The Master of Arts degree with a concentration in Kodály music education features a broad range of theoretical courses balanced by requirements that apply to the general music teacher's work with students of all ages using the Kodály approach. This developmentally sequential, active music-making approach emphasizes singing, artistry, literacy, authentic music materials, reflective practice, and inquiry-based learning within a prepare-present-practice-assess instructional model for teaching musical concepts and skills. Pedagogic tools include moveable-do tonic solfa, Curwen/Glover handsigns, and rhythm syllables.
In this program students will
Sharpen performance skills necessary for achieving artistic ensemble and solo performance.
Gain insights into historical and contemporary art music and folk music literature and performance style through analytical study, classification and performance.
Improve musical competency and conducting skills.
Broaden understanding of music history, theory, and literature.
Gain pedagogical insights into developmentally appropriate, sequential music instruction using a spiral curriculum with children of all ages and ability levels.
Discover new applications for existing expertise.
Experience, explore, and create strategies for developing successful preparation, presentation, practice, and assessment experiences.
Articulate ways in which Kodály-inspired music teaching serves the common goals of the music education profession.
Students are required to take the following 16 semester credits.
Foundations of Music Education (GMUS 608)
Introduction to Scholarship and Research Methods in Music Education (GMUS 600)
Teaching and Learning (GMUS 601)
Perspectives in Music Theory (GMUS 611)
Topics in Music History, Literature and Theory (GMUS 612)
Directed Research (GMUS 876)
Culminating Thesis/Project (GMUS 890)
Students take fifteen required credits in the Kodály field of concentration. Through the required concentration courses, students expand and refine information needed to successfully use the Kodály approach in their classrooms and rehearsals with children of all ages.
Dalcroze Musicianship (GMUS 651)
Kodály Level I (GMUS 741)
Kodály Level II (GMUS 742)
Prerequisite: GMUS 741
Kodály Level III (GMUS 743)
Prerequisites: GMUS 741 and GMUS 742
Orff Schulwerk I (GMUS 731)
Elective courses offer students opportunities to further define and hone the breadth and depth of their expertise.
Advanced Choral Conducting (GMUS 727)
African Music Ensemble (GMUS 671)
Developing the Child Voice in the Classroom (GMUS 517)
IPA/English/French Diction for Singers (GMUS 530)
IPA/Italian/German Diction for Singers (GMUS 531)
Performance Studies (GMUS 570-592)
Teaching Adolescent Voices in a Choral Setting (GMUS 523)
Topics in Music Education (GMUS 544-xx)
Vocal Jazz (GMUS 527)
Voice Fundamentals (GMUS 676)
Other courses considered for elective credit
All students admitted to the Master of Arts in Music Education program must take and pass a diagnostic examination in music history and theory immediately following their acceptance into the program. This exam is a non-course requirement of the Master of Arts in Music Education degree and also serves as a prerequisite for courses Topics in Music History, Literature, and Theory (GMUS 612) and Musicianship I (GMUS 750).
Students are required to pass an oral comprehensive examination at the completion of their coursework. In this one-hour examination, students demonstrate their knowledge and understanding of philosophical, historical, psychological, and pedagogical foundations and contexts of music education and important issues in the field. Students are expected to synthesize ideas and information and apply this knowledge and understanding to classroom practice.
Concluding the coursework for the Master of Arts degree in music education, students will complete a Master of Arts (M.A.) Project chosen from one of several designs, all of which conclude with submitting four hardbound copies of a written component formatted according to Graduate Programs in Music Education (GPME) Project-Writing Guidelines. The following one- and two-semester designs are not intended to be exhaustive but rather to serve as a basis for other designs along these or other lines. Most projects will take one term to complete, and no projects will take longer than two terms to complete.
Includes but is not limited to students composing and describing in detail a composition, or compositions they have composed and/or arranged for their students. This type of project typically consists of:
Designs four and five are the only options for doing two-semester M.A. projects involving GMUS 876 Directed Research the first semester and GMUS 890 M.A. Project the second semester. Students seeking to do either design four or five need to obtain the approval of the GPME Director two terms before the beginning of the first semester of the project.
Public presentation of lecture-recital/teaching demonstration of student's area of expertise, typically consisting of:
The two-semester thesis is built along the lines of a scholarly paper but conforms to more traditional research lines of qualitative, quantitative, historical, philosophical, descriptive and mixed methodologies--or it is based on Designs One, Two, or Three with a human subjects component. Other distinctive features include: