Restriction(s): Music majors only. Basic playing skills and pedagogical techniques for teaching violin and viola at the elementary and secondary school levels.
Restriction(s): Music majors only. Basic playing skills and pedagogical techniques for teaching cello and string bass at the elementary and secondary school levels.
Restriction(s): Music majors only. Methods, organization and planning; drill design, playing, rehearsal techniques. Music majors only.
Restriction(s): Sophomore standing; Music majors only. Methodologies, techniques and materials of music education. Philosophical and practical foundations and applications of learning theories.
Prerequisite(s): MUED 200. Supervised observation and participation in public school music classes and activities.
Prerequisite(s): MUED 320. Restriction(s): Music Education concentration only. Development of teaching skills by observation of public school music instruction and by serving as a teacher's aide.
Prerequisite(s): WRIT 105 or HONP 100. This course introduces the fundamental concepts and issues in music education. Topics such as advocacy, philosophy, musical understanding, and what it means to be a good music teacher are addressed. Readings in music education, MSU's Center of Pedagogy's Portrait of a Teacher, and observations in the schools comprise a large part of the course. Students are expected to demonstrate critical thinking and writing skills. This course serves as preparation for the teacher admissions program as well as more advanced courses in music education.
Prerequisite(s): MUPR 335; two of the following: MUED 105, MUED 106, MUED 304, MUED 305, MUED 306, MUED 307, MUED 308. Study of rehearsal and conducting techniques, performance procedures, and application of skills involving secondary instruments. May be repeated four times for a total of 2 credits.
Prerequisite(s): MUED 203. Basic playing skills and pedagogical techniques for teaching trumpet and French horn at the elementary and secondary school levels.
Prerequisite(s): MUED 203. Basic playing skills and pedagogical techniques for teaching trombone, baritone horn/euphanium, and tuba at the elementary and secondary school levels. May be repeated twice for a total of 3 credits.
Prerequisite(s): MUED 203. Restriction(s): Music majors only. Elementary skills on snare drum, bass drum, timpani, cymbals, bells, etc.; materials and methods for teaching these instruments in the classroom.
Prerequisite(s): MUED 203. Basic playing skills and pedagogical techniques for teaching clarinet and saxophone at the elementary and secondary school levels.
Prerequisite(s): MUED 203. Basic playing skills and pedagogical techniques for teaching oboe, flute, and bassoon at the elementary and secondary levels. May be repeated twice for a total of 3 credits.
Prerequisite(s): MUED 203. Basic playing skills and pedagogical techniques for teaching popular musics at the elementary and secondary school levels. May be repeated for a maximum of 3 credits.
Prerequisite(s): MUED 203. Restriction(s): Music majors only. Processes of music teaching which enhance problem solving and critical thinking on the part of the student. Principles of designing strategies which encourage the development of music skills, creative musical thinking, and positive attitudes in both the general and instrumental classroom setting. Sequential curriculum. Discussion of current methodologies.
Prerequisite(s): MUED 320. Musical approaches, activities, and materials appropriate for middle and high school non-performance classes. Special consideration given to musical and intellectual needs of developing adolescents and to current issues in Arts Education.
Prerequisite(s): Three of the four techniques classes: MUED 105, MUED 304, MUED 306 and MUED 307. This course will cover all aspects of implementing procedures for future music educators to effectively teach elementary and middle school instrumental music. It will range from selecting and implementing quality musical materials in instrumental lessons and rehearsals, setting up lesson schedules, teaching of rhythm, teaching beginning and intermediate group lessons, planning rehearsal procedures and performances, planning ways for the music program to interact with the community, to handling administrative matters pertaining to the instrumental music program.
Prerequisite(s): MUPR 335. This course will seek to provide an in-depth exploration of the teaching of choral music as applied to the school music program from the elementary level through secondary. Topics will include items such as program philosophy, recruitment and retention, program organization and management, literature selection and ensemble pedagogy.
Prerequisite(s): MUPR 335. This course will seek to provide an in-depth exploration of the teaching of instrumental music as applied to the school music program from elementary level through secondary. Topics will include items such as program philosophy, recruitment and retention, program organization and management, literature selection, and ensemble pedagogy.
Prerequisite(s): MUPR 335. Rehearsal and performance techniques involved in conducting elementary and secondary school ensembles. Hands on conducting of Lab Ensemble.
Restriction(s): John J Cali School of Music approval. Project and/or study area planned with sponsoring faculty member. May be repeated twice for a maximum of 9 credits.
Prerequisite(s): John J Cali School of Music approval. Changing conditions in the schools and new methods and materials for in-service and pre-service teachers. Lectures, demonstrations. Literature and materials selected according to workshop focus.
Psychological foundations of music, including cognition, perception, emotional meaning; musical development and learning; testing for musical ability; research methodology. Mutually Exclusive with MUTH 501.
This course focuses on developing students' abilities to think, write, and speak thoughtfully about the fundamental issues and concepts of music education towards effective and ethical music teaching and learning.
This course offers hands-on training through collaborative, project-based interdisciplinary work in the curriculum development of music history, music theory, and music pedagogy. The course addresses the integration of content knowledge in music history, music theory, and music pedagogy, as well as educational theory and practice through music teaching and learning. May be repeated for a maximum of 6 credits.
This course provides a forum for in-depth examination of a selected topic in classroom music teaching. May be repeated twice for a maximum of 9 credits.
A history and overview of computer platforms and applications for music. A review of pre-college, collegiate, and professional music software; the basics of music programming; a review of MIDI applications and interfaces; the use of interactive media in music pedagogy; and the future of computer applications in this field.
Study of sequential steps in learning musical concepts and skills by examination of research in musical content and its perception.
Examination and practicum of methods, materials and philosophies of non-performance courses in the junior and senior high school.
Investigating the principles of movement in relationship to the principles of music as a format for designing dance and movement experiences which enhance the music learning process. A focus on strategies appropriate for the elementary music classroom. Active participation. Field component. Mid-term/final project.
Principles, materials, and techniques for teaching piano to individuals or groups, in school or studio situations.
To synthesize and reinforce intermediate piano skills for use in multiple classroom and educational settings. Classroom work is on a group and an individual basis in order to meet the needs of different ability levels. This course is geared toward students with intermediate skills.
Special education techniques as applied to music education; teaching music through movement and simple rhythm instruments. Covers all areas of a broad-based education program as it applies to K-12 populations with mild to moderate handicaps.
This course examines foundational principles of democracy as a beginning point for inquiry into the kinds of classroom procedures, structures, and strategies that model democratic practice. Appreciation for diverse points of view, collaborative projects, and student decision-making, for instance, are some examples of classroom structures that promote a democratic climate. Equally important is the study of composers and works of art that are tied directly to political events and social justice.
Restriction(s): Music majors only. Methods of teaching elementary general music in the public schools. Designing hands-on strategies that encourage the development of music skills, critical and creative thinking, and informed music listening. Attention to current methodologies and progressive trends in the field.
Restriction(s): Music majors only. Methods of teaching secondary general music in the public schools. Discussion about unique issues of adolescence. Hands-on strategies for teaching music theory and music appreciation as well as learning labs for beginning guitar, music technology, beginning keyboard, and songwriting. Attention to current methodologies and progressive trends in the field.
World musics from cultural and pedagogical perspective. Following a geographic approach, i.e., Asia, Africa, selected musics will serve as a basis for exploring the musical stylistic dimensions, regional influences, cultural influences, and interrelationships with other art forms. Hands-on application to classroom music teaching K-12.
Popular music is an important component of any music class that seeks to incorporate culturally relevant and culturally responsive teaching practice. This course will span a wide range of popular music methods and will engage students in hands-on strategies for integrating popular music into the curriculum. The course not only teaches popular music listening strategies and pedagogical approaches, but will also incorporate hands-on experience with modern band instruments including guitar, bass, keyboard, drum set, vocals and technology. No experience or special instrumentation needed. The course is geared to general music and instrumental music, 4-12. May be repeated for a maximum of 6 credits.
This course is designed for music teachers who work with students at beginning levels of music reading. Whether in the classroom or studio, beginning music readers range from young children through adults. This course will examine literature and music reading methodologies for application in developing effective music reading strategies.
Theories of critical and creative thinking with application to the music classroom; developing music strategies that facilitate problem solving and thinking development. Field component.
This course presents a broad-based examination of band literature for the elementary- through high-school level. The two primary components include (1) a survey of literature appropriate to the ensemble skill level, and (2) rehearsal techniques that facilitate expressive performance. Instruction will also include technological tools for research and programming effectiveness.
Appropriate for the middle and high school choral director, this course will provide a philosophical/theoretical foundation for effective classroom practice. Using choral literature as a basis, this course will focus on pedagogy, conducting, and rehearsal techniques. Repertoire will include literature from the western music canon, non-western cultures, and a variety of choral genres.
Prerequisite(s): John J Cali School of Music approval. Study of basic philosophy of the Orff Schulwerk through movement, melodic and rhythmic training, improvisation and the use of relevant instruments and materials.
Prerequisite(s): MUED 581; John J Cali School of Music approval. Refinement of skills in the use of Orff concepts, materials and techniques; practicum in the Orff pedagogy as applicable to American children.
Prerequisite(s): John J Cali School of Music approval. Regularly listed courses pursued in greater depth, by arrangement with graduate program coordinator for music prior to registration. May be repeated twice for a maximum of 9 credits but may be taken only once each semester.
Prerequisite(s): John J Cali School of Music approval. Individual pursuit of a research topic culminating in a written document of length and scholarly integrity. May cover two semesters. Student registers for the semester in which the work will be completed. May be repeated twice for a maximum of 9 credits.
Restriction(s): Majors only. Philosophies of music education and their application to the classroom. Investigation and application of techniques of research as they apply to music education.
Functions and responsibilities of school music administration based on philosophies of music education, leadership styles, and techniques of management and personnel relationships.
Prerequisite(s): MUED 603. Restriction(s): Music majors only. This seminar is designed to help students focus on their area of study and design an appropriate field project. This seminar also entails directed independent study in field projects.
Prerequisite(s): MUED 695. Continuation of Field Project. Project Extension will be graded as project is completed, at which time a grade of Pass or Fail will be given.