Course Descriptions

Music Education

6MUE 110 (I-1) Introduction to Music Education

This course is part one of the MUE 110 – 111 sequence that is designed as an introduction to music teaching and learning in our culturally diverse society. Students will 1) develop the aural skills and musicianship skills for teaching music; and 2) develop an understanding of the following topics: (a) what, when, why, and how we teach music; (b) the National Standards for Music Education; (c) how students learn music; (d) assessment in music education. During MUE 110, students begin to fulfill the 20 hours of field experience required for the MUE 110-111 sequence.

6MUE 111 (II-1) Field Experiences in Music Education

This course is Part Two of the MUE 110 – 111 sequence. Students will participate in a series of lectures by faculty in the Music Education Department at Eastman and other specialists on topics relevant to music teaching and learning. The remaining hours of required field experience for the MUE 110-111 sequence (20 hours total) are completed during MUE 111.

6MUE 211 (I-2) Early Childhood Music Education

Orientation toward teaching music to children aged infant to 8 years. Links home and community environments to the music learning environment, and examines young children's motivation to learn music. Language development and musical development are compared. Observation and guided teaching experiences emphasize developmentally appropriate instructional planning, assessment (formal and informal), classroom management and communication. This course incorporates technology into student assignments and requires at least 25 hours of field experience. (revised 3/6/08)

6MUE 212 (I-2) Elementary General Music Methods

This course is designed to prepare students for teaching general music to all elementary age students, regardless of socioeconomic status or ability, in our diverse American society. Examines factors in the home, community, and school that affect students' readiness to learn music and links language literacy with musical literacy through singing, creating, moving, and listening activities. Observation and guided teaching experiences emphasize instructional planning, assessment (formal and informal), classroom management and communication. Reflective assignments for the teaching portfolio are encouraged. This course incorporates technology into student assignments and requires least 15 hours of field experience. (revised 3/6/08)

6MUE 213 (II-2) Secondary General Music Methods

This course is designed to prepare students for teaching general music to all secondary age students, regardless of socioeconomic status, ability, or previous musical experience. Examines the importance of music education to an educated citizenry. Technology for music composition and music production is incorporated throughout. Observation and guided teaching experiences emphasize age-appropriate communication and classroom management as well as instructional planning and assessment (formal and informal). Reflective assignments for the teaching portfolio are encouraged. At least 15 hours of field experience are required. (revised 3/6/08)

6MUE 214 (II, 2) Elementary and Middle School Choral Methods

In this course, preservice teachers will develop increased proficiency with musical repertoire, curriculum design, differentiated instruction, classroom management and communication in vocal music classrooms with students in grades 4-8. Extensive observation and teaching experiences take place in inclusive vocal music classrooms where assistive technology is frequently employed. In the classroom, preservice teachers have opportunities to see how parents, teachers, professional staff, and administrators interact productively to enhance student learning. Reflective assignments for the teaching portfolio are encouraged and at least 20 hours of field experience are required. (revised 3/6/08)

6MUE 215 (I-2) High School Choral Music

In this course, preservice teachers will develop increased proficiency with musical repertoire, curriculum design, differentiated instruction, classroom management and communication in vocal music classrooms with students in grades 9-12. This course requires at least 40 hours of extensive observation and supervised teaching in a high school classroom, where preservice teachers have opportunity to interact with teachers, professional staff, parents and administrators to enhance the music learning of high school students. Video recording, reflective analysis and subsequent modification of all supervised teaching episodes in the field are required. (revised 3/6/08)

6MUE 216 (I, II-1) Music for Special Learners

This course explores the nature of music education for students within the full range of disabilities and special-health care needs identified by the Individuals with Disabilities Education Act (IDEA). Through class sessions, readings, observation and guided teaching, preservice teachers will identify the characteristics of special learners and observe how these affect musical behaviors. Strategies will be developed for (a) modifying existing music materials, (b) developing original music materials, and (c) collaborating with other professionals to design appropriate music learning environments and enhance the overall education of special learners. Field experience required, 5 hours. (revised 3/6/08)

