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.

Study human and musical developmental processes and variations, including: the impact of culture, heritage, socioeconomic level, personal health and safety, nutrition, past or present abusive or dangerous environment, and factors in the home, school, and community on students’ readiness to learn. Study and implement effective practices for planning and designing co-teaching and collaboration with peers. Includes language acquisition development and literacy development by native English speakers and students who are English language learners. Introduction to instructional planning and multiple research-validated instructional strategies for teaching students within the full range of abilities in music.

Study basic principles of educational psychology and sociology, including learning processes, motivation, communication, and classroom management. Study the special education process and state and federal special education laws and regulations. Introduction to research-validated instructional strategies for teaching students within the full range of abilities in music. Study of the rights and responsibilities of teachers, staff, students, parents, community members, school administrators, and others with regard to education, and the importance of productive relationships and interactions among the school, home, and community for enhancing student learning.

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, and skill in applying that understanding to create a safe and nurturing learning environment that is free of alcohol, tobacco, and other drugs and that fosters the health and learning of all students, and the development of a sense of community and respect for one another.

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 in middle school level settings for approximately 40 contact hours. This requirement may be completed during the January recess, in May/June 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.

An overview of technology in one's musical life. Basic technological concepts are explored with the goal of developing self sufficiency, and the means to update knowledge and skills in music, with a focus towards utilization of technology in future teaching and study.

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

Study history, philosophy, and role of education, including philosophy of music, education, and music education. This course also will examine philosophies of assessment, using formal and informal methods of assessing student learning, and help students develop skill in using information gathered through assessment and analysis to plan or modify instruction. Develop skills to provide instruction that will promote the participation and progress of students with disabilities. Study and practice skills for developing the listening, speaking, reading, and writing skills of all students. Investigate means to update knowledge and skills in music and in pedagogy. Professional Standing required.

Study curriculum development, instructional planning, and research-validated instructional strategies for teaching general music in grades K through 6. Design and practice offering differentiated instruction that enhances the music learning of all students. Initiate and practice applying knowledge of human and musical developmental processes and variations to create a safe and nurturing learning environment that fosters the health and learning of all students, and the development of a sense of community and respect for one another. Practice applying knowledge of learning processes, motivation, communication, and classroom management to stimulate and sustain student interest, cooperation, and achievement to each student’s highest level of learning in preparation for productive work, citizenship in a democracy, and continuing growth. Develop skills to provide instruction that will promote the participation and progress of students with disabilities. Study and implement effective practices for planning and designing co-teaching and collaboration with peers; Increase skill assessing student learning, analyzing one’s own teaching practice, using information gathered through assessment and analysis to plan or modify instruction, and using various resources to enhance teaching. Investigate means to update knowledge and skills in music and in pedagogy. Intern teaching with students in elementary school classrooms. Professional Standing required.

Study curriculum development, instructional planning, and research-validated instructional strategies for teaching students in general music activities and programs in middle school through high school. Design and practice offering differentiated instruction that enhances the music learning of all students. Initiate and practice applying knowledge of human and musical developmental processes and variations to create a safe and nurturing learning environment that fosters the health and learning of all students, and the development of a sense of community and respect for one another. Practice applying knowledge of learning processes, motivation, communication, and classroom management to stimulate and sustain student interest, cooperation, and achievement to each student’s highest level of learning in preparation for productive work, citizenship in a democracy, and continuing growth. Develop skills to provide instruction that will promote the participation and progress of students with disabilities. Develop skill in using technology and teaching students to use technology to acquire information, communicate, and enhance learning. Increase skill assessing student learning, analyzing one’s own teaching practice, using information gathered through assessment and analysis to plan or modify instruction, and using various resources to enhance teaching. Investigate means to update knowledge and skills in music and in pedagogy. 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.

