.

Studies of area supplementing, not replacing, regular course offerings.

Studies of area supplementing, not replacing, regular course offerings.

Studies of area supplementing, not replacing, regular course offerings.

Studies of area supplementing, not replacing, regular course offerings.

Studies of area supplementing, not replacing, regular course offerings.

Studies of area supplementing, not replacing, regular course offerings.

Studies of area supplementing, not replacing, regular course offerings.

Studies of area supplementing, not replacing, regular course offerings.

For instrument majors to learn advanced techniques for teaching their instrument. Course involves teaching beginning instrument classes with guidance and instruction from faculty.

Projects related to music education but not otherwise a part of regular course offerings. Requires a formal Learning Contract approved by a faculty sponsor and the chair for Music Education/Music Therapy.

Studies of area supplementing, not replacing, regular course offerings.

Study in principles and use of media in instructional situations in music education. Theoretical framework for use of media developed. Student responsible for series of media productions appropriate to music education. Emphasis not on operation of audio-visual equipment, but on effectiveness and efficiency of media-based instruction, thus suitable for non-music majors with some familiarity with music in school situations, but whose interest in media may be more far-reaching.

Systematic design of curricula for all areas of music education. Each participant develops actual curriculum, plans for using and evaluating it, and means for evaluating and reporting students' progress.

Usually summer or other short-term workshops dealing with specific music literature, techniques, problems, or teaching methodologies. Maximum of 6 credit hours in increments of no more than 3 credit hours may apply, with permission, to requirements in the Elective Course Work by Advisement category.

African and Caribbean drumming in the middle school. Special emphasis on World Music Drumming Curriculum and the National and State Standards in Music.

Presentation and investigation of a specific but not regularly scheduled topic of current need or interest. Course may be repeated to a maximum of 6 credit hours (in different topics) and may apply with permission to requirements in the categories of Music Education and related Course Work or Elective Course Work by Advisement.

Studies not otherwise available as regular course offerings relevant to students' programs or career plans, pursued in independent, directed, tutorial manner. Student must submit proposal for ap- proval, available in School of Music Office. Student must also secure agreement of faculty member to sponsor the study. Maximum of 6 hours of any combination of MUS and MUED may be earned this way in increments of no more than 3 credit hours.

Study of current practices. Topics include supervision, in-service education, curricular and instructional developments, public relations, finance, facilities, and resources. Individual projects connected to teaching situations.

Presents and examines the functions of assessment in the music classroom; how to create, administer, and interpret the results of teacher-developed assessments; and how to interpret the results of externally developed, published music measures.

Presentation and examination of current topics of relevance to music educators. Outside faculty, students, and others in music and related fields called upon as needed. Individual projects.

Examination of important philosophies, relevance to music education and educator; aesthetics; contemporary educational philosophies including Existentialism, Reconstructionism, Experimentalism, Realism, Idealism, and philosophies of mind as they relate to the artistic experience and arts education. Emphasis on developing, articulating, and defending a philosophical point of view.

Examination of important psychological developments and theories and their importance for music education and the music educator: psychology of aesthetics, humanistic psychology, current learning theory, and child and adolescent development as related to problems of instruction in music. Emphasis on articulating and defending methods of instruction and choice of musical content in terms of psychological principles.