6MUE 217 (II-2) Elementary Winds/Brass/ Percussion Methods

This course allows preservice teachers to develop an understanding of research-validated, appropriate methods for teaching elementary instrumental music (what to teach, when to teach, and why), and to develop the necessary techniques (how to teach) to implement those methods. The principles of music literacy acquisition and language acquisition are compared. Course requirements include: facility with function-based rhythm and tonal syllables, the ability to teach and coach composition and improvisation activities with elementary instrumental students (implementing appropriate technology), measurement and evaluation of instrumental teaching and performance skills. At least 15 hours of field experience allows preservice teachers opportunity to observe how productive relationships among the school, home, and community can enhance students' music learning. (revised 3/6/08)

6MUE 218 (I-2) Teaching Group Strings in the Elementary Setting

An orientation to the design and implementation of string programs in the elementary school, with emphasis on developing age appropriate instructional strategies, classroom management, communication and assessment (formal and informal) for heterogeneous groups. The principles of music literacy acquisition and language acquisition are compared. Video recording, reflective analysis and subsequent modification of all supervised teaching episodes in the field are required. This course incorporates technology into student assignments and requires at least 15 hours of field experience. (revised 3/6/08)

6MUE 219 (II-2) Secondary Instrumental Rehearsals: Winds, Brass, Percussion

This course allows preservice teachers to develop an understanding of research-validated, appropriate methods for teaching secondary instrumental music, and to develop the necessary techniques to implement those methods. Course requirements include: making long-and short-range instructional plans based on a systematic analysis of the performance of individuals and the ensemble, teaching private and small group lessons, rehearsing and conducting the large ensemble. Assignments incorporate the use of music composition and production technologies. Through a minimum of 30 hours of field experience, preservice teachers have opportunity to interact with teachers, professional staff, parents and administrators to enhance the music learning of high school students and learn age-appropriate classroom management, communication, and assessment (formal and informal) techniques. (revised 3/6/08)

6MUE 220 (II-2) Secondary Instrumental Rehearsals: Strings

This course allows preservice teachers to develop an understanding of research-validated, appropriate methods for teaching secondary instrumental music, and to develop the necessary techniques to implement those methods. Course requirements include: making long-and short-range instructional plans based on a systematic analysis of the performance of individuals and the ensemble, teaching private and small group lessons, rehearsing and conducting the large ensemble. Through a minimum of 30 hours of field experience, preservice teachers have opportunity to interact with teachers, professional staff, parents and administrators to enhance the music learning of high school students and learn age-appropriate classroom management, communication, and assessment (formal and informal) techniques. Video recording, reflective analysis and subsequent modification of all supervised teaching episodes in the field are required. (revised 3/6/08)

6MUE 221 (I, II-1) Clarinet Class

A laboratory class that allows students to develop intermediate-level performance skills on the instrument and methods for teaching. In preparation for teaching, students will learn to diagnose common performance problems associated with the clarinet and prescribe a variety of appropriate solutions. Additional topics covered include: maintenance and emergency repair, equipment and accessories, method books and repertoire, extended range and fingerings, and auxiliary clarinets. 2 hours field experience required. (Previously numbered MUE 121, revised 3/6/08)

6MUE 222 (I, II-0.5) Woodwinds Class

Extensions of 6MUE 221. Each of these half-semester (7 week) courses focuses on the development of intermediate-level performance skills and methods for teaching on a specific woodwind instrument; flute, oboe, saxophone, bassoon. (Previously numbered MUE 122, revised 3/6/08)

6MUE 225 (I, II-1) Trumpet Class

A laboratory class that allows students to develop intermediate level performance skills on the instrument and methods for reaching. In preparation for teaching, students will learn to diagnose common performance problems associated with the trumpet and prescribe a variety of appropriate solutions. Additional topics covered include: maintenance and emergency repair, equipment and accessories, method books and repertoire, embouchure problems, and auxiliary trumpets. 2 hours field experience required. (Previously numbered MUE 125, revised 3/6/08)