Study curriculum development, instructional planning, and research-validated instructional strategies for teaching instrumental music in elementary school. Design and practice offering differentiated instruction that enhances the music learning of all students. Practice applying knowledge of human and musical developmental processes and variations to create a safe and nurturing learning environment that fosters the health and learning of all students, and the development of a sense of community and respect for one another. Develop skills to provide instruction that will promote the participation and progress of students with disabilities. Study and apply effective practices for applying positive behavioral supports and interventions to address student and classroom management needs. Study and implement effective practices for planning and designing co-teaching and collaboration with peers. Study and practice skills for developing the listening, speaking, reading, and writing skills of all students. Increase skill assessing student learning, analyzing one’s own teaching practice, using information gathered through assessment and analysis to plan or modify instruction, and using various resources to enhance teaching. Investigate means to update knowledge and skills in music and in pedagogy. Intern teaching with students in elementary and middle school classrooms. Professional Standing required.

Study curriculum development, instructional planning, and research-validated instructional strategies for teaching instrumental music in secondary school. Design and practice offering differentiated instruction that enhances the music learning of all students. Practice applying knowledge of learning processes, motivation, communication, and classroom management to stimulate and sustain student interest, cooperation, and achievement to each student’s highest level of learning in preparation for productive work, citizenship in a democracy, and continuing growth. Develop skills to provide instruction that will promote the participation and progress of students with disabilities. Study and apply effective practices for applying positive behavioral supports and interventions to address student and classroom management needs. Study and practice skills for developing the listening, speaking, reading, and writing skills of all students. Increase skill assessing student learning, analyzing one’s own teaching practice, using information gathered through assessment and analysis to plan or modify instruction, and using various resources to enhance teaching. Develop and practice skill in fostering effective relationships and interactions to support student growth and learning, including skill in resolving conflicts. Investigate means to update knowledge and skills in music and in pedagogy. Intern teaching with high school students. Professional standing required.

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.

Candidates will be introduced to various approaches for teaching music to children from birth through age five. They will learn about various music learning opportunities available locally, regionally, nationally, and worldwide, which are developmentally appropriate for young children. Learning will include critical reviews of research and best-practice literature, observations of music interactions among children and adults at a childcare center or preschool, and opportunities to assist during early childhood music classes.

Students act as music teachers or teacher aides in secondary school music settings 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 in music learning settings 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.

Study curriculum development, instructional planning, and research-validated instructional strategies for teaching choral music in elementary school. Design and practice offering differentiated instruction that enhances the music learning of all students. Practice applying knowledge of human and musical developmental processes and variations to create a safe and nurturing learning environment that fosters the health and learning of all students, and the development of a sense of community and respect for one another. Practice applying knowledge of learning processes, motivation, communication, and classroom management to stimulate and sustain student interest, cooperation, and achievement to each student’s highest level of learning in preparation for productive work, citizenship in a democracy, and continuing growth. Develop skills to provide instruction that will promote the participation and progress of students with disabilities. Study and apply effective practices for planning and designing co-teaching and collaboration with peers; individualizing instruction; and applying positive behavioral supports and interventions to address student and classroom management needs. Study and practice skills for developing the listening, speaking, reading, and writing skills of all students. Increase skill in using technology and teaching students to use technology to acquire information, communicate, and enhance learning. Increase skill assessing student learning, analyzing one’s own teaching practice, using information gathered through assessment and analysis to plan or modify instruction, and using various resources to enhance teaching. Investigate means to update knowledge and skills in music and in pedagogy. Intern teaching occurs in an elementary school choral classroom. Professional Standing required.

