proposed curricular changes to music education degree...

Western Michigan University – School of Music Advisory Council – 5.October.2012

Proposed Curricular Changes to Music Education degree programs

1. Bachelor of Music in Music Education: Choral/General Emphasis degree. Action –

Revise sequence to allow students to enroll in music education coursework across all four years.

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2. Bachelor of Music in Music Education: Instrumental Emphasis degree. Action – Revise sequence to allow students to enroll in music education coursework across all four years.

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3. Mus 1800 – Experiencing Music Education. New Course: An introductory course in music education [No Action: Already approved Spring 2011]

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4. MUS 3480 Teaching and Learning in Music. Action - new course number (MUS 2480), description, & prerequisite change (MUS 1800 with a “C” or better)

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5. Mus 3400 Choral Methods. Action – prerequisite change (MUS 3360 with a “C” or better and Mus 3390 taken concurrently)

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6. Mus 3440 - Instrumental Methods I. Action – prerequisite change (MUS 2480 with a “C” or better and acceptance into Music Education curriculum)

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7. Mus 3360 - General Music Methods. Action – prerequisite change (MUS 2480 with a “C” or better and acceptance into Music Education curriculum)

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8. MUS 3850 Music for the Special Student. Action - new course title (Senior Seminar in Music Education), description, & prerequisite change (MUS 3400 or 3470 with a “C” or better)

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9. Bach. Science in Elementary Education/Music degree. Action – delete degree due to the fact that it is no longer fulfills requirements from the State of Michigan

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2 Music Education Choral/General Methods Course Sequence Chart

Choral/General Track

1st semester

2nd semester

3rd semester

4th semester

5th semester

6th semester

7th semester 8th semester

Current Under-graduate Catalog Sequence

None None Interview for admission into Music Education Curriculum

MUS 3360 General Music Methods Prereq Acceptance into Music Ed Curriculum

MUS 3480 Teaching & Learning in Music Prereq MUS 3360 or MUS 3440 with a “C” or better. MUS 3850 Music for the Special Student Prereq Music Education major only.

MUS 3400 Choral Methods Prereq. MUS 3390 or MUS 3440 with a “C” or better. MUS 3850 Music for the Special Student Prereq Music Education major only.

ED 4750 Intern Teaching Prereq. All other courses and program requirements must be completed prior to intern teaching.

Current Practice Sequence


MUS 3480 Teaching & Learning in Music Prereq Acceptance into Music Ed Curriculum

MUS 3360 General Music Methods Prereq MUS 3480 with a C or better MUS 3850 Music for the Special Student Prereq Music Education major only.

MUS 3400 Choral Methods Prerequ MUS 3360 with a “C” or better and MUS 3390 Concurrent MUS 3850 Music for the Special Student Prereq Music Education major only.


Proposed Undergraduate Catalog Sequence

None MUS 1800 Experiencing Music Education Prereq Open only to music majors

MUS 2480 Teaching & Learning in Music Prereq MUS 1800 with a “C” or better

Interview for admission into Music Education Curriculum

MUS 3360 General Music Methods Prereq MUS 2480 with a “C” or better and acceptance into Music Education Curriculum

MUS 3400 Choral Methods Prereq MUS 3360 with a “C” or better and MUS 3390 Concurrent

MUS 3850 Senior Seminar in Music Education Prereq MUS 3400 or 3470 with a “C” or better

Intern ED 4750 Intern Teaching Prereq. All other courses and program requirements must be completed prior to intern teaching.

3 1. Explain briefly and clearly the proposed improvement.

This proposal will revise the Bachelor of Music in Music Education: Choral/General Emphasis degree to allow students to enroll in music education coursework during all four years of this degree program, instead of just the final two years, which is all that is currently possible (see attached catalog descriptions and curriculum transition charts).

2. Rationale. Give your reason(s) for the proposed improvement. (If your proposal includes prerequisites, justify those, too.)