6MUE 226 (I, II-0.5) Brass Class

Extensions of 6MUE 225. Each of these half-semester (7 week) courses focuses on the development of intermediate-level performance skills and methods for teaching on a specific brass instrument; horn, trombone, euphonium, tuba. (Previously numbered MUE 126, revised 3/6/08)

6MUE 231 (I-2) Strings Class I

Development of string playing techniques on two stringed instruments. Includes one upper and one lower stringed instrument. 2 hours field experience required. (Previously numbered MUE 132, revised 3/6/08.)

6MUE 232 (II-2) Strings Class II

6MUE 235-236 (I, II-1) Harp Class

Harp study especially suited for music education majors. Emphasis on technique and repertoire selection for future teachers with harpists in public school settings. One hour of instruction per week. Permission of instructor required for MUE 236. (Previously numbered MUE 135-136, revised 3/6/08).

6MUE 241 (I, II-1) Voice Class I

Fundamentals of voice production: posture, breath control and support, tone, resonance, diction, phrasing, interpretation. Development of technique, confidence, and control through group and solo singing. 2 hours field experience required. (Previously numbered MUE 141, revised 3/6/08).

6MUE 242 (I, II-1) Voice Class II

Extension of Voice Class I, with opportunity to continue to develop individual skills in singing. 2 hours field experience required. (Previously numbered MUE 142, revised 3/6/08).

6MUE 255 (I, II-1) Percussion Class

A laboratory class that allows students to develop intermediate level performance skills on the instruments of the percussion family as well as addressing methods for teaching. In preparation for teaching, students will learn to diagnose common performance problems associated with percussion instruments and prescribe a variety of appropriate solutions. Additional topics covered include: maintenance and emergency repair, equipment and accessories, and method books and repertoire. 2 hours field experience required. (Previously numbered MUE 155, revised 3/6/08).

6MUE 260 (I, II-1 or 2) Teaching Individual and Small Group Lessons

For students in any major who are interested in learning to teach private and small group lessons. Enrollees will be assigned to teach for up to two hours each week at a K-12 school. Lessons will be observed periodically and enrollees will meet with a faculty member to discuss matters related to the teaching assignment. (Previously numbered MUE 221, revised 3/6/08).

6MUE 261 (II-1) Classroom Instruments

Fundamentals of performance on instruments such as guitar, dulcimer, recorder, and Orff Instruments for use as music classroom tools. Observation of classroom instrument use in local schools required, 5 hours. (rev. 9/23/04)

6MUE 271 (I, II-4) Student Teaching: Elementary Vocal/General

Seven-weeks of full-time teaching placement in classroom music settings in area schools, under the supervision of a master teacher. Eastman faculty conduct on-site supervisory visits a minimum of three times during the assignment.

6MUE 272 (I-1) Senior Practicum in Music Education

A continuation of 6MUE 226 (Brass Class) and 6MUE 222 (Woodwind Class). Study of two additional brass and two additional woodwind instruments in a homogeneous setting. As a laboratory ensemble for student teachers, enrollees will perform solely on secondary instruments, teach/conduct rehearsals, and prepare lesson plans for teaching. An application of performance skills on all wind instruments in a heterogeneous setting, a comparative survey of wind instrument performance technique, and an examination of appropriate musical materials for use in elementary and secondary schools. (rev. 6/18/09)

6MUE 273 (I, II-1) Student Teaching Seminar

Weekly meeting of all student teachers by area of emphasis. Readings and writing assignments, reports and reflection papers are incorporated into the seminar content. Guest speakers on topics important for certification protocols, as well as interviewing and applying for a teaching position.

6MUE 276 (I, II-4) Student Teaching: Secondary Vocal/General

Seven weeks of full-time teaching placement in middle school or high school music programs, with emphasis on choral and classroom settings in area schools, under the supervision of a master teacher. Eastman faculty conduct on-site supervisory visits a minimum of three times during the assignment.