Study curriculum development, instructional planning, and research-validated instructional strategies for teaching choral music in secondary school. Design and practice offering differentiated instruction that enhances the music learning of all students. Initiate and practice applying knowledge of human and musical developmental processes and variations to create a safe and nurturing learning environment that fosters the health and learning of all students, and the development of a sense of community and respect for one another. Practice applying knowledge of learning processes, motivation, communication, and classroom management to stimulate and sustain student interest, cooperation, and achievement to each student’s highest level of learning in preparation for productive work, citizenship in a democracy, and continuing growth. Develop skills to provide instruction that will promote the participation and progress of students with disabilities. Increase skill assessing student learning, analyzing one’s own teaching practice, using information gathered through assessment and analysis to plan or modify instruction, and using various resources to enhance teaching. Study and practice skills for developing the listening, speaking, reading, and writing skills of all students. Develop and practice skill in fostering effective relationships and interactions to support student growth and learning, including skill in resolving conflicts. Investigate means to update knowledge and skills in music and in pedagogy. Intern teaching occurs in a middle school or high school choral classroom. Professional Standing required.

Design and practice offering differentiated instruction that enhances the music learning of all students in elementary and middle school instrumental music rehearsals. Initiate and practice applying knowledge of human and musical developmental processes and variations to create a safe and nurturing learning environment that fosters the health and learning of all students, and the development of a sense of community and respect for one another. Practice applying knowledge of learning processes, motivation, communication, and classroom management to stimulate and sustain student interest, cooperation, and achievement to each student’s highest level of learning in preparation for productive work, citizenship in a democracy, and continuing growth. Increase skill assessing student learning, analyzing one’s own teaching practice, using information gathered through assessment and analysis to plan or modify instruction, and using various resources to enhance teaching. Develop and practice skill in fostering effective relationships and interactions to support student growth and learning, including skill in resolving conflicts. Investigate means to update knowledge and skills in music and in pedagogy. Professional Standing required.

Design and practice offering differentiated instruction that enhances the music learning of all students in secondary instrumental music rehearsals. Practice applying knowledge of learning processes, motivation, communication, and classroom management to stimulate and sustain student interest, cooperation, and achievement to each student’s highest level of learning in preparation for productive work, citizenship in a democracy, and continuing growth. Develop skills to provide instruction that will promote the participation and progress of students with disabilities. Increase skill assessing student learning, analyzing one’s own teaching practice, using information gathered through assessment and analysis to plan or modify instruction, and using various resources to enhance teaching. Develop and practice skill in fostering effective relationships and interactions to support student growth and learning, including skill in resolving conflicts. Investigate means to update knowledge and skills in music and in pedagogy Professional Standing required.

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. The combination of field experiences and student teaching shall include both settings, pre-kindergarten through grade 6 and grades 7 through 12.

Candidates will further their learning about approaches for teaching children from birth through age five through practical application. Learning will include critical reviews of research and best-practice literature, planning and providing music interactions among children and adults at a childcare center or preschool, and assessing the music development of the children being taught. The candidates will also reflect on their own teaching and the learning of the children in the classroom.

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 areas supplementing, not replacing, regular course offerings.

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

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

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

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

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

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

Studies of areas 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.

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.

Study of empirical aesthetics. Explores characteristics of aesthetic response, structural characteristics of music as they relate to aesthetic responses, and theories that describe how this response is achieved and developed. Empirical research studies examined within theoretical contexts.

Resources, techniques, applications, and processes in research in music education and therapy. Special emphasis will be on psychological and experimental research.

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.

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 credit 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.

Study of philosophical and historical foundations of music education, emphasizing current issues and developments. Particular application to curriculum and instruction in school music.

Study of psychological and sociological foundations of music education, emphasizing current issues and developments. Particular application to curriculum and instruction in school music.

Study of curriculum and assessment in music education, emphasizing a synthesis of previous course work. Written project required. Should be the final Music Education course after all requirements are met in the Music Education category, all but 3 credit hours completed in the Musicianship category, and all but 3 credit hours completed in the elective category.

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.

Study/research culminating in a Thesis, a Composition/Arrangement, or a Performance Recital as required in the Final Project Program. Candidate must register for the course in each semester or term during which the services of the Project Leader are actively engaged toward the completion of the Final Project. Maximum of 3 credit hours.