Music Education (Pre-K-12), Mus.B

Learning Outcomes

-Technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.
-An overview understanding of the repertory in the student's major performance area and the ability to perform from a cross-section of that repertory.
-The ability to read at sight with fluency demonstrating both general musicianship and, in the major performing area, a level of skill relevant to professional standards appropriate for the particular concentration.
-Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation, including rehearsal and conducting skills as appropriate to the particular music concentration."
-Keyboard competency
-Growth in artistry, technical skills, collaborative competence and knowledge of repertory through regular ensemble experiences that are varied both in size and nature.
-Rudimentary capacity to create derivative or original music both extemporaneously and in written form.
-A basic knowledge of music history through the present time, including study and experience of musical language and achievement in addition to that of the primary culture encompassing the area of specialization.
-An acquaintance with repertories beyond the area of specialization through exposure to a large and varied body of music by attending and studying recitals, concerts, opera and musical theatre productions, and other performances
-The ability to use technologies current to their area of specialization
-Demonstrate achievement of professional, entry-level competence in the major area, including significant technical mastery, capability to produce work and solve professional problems independently, and a coherent set of artistic/intellectual goals that are evident in their work
-The competency to form and defend value judgments about music, including the ability to communicate musical ideas, concepts, and requirements to professionals and lay persons.
-Understand importance of health and safety within the contexts of practice, performance, teaching, and listening.
-Personal commitment to the art of music, to teaching music as an element of civilization, and to encouraging the artistic and intellectual development of students, plus the ability to fulfill these commitments as an independent professional
-The ability to lead students to an understanding of music as an art form, as a means of communication, and as a part of their intellectual and cultural heritage.
-The capability to inspire others and to excite the imagination of students, engendering a respect for music and a desire for musical knowledge and experiences.
-The ability to articulate logical rationales for music as a basic component of general education, and to present the goals and objectives of a music program effectively to parents, professional colleagues, and administrators.
-The ability to work productively within specific education systems, promote scheduling patterns that optimize music instruction, maintain positive relationships with individuals of various social and ethnic groups, and be empathetic with students and colleagues of differing backgrounds.
-The ability to evaluate ideas, methods, and policies in the arts, the humanities, and in arts education for their impact on the musical and cultural development of students.
-The ability and desire to remain current with developments in the art of music and in teaching, to make independent, in-depth evaluations of their relevance, and to use the results to improve musicianship and teaching skills
-Being a competent conductor, able to create accurate and musically expressive performances with various types of performing groups and in general classroom situations through knowledge of score reading and the integration of analysis, style, performance practices, instrumentation, and baton techniques
-Competency to arrange and adapt music from a variety of sources to meet the needs and ability levels of school performing groups and classroom situations.
-Functional performance abilities in keyboard, the voice, and instruments appropriate to the student’s teaching specialization.
-The ability to apply analytical and historical knowledge to curriculum development, lesson planning, and daily classroom and performance activities.
-The ability to relate their understanding of music with respect to styles, literature, multiple cultural sources, and historical development to their students
-The ability to successfully experience solo vocal, and small and large choral ensemble performance.
-Performance ability sufficient to use at least one instrument as a teaching tool and to provide, transpose, and improvise accompaniments.
-The ability to successfully teach general music classes and beginning vocal techniques individually, in small groups and in larger classes.
-Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for general music and vocal/choral music
-The ability to successfully teach beginning instrumental students individually, in small groups and in larger classes.
-Ability to teach music at various levels to different age groups and in a variety of classroom and ensemble settings in ways that develop knowledge of how music works syntactically as a communication medium and developmentally as an agent of civilization, including demonstration of skill in effective classroom and rehearsal management.
-An understanding of child growth and development and an understanding of principles of learning as they relate to music.
-The ability to assess aptitudes, experiential backgrounds, orientations of individuals and groups of students, and the nature of subject matter, and to plan educational programs to meet assessed needs.
-Knowledge of current methods, materials, and repertories available in various fields and levels of music education appropriate to the teaching specialization.
-The ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations.
-An understanding of evaluative techniques and ability to apply them in assessing both the musical progress of students and the objectives and procedures of the curriculum.