6MUE 277 (I, II-4) Student Teaching: Elementary Instrumental

Seven-weeks of full-time teaching placement in programs for beginning instrumental music in area schools, under the supervision of a master teacher. Eastman faculty conduct on-site supervisory visits a minimum of three times during the assignment.

6MUE 278 (I, II-4) Student Teaching: Secondary Instrumental

Seven weeks of full-time teaching placement in secondary school instrumental music settings in the area, under the supervision of a master teacher. Eastman faculty conduct on-site supervisory visits a minimum of three times during the assignment.

6MUE 279, 280 (I, II-1) Supplementary Observation and Student Teaching

For students needing additional credits in observation and student teaching for certification to teach in other states.

6MUE 281/ 282/ 283 (I, II - 1-3) Special Topics in Music Education

Designed primarily for undergraduate students, these courses offer intensive study of limited topic areas in music education and pedagogy. May be repeated for credit.

6MUE 285 (I-2) Principles of String Playing and Teaching I

This course enables students to organize and present a sequence of string instruction with special attention to the needs of beginning and intermediate string players. Students develop and apply their growing knowledge of string playing and teaching by providing weekly private lessons to two students at School #17 of the Rochester City School District. Students must enroll for MUE/PED 286 following successful completion of this course. Open to upper-level AMU and PRL or DMA graduate string majors.

6MUE 286 (II-2) Principles of String Playing and Teaching II

A continuation of MUE/PED 285 with a focus on procedures for establishing a private studio, reviewing and developing a collection of method books, etude books, and solo materials. Students present case studies of their school-age string students to whom they continue to teach weekly private lessons to students at School #17 of the Rochester City School District. Pre-requisite: MUE/PED 285.

6MUE 402 (I, S-3) Measurement and Evaluation

This course reviews published aptitude and achievement tests and includes interpretation of test scores, administration of tests, and experience in developing tests.

6MUE 403 (II, S-3) Introduction to Research

Current techniques of educational research, with emphasis on design and analysis. Critical review of current research studies.

6MUE 404 (II-2) The Psychological Foundations of Musical Behavior

Although psychological issues are touched on in both the MUE 403 (Introduction to Research) and MUE 501 (Seminar I: History and Philosophy) courses, this one-semester course is designed to expose graduate students to more depth of information, current research, and to guest experts who are equipped to provide detailed input on certain specialized areas of psychology related to musical behavior.

6MUE 411 (I-2) Early Childhood Music Education

Orientation toward teaching music to children aged infant to 8 years. Links home and community environments to the music learning environment, and examines young children’s motivation to learn music. Language development and musical development are compared. Observation and guided teaching experiences emphasize developmentally appropriate instructional planning, assessment (formal and informal), classroom management and communication. This course incorporates technology into student assignments, requires at least 20 hours of field experience, and includes advanced readings and assignments linking theory (classroom) to practice (field experience).

6MUE 412 (I-2) Elementary General Music Methods

This course is designed to prepare students for teaching general music to all elementary age students, regardless of socioeconomic status or ability, in our diverse American society. Examines factors in the home, community, and school that affect students’ readiness to learn music and links language literacy with musical literacy through singing, creating, moving, and listening activities. Observation and guided teaching experiences emphasize instructional planning, assessment (formal and informal), classroom management and communication. Reflective assignments for the teaching portfolio are encouraged. This course incorporates technology into student assignments, requires at least 20 hours of field experience, and includes advanced readings and assignments linking theory (classroom) to practice (field experience).

6MUE 413 (II-2) Secondary General Music Methods

This course is designed to prepare students for teaching general music to all secondary age students, regardless of socioeconomic status, ability, or previous musical experience. Examines the importance of music education to an educated citizenry. Technology for music composition and music production is incorporated throughout. Observation and guided teaching experiences emphasize age-appropriate communication and classroom management as well as instructional planning and assessment (formal and informal). Reflective assignments for the teaching portfolio are encouraged. At least 20 hours of field experience as well as advanced readings and assignments linking theory (classroom) to practice (field experience) are required.

