300

Foundations in Music Education III is the final foundations course in the music education sequence. It is a reading intensive course in the history of educational thought and practices in music education in the United States from the Colonial Period to current times. Students will study the philosophical bases and historical foundations for music education praxis. The course moves chronologically from the roots of Philosophy in Ancient Greece to today, but most emphasis is placed on 20th Century thought and movements in American music education. Professional Standing required.

Specific competencies are developed for implementing general music activities and programs in grades K through 6. Intern teaching with students in elementary school classrooms. Professional Standing required.

Specific competencies are developed for implementing general music activities and programs in middle school through high school. 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.

Covers various strategies and techniques employed in elementary and middle school lessons, small and large ensembles, various instructional models, methods, and materials. Emphasis on developing new skills and strategies to plan, deliver, and assess meaningful educational experiences in elementary and middle school settings. Intern teaching with students in elementary and middle school classrooms. Professional Standing.

Covers various strategies and techniques employed in high school lessons, small and large ensembles, various instructional models, methods and materials. Emphasis on developing new skills and strategies to plan, deliver and assess meaningful educational experiences in a high school setting. Intern teaching with high school students. Professional standing.

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.

Continuation of previous practicum.

Continuation of previous practicum.

Course covers a conducting review, child's voice, music selection, and rehearsal techniques such as pacing, chunking, sequencing, warm-ups, and teaching the National Standards in a performing ensemble. Taught in a laboratory setting with students rehearsing each other.

Course covers audition procedures, score preparation, music selection, conducting, changing voices, teaching sight reading, recruitment, assessment, pop ensembles, and the development of a choral curriculum. Taught in a laboratory setting with students rehearsing each other.

Implements methods and strategies studied in MUED 304 in a laboratory rehearsal experience. Score study, rehearsal planning, assessment, conducting, and rehearsal techniques appropriate to elementary and middle school levels. Professional Standing.

Implements methods and strategies studies in MUED 305 in a laboratory rehearsal experience. Score study, rehearsal planning, assessment, conducting, and rehearsal techniques appropriate to high school level. Professional Standing.