Currently, the music education methods coursework is concentrated in the 5th, 6th, and 7th semesters of the degree program, with students who wish to become music education majors having to wait until their Junior year of studies before taking an introductory course in music education. While this approach of all entering School of Music students waiting until the end of their sophomore year to declare their major has been in place for a number of years, the current feeling is that even as freshmen, opportunities to experience their chosen profession should be available. The objective of the proposed changes to the Bachelor of Music in Music Education: Choral/General Emphasis is to spread music education methods coursework over the four years of study, rather than just make it available in the last two years of the degree program, to allow that to happen. The specific changes - adding MUS 1800 Experiencing Music Education as a freshman level course, renumbering MUS 3480 to MUS 2480 and offering it during the sophomore year, scheduling the level specific methods courses (MUS 3360 and MUS 3400) during fall and spring semesters of the Junior year, and changing the title of MUS 3850 and offering it during the first semester of the senior year, accomplish that objective.

3. Effect on other colleges, departments or programs. If consultation with others is required, attach evidence of consultation and support. If objections have been raised, document the resolution. Demonstrate that the program you propose is not a duplication of an existing one.

The proposed changes to the Bachelor of Music in Music Education: Choral/General Emphasis will have no effect on other colleges, departments or programs, as they are all courses taught in the School of Music by School of Music faculty.

4. Effect on your department’s programs. Show how the proposed change fits with other departmental

offerings.

The proposed changes to the Bachelor of Music in Music Education: Choral/General Emphasis degree program will not impact other departmental programs, as it only pertains to coursework within the music education curriculum.

5. Effects on enrolled students: Are program conflicts avoided? Will your proposal make it easier or

harder for students to meet graduation requirements? Can students complete the program in a reasonable time? Show that you have considered scheduling needs and demands on students’ time. If a required course will be offered during summer only, provide a rationale.

The impact of the proposed changes to the Bachelor of Music in Music Education: Choral/General Emphasis on enrolled students will be minimal. A 4 year transition plan (see attached) moving from the current degree program to the proposed program has been developed by music education faculty. It will ensure that current students are able to fulfill their degree requirements, with minimal disruption, while also making sure that the courses required in the proposed revision to the degree be in place for individuals entering the School of Music during the fall of 2013. The addition of 2 credits to the music education degree program, reflected in the proposed degree revision will still allow students to complete the degree program in a reasonable amount of time.

4 6. Student or external market demand. What is your anticipated student audience? What evidence of

student or market demand or need exists? What is the estimated enrollment? What other factors make your proposal beneficial to students?

Each year between 25 and 30 students are accepted into the music education degree program. It is reasonable to assume that that number may increase slightly with the availability of freshman and sophomore level coursework. The revised major addresses student concerns about delayed access to coursework in the music education degree program.

7. Effects on resources. Explain how your proposal would affect department and University resources,

including faculty, equipment, space, technology, and library holdings. Tell how you will staff additions to the program. If more advising will be needed, how will you provide for it? How often will course(s) be offered? What will be the initial one-time costs and the ongoing base-funding costs for the proposed program? (Attach additional pages, as necessary.)

The proposed changes to the Bachelor of Music in Music Education: Choral/General Emphasis will be expanded with the addition of the MUS 1800, and revamping 2480 and 3850. However, they will primarily contain content that is currently taught in upper level music education methods courses, consequently, very few additional resources (equipment, technology, library holdings) are required. Additional faculty load time and classroom space will be required for MUS 1800, since it hasn’t been previously taught, however, existing music education faculty are sufficient to staff the course, and space is available.. No additional advising resources are required, nor are any one-time start-up expenses required.

8. General education criteria. For a general education course, indicate how this course will meet the

criteria for the area or proficiency. (See the General Education Policy for descriptions of each area and proficiency and the criteria. Attach additional pages as necessary. Attach a syllabus if (a) proposing a new course, (b) requesting certification for baccalaureate-level writing, or (c) requesting reapproval of an existing course.)

Not applicable.

9. List the learning outcomes for the proposed course or the revised or proposed major, minor, or

concentration. These are the outcomes that the department will use for future assessments of the course or program.

Develop personal philosophies of music education. Develop knowledge and skills to communicate and promote the role of music in education and society to

colleagues, community, and policy leaders. Develop knowledge and skills to analyze how music and music education functions within the context of

schools, communities and society. Develop knowledge and skills for reflection upon, and evaluation of, instructional practices and programs. Develop knowledge of the interrelationships among the various professions and activities that constitute

the musical enterprise. Develop knowledge of the variety of career pathways available to students of music and music education

(career development for K-12 students). Develop knowledge of the resources available through, and opportunities to become involve with,

professional education, music, and music education organizations (professional affiliations). Develop knowledge of the ethics of the profession and the laws related to music education, including

equity, copyright, inclusion, privacy, confidentiality, and child abuse. Develop knowledge and skills to teach diverse students (K-12) through a variety of learning opportunities,

including coursework and early and on-going guided field experiences. Develop knowledge and skills to teach K-12 students in developmentally appropriate ways and in a

variety of classroom and ensemble settings.