6MUE 414 (II, 2) Elementary and Middle School Choral Methods

In this course, preservice teachers will develop increased proficiency with musical repertoire, curriculum design, differentiated instruction, classroom management and communication in vocal music classrooms with students in grades 4-8. Extensive observation and teaching experiences take place in inclusive vocal music classrooms where assistive technology is frequently employed. In the classroom, preservice teachers have opportunities to see how parents, teachers, professional staff, and administrators interact productively to enhance student learning. Reflective assignments for the teaching portfolio are encouraged. At least 25 hours of field experience as well as advanced readings and assignments linking theory (classroom) to practice (field experience) are required.

6MUE 415 (I-2) High School Choral Music

In this course, preservice teachers will develop increased proficiency with musical repertoire, curriculum design, differentiated instruction, classroom management and communication in vocal music classrooms with students in grades 9-12. This course requires at least 45 hours of extensive observation and supervised teaching in a high school classroom, where preservice teachers have opportunity to interact with teachers, professional staff, parents and administrators to enhance the music learning of high school students. Advanced readings and assignments linking professional development site experience to educational theory are required. Video recording, reflective analysis and subsequent modification of all supervised teaching episodes in the field are also required.

6MUE 419 (I, II-2) Secondary Instrumental Rehearsals: Winds, Brass, Percussion

This course allows preservice teachers to develop an understanding of research-validated, appropriate methods for teaching secondary instrumental music, and to develop the necessary techniques to implement those methods. Course requirements include: making long-and short-range instructional plans based on a systematic analysis of the performance of individuals and the ensemble, teaching private and small group lessons, rehearsing and conducting the large ensemble. Assignments incorporate the use of music composition and production technologies. Through field experience, preservice teachers have opportunity to interact with teachers, professional staff, parents and administrators to enhance the music learning of high school students and learn age-appropriate classroom management, communication, and assessment (formal and informal) techniques. At least 25 hours of field experience as well as advanced readings and assignments linking theory (classroom) to practice (field experience) are required.

6MUE 420 (II-2) Secondary Instrumental Rehearsals: Strings

This course allows preservice teachers to develop an understanding of research-validated, appropriate methods for teaching secondary instrumental music, and to develop the necessary techniques to implement those methods. Course requirements include: making long-and short-range instructional plans based on a systematic analysis of the performance of individuals and the ensemble, teaching private and small group lessons, rehearsing and conducting the large ensemble. Through a minimum of 30 hours of field experience, preservice teachers have opportunity to interact with teachers, professional staff, parents and administrators to enhance the music learning of high school students and learn age-appropriate classroom management, communication, and assessment (formal and informal) techniques. Video recording, reflective analysis and subsequent modification of all supervised teaching episodes in the field are required. (revised 10/14/08)

6MUE 465 (I, S-3) Instrumental Methods and Techniques: Wind and Percussion

For instrumental, vocal, and general music teachers at all levels who wish to improve their musicianship skill for teaching, this course emphasizes innovative ways to address State and National Standards in Music and appropriately differentiate music instruction. The principles of music literacy acquisition and language acquisition are compared. Assignments incorporate the use of music composition and production technologies. Twenty-five (25) hours of field experience are required for students pursuing Initial-Professional Certification.

6MUE 466 (I, S-3) Instrumental Methods and Techniques: Strings

For instrumental, vocal, and general music teachers at all levels who wish to improve their musicianship skill for teaching, this course provides an orientation to the design and implementation of string programs, with emphasis on developing age appropriate instructional strategies, classroom management, communication and assessment (formal and informal) for heterogeneous groups. The principles of music literacy acquisition and language acquisition are compared. Video recording, reflective analysis and subsequent modification of all supervised teaching episodes in the field are required. Assignments incorporate the use of music composition and production technologies. 25 hours of field experience are required for students pursuing Initial-Professional Certification.

