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Bachelor of Music in Music Education, Instrumental or Vocal Emphasis
This degree is intended for those who wish to pursue a career in music education at the public school levels, elementary, middle school and high school.
Program Content. Competencies in Professional Education and Instrumental or Vocal Emphasis are included in the curriculum credits described above. Professional education courses relate educational principles to classroom teaching in music. The music education students are required to take courses which include observations in the schools (ED 310-2 Introduction to Reflective Teaching Practice, MUS 304-2 The General Music Program, MUS 305-2 Instrumental Music in the Schools or MUS 306-2 Music Specialist in the Elementary Schools), in addition to Student Teaching (ED 400-12).
Desirable Attributes: Music education students are encouraged to develop a philosophy of music education to promote the art of music, and to encourage the artistic and intellectual teaching of their students through music by means of course work, ensemble participation, participation in MENC student chapters, attendance at professional workshops and conferences, and in music fraternities and sororities.
Music education students are encouraged to develop pedagogical skills to teach, inspire and excite their students to achievement and enjoyment in music, by means of course work, ensemble participation, participation in MENC student chapters, attendance at professional workshops and conferences, and in music fraternities and sororities.
Music education students are encouraged to develop positive attitudes and relationships with individuals of various social and ethnic groups and be empathetic with students and colleagues of differing backgrounds, by means of course work, ensemble participation, participation in MENC student chapters, attendance at professional workshops and conferences, and in music fraternities and sororities.
Music education students are encouraged to articulate and advocate logical rationales for music as a part of the core curriculum in schools and to communicate the rationale and objectives of a music program to parents, communities, colleagues, and administration.
Music education students are encourage to pursue professional development beyond course requirements and completion of a degree, to remain current with developments in the art of music, in the art of teaching, and to remain current in technology and new research advancements.
Essential Competencies: Music Competencies. Music education students are required to take courses in conducting, (MUS 316-1 and MUS 317-2 or MUS 318-2) to become a competent and artistic conductor, able to plan, rehearse, and perform a musically expressive and accurate performance with various types of performing ensembles and in various classroom situations. Instruction in conducting includes score study, score reading and the integration of analysis, style, performance practice, instrumentation and baton techniques. Conducting students take part in a weekly laboratory ensemble, as well as one major ensemble concert each year featuring student conductors.
Music education students are required to take a course in instrumental or choral arranging, designed to adapt music from different sources to meet the needs and ability levels of school performing groups and classroom situations.
Instrumental music education students are required to take techniques courses to obtain functional knowledge and skills in voice, keyboard, winds, strings, brass and percussion instruments. These courses include MUS 030AB-2 Piano Class, MUS 032a or b-1 String Techniques Class, MUS 033-1 Woodwind Techniques Class, MUS 034-1 Brass Techniques Class, MUS 035-1 Percussion Techniques Class, MUS 031a-1 Voice Class
Vocal music education students are required to take additional coursework in class piano and diction.
Music education students are required to take history, literature and analysis courses and should be able to apply analytical and historical knowledge to curriculum development, lesson planning, and daily classroom and performance activities. Students are prepared to understand musical styles, literature of diverse cultural sources and the music of different historical periods. MUS 104AB-2, MUS 105AB-6, MUS 204-1, MUS 205-3, MUS 207-2, MUS 321-2, MUS 322-3, MUS 102-2, MUS 357AB-6.
Music education students must study applied music to the 340 level and perform one recital (MUS 398-1). Students are also encouraged to perform at studio hours and in monthly convocations. They are required to perform in ensemble each semester of residency except for the semester of student teaching.
Students have opportunities to teach instrumental music in lab ensemble, summer music camps for regional youth, and during the term of their student teaching.
Teaching Competencies. Music education students are required to take courses in teaching methods for various levels, to different age groups, and in a variety of classroom and ensemble settings. These courses include knowledge of current methods and materials available in all fields and levels of music education. These courses are MUS 304-2 The General Music Program, MUS 305-2 Instrumental Music in the Schools, and as an elective, MUS 306-2 Music Specialist in the Elementary School.
Music education students are required to take ED 314-2 (Human Growth, Development and Learning) to develop an understanding of child growth and development.
Music education students are required to take ED 311-2, School and Society: Historical, Sociological, and Philosophical Perspectives, to understand historical philosophical and social issue in education.
Music education students are required to take ED 317-2 Evaluation of Teaching and Learning, in order to be able to assess aptitudes, experiential backgrounds, and individual interests.
Evaluative techniques and an ability to apply them in assessing the musical progress of students as well as the objectives and the procedures of the curriculum are studied in ED 315-3, Organizing and Directing Instruction. A course in Classroom Management and Discipline, ED 316-2 is also required.
An understanding of special needs in materials and methods is contained in the required course Characteristics and Methods for Teaching Exceptional Children, ED 308-3
Professional Procedures.
Music education methods courses are taught by faculty with successful experience teaching music in elementary and secondary schools. Close contact is maintained with the regional schools.
Students are encouraged to avail themselves of observation and teaching experiences possible through local school and summer music camps. These activities are supervised by qualified music personnel.
Music education students are assessed prior to formal admission to the teacher education program, during the program, and at the completion of the program by means of interviews, course work and grade evaluations.
The strengths of the degree include its meeting University and NASM requirements for excellence in curricular design. We also have a very active CMENC chapter. Many of these students attend the IMEA All-State Conference each January in Peoria.
For additional information, contact:
Dr. Jeanine Wagner, Assistant Director
School of Music
Southern Illinois University
Carbondale, IL 62901-4302
Telephone (618) 536-8742
fax (618) 453-5808
email: jwagner@siu.edu
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