5 Develop knowledge and skills to teach K-12 students to articulate music’s uniquely expressive qualities

for individuals and communities. Develop units of music instruction that are sequential and aligned to the Michigan Content Standards and

Benchmarks. Develop knowledge and skills to teach K-12 students how to read music notation. Develop knowledge and skills to teach K-12 students how to listen to, analyze, and perform music without

notation. Develop knowledge and skills to teach K-12 students how to make artistic decisions, including musical

interpretation, independently and in collaboration with others. Develop knowledge and skills to teach K-12 students how to perform and use instruments (winds, strings,

and percussion), and voice. Develop knowledge and skills to teach K-12 students how to create music through improvisation,

composition, and arranging. Develop knowledge and skills to teach K-12 students how to perform, describe, analyze, and critique a

diverse and global body of music within the appropriate context, i.e., historical, cultural, and stylistic. Develop knowledge and skills to teach K-12 students how to recognize, describe, and analyze the

connections among the arts, between music and other disciplines, and between music and everyday life.

Develop knowledge and skills to teach K-12 students how to work independently and collaboratively on a variety of musical problems by combining their knowledge and skills in performance, analysis, composition, and history.

Develop skills in communication of student progress and achievement in music to students, parents, and the community.

Plan, deliver, and assess differentiated instruction to meet the needs of all music learners, including special education, English as a Second Language, and gifted and talented students.

10. Describe how this curriculum change is a response to assessment outcomes that are part of a

departmental or college assessment plan or informal assessment activities.

In examining entry audition applications, and music education interview/applications, it was clear to music education faculty that a greater number of individuals were interested in majoring in music education as freshman, than applied to become music education majors one year later. Strategies to address this attrition from one year to the next were implemented, but they have all been voluntary, and only moderately successful in engaging the students who are at the greatest risk for losing interest in music education. The proposed changes to the Bachelor of Music in Music Education: Choral/General Emphasis major, will provide incoming freshman a curricular identity at the outset of their academic career, and spreads music education methods coursework over a four year period of time.

Curriculum Transition Chart – Choral/General Emphasis Fall 12 Spr 13 Fall 13 Spr 14 Fall 14 Spr 15 Fall 15 Spr 16 Class of 2013 3400/3470 Internship Class of 2014 3480 3400/3440 3360/3470 Internship Class of 2015 No class No class

Interview 3480 3400 3360 Internship

Class of 2016 No class 1800 2480 No class Interview

3360 3400 3850 Internship

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Current Catalog Description: Music Education Major: Choral/General Emphasis

Grants certification to teach music at any grade level (K-12) (42 hours) General Music Methods (3 hours) MUS 3360 - General Music Methods Credits: 3 hours Choral Techniques (2 hours) MUS 3390 - Choral Techniques Credits: 2 hours

Methods Elective I (3 hours)

Select one of the following:

• MUS 3400 - Choral Methods Credits: 3 hours • MUS 3440 - Instrumental Methods I Credits: 3 hours

Teaching and Learning in Music (3 hours)

• MUS 3480 - Teaching and Learning in Music Credits: 3 hours

Conducting (2 hours)

• MUS 3300 - Choral Conducting and Literature Credits: 2 hours

Instrument (1 hour)

• MUS 2790 - Instruments of the Band and Orchestra Credits: 1 hour

Methods Elective II (2 hours)

Select from the following:

• MUS 1260 - Fundamentals of Guitar Credits: 1 hour • MUS 2800 - Instruments of the Music Classroom Credits: 1 hour • MUS 3860 - Technology in Music and Music Education Credits: 2 hours

Music for the Special Student (1 hour)

• MUS 3850 - Music for the Special Student Credits: 1 hour

Second Instrument (4 hours)

Piano

Keyboard Musicianship 2200, 2210, 3200, 3210 and/or pass the exam administered by the Keyboard and Professional Education areas. Students who do not qualify for entry at the 2200 level must complete Keyboard

7 Fundamentals (1200 and/or 1210) as a deficiency. No class is to be counted twice. Those students who test out of a course or courses in the Keyboard Musicianship sequence will select courses from the instrument or methods elective areas to complete course requirements.