6MUE 471 (I-2) Teaching Internship

Students are required to demonstrate competence in teaching and the application of concepts presented in other courses required by the M.M. or M.A. degrees in music education by submitting (1) audio and video tapes of classes, (2) course descriptions and outlines, (3) sample examinations, (4) an annual calendar of performances and activities, and (5) sample programs. Students who are also employed as teachers can submit materials and tapes developed for their own classes; full-time graduate students are assigned a teaching responsibility to complete the requirements under faculty supervision. Readings are assigned individually. This requirement may be waived by the department chair if the above documentation is provided to demonstrate competence in teaching.

6MUE 472 (I, II-4) Teaching Internship for Certification

Supervised teaching experience for graduate students preparing for certification. Includes seminar.

6MUE 473 (I, II, S-1-4) M.A. Project

The specific nature of this master's project will be developed in consultation with a faculty member in the Music Education Department. Guidelines are available in the department for project proposals, which must be approved by the faculty. Examples might include (a) a field-based research study within a teacher's own classroom setting, (b) a curriculum project, or (c) a small-scale replication of an existing research study with a new population. At the completion of the project, a student will submit a written report, again subject to approval by the entire faculty.
Please see Guidelines for Field Project for complete information.

Parallel to the registration for thesis credits, the registration for this master's project may be broken down into single credits or enrolled as a block of four credits.

6MUE 481/ 482/ 483 (I, II - 1-3) Special Topics in Music Education

Designed primarily for graduate students, these courses offer intensive study of limited topic areas in music education and pedagogy. May be repeated for credit.

6MUE 495 (I, II, S-credit to be arranged) M.A. Thesis

For the Master of Arts degree.

6MUE 501 (I, S-3) History and Philosophy Seminar

Philosophy and history of music education, with emphasis on contemporary problems. Required of all graduate students in music education.

6MUE 502 (II, S-3) Curriculum Seminar

Inquiry into curriculum theory and creative curriculum development and implementation. Attention is devoted to how schools are organized, how th processes and outcomes of learning are evaluated, and how conditions can be created to foster professional growth among music teachers and administrators.

6MUE 503 (I, II-2) College Teaching Internship

This course will be related to one or more college level courses which the student is presently teaching, either as a teaching assistant or as a faculty member at another college or university. Students will be required to submit (1) a course description, (2) a course outline, (3) tests and examinations, (4) an annotated bibliography, (5) audio tapes of classes, and(6) a brief written statement of relevant philosophical and pedagogical issues. The instructor will observe teaching and meet with the students individually.

6MUE 504 (I-2) Preparing Future Music Faculty

Preparing Future Music Faculty For those graduate students who plan to teach in a college or community music school, even on a part-time basis, this course will help you answer the question: Is musical talent all you need to teach music well? Each student will learn to develop a teaching portfolio that complements his or her performance portfolio. Students will also explore to effective ways to assess their students prior musical knowledge and experience, organize music content for learning, clearly communicate expectations to their students, and talk about teaching with colleagues and administrators. Cross-listed as ALC 222 and ALC 422.

6MUE 505 (I-3) Seminar in Academic Administration

Topics and issues related to music administration in school, community, and higher education settings.

6MUE 506 (II-1 or 2) Internship in Academic Administration

Administrative project, to be carried out under supervision of faculty or administrative staff member, including possible assignment to a School administrative office. Occasional seminar sessions with other enrollees. Prerequisite: MUE 505.

6MUE 508 (II-3) Cultural Perspectives in Music Education

This course focuses on fundamental issues that affect the teaching and learning of music in our culturally pluralistic American society. It is a survey and critical study of historical, philosophical, and sociological aspects of multicultural music education. It is designed to provide opportunities for graduate students to develop thinking, inquiry, writing, and oral presentation skills necessary for perceptive and competent music educators. In addition, this course is intended to provide opportunities for graduate students to synthesize various components of music education scholarship. This course is addressed to all Eastman DMA and Ph.D. students in Music Education. Others with teaching experience will be admitted with the permission of the instructor.

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