• MUS 2200 - Keyboard Musicianship Credits: 1 hour • MUS 2210 - Keyboard Musicianship Credits: 1 hour • MUS 3200 - Advanced Keyboard Musicianship Credits: 1 hour • MUS 3210 - Keyboard Skills for Singers Credits: 1 hour

Voice

Pass exam for Keyboard Musicianship 3210, given by the Keyboard and Professional Education areas. The student should take MUS 1170: Vocal Techniques for Music Educators as part of four semesters of voice study. Four semesters of study are required, with one semester at 2000 level voice.

• MUS 1000 - Applied Music Credits: 1 to 2 hours • MUS 1170 - Vocal Techniques for Music Educator Credits: 1 hour • MUS 2000 - Applied Music Credits: 1 to 4 hours • MUS 3210 - Keyboard Skills for Singers Credits: 1 hour

College of Education and Human Development Courses (21 hours)

• ED 2500 - Human Development Credits: 3 hours • ED 4100 - Seminar in Education Credits: 1 to 2 hours • (2 hours) • ED 4750 - Intern Teaching: Middle School/Secondary Credits: 5 or 10 hours • (10 hours) • ES 3950 - School and Society Credits: 3 hours • LS 3050 - K-12 Content Area Literacy Credits: 3 hours

Notes:

Before the student will be recommended for intern teaching, she/he must have completed all courses in the major with a minimum grade-point average of 3.0. The application for intern teaching assignment must be made in the Office of Professional Field Experiences prior to one full year before the assignment is to begin.

8

Proposed Catalog Description: Music Education Major: Choral/General Emphasis

Grants certification to teach music at any grade level (K-12) (19 hours)

Experiencing Music Education (2 hours)

• MUS 1800 Experiencing Music Education Credits: 2 hours

General Music Methods (3 hours)

• MUS 3360 – General Music Methods Credits: 3 hours

Choral Techniques (2 hours)

• MUS 3390 – Choral Techniques Credits: 2 hours

Choral Methods (3 hours)

• MUS 3400 – Choral Methods Credits: 3 hours

Teaching and Learning in Music (3 hours)

• MUS 2480 – Teaching and Learning in Music Credits: 3 hours

Conducting (2 hours)

• MUS 3300 – Choral Conducting and Literature Credits: 2 hours

Instrument (1 hour)

• MUS 2790 – Instruments of the Band and Orchestra Credits: 1 hour

Methods Elective II (2 hours)

Select from the following:

• MUS 1260 – Fundamentals of Guitar Credits: 1 hour • MUS 2800 – Instruments of the Music Classroom Credits: 1 hour • MUS 3860 – Technology in Music and Music Education Credits: 2 hours

Senior Seminar in Music Education (1 hour)

9 • MUS 3850 – Senior Seminar in Music Education Credits: 1 hour

Second Instrument (4 hours)

Piano

Keyboard Musicianship 2200, 2210, 3200, 3210 and/or pass the exam administered by the Keyboard and Professional Education areas. Students who do not qualify for entry at the 2200 level must complete Keyboard Fundamentals (1200 and/or 1210) as a deficiency. No class is to be counted twice. Those students who test out of a course or courses in the Keyboard Musicianship sequence will select courses from the instrument or methods elective areas to complete course requirements.

• MUS 2200 – Keyboard Musicianship Credits: 1 hour • MUS 2210 – Keyboard Musicianship Credits: 1 hour • MUS 3200 – Advanced Keyboard Musicianship Credits: 1 hour • MUS 3210 – Keyboard Skills for Singers Credits: 1 hour

Voice

Pass exam for Keyboard Musicianship 3210, given by the Keyboard and Professional Education areas. The student should take MUS 1170: Vocal Techniques for Music Educators as part of four semesters of voice study. Four semesters of study are required, with one semester at 2000 level voice.

• MUS 1000 – Applied Music Credits: 1 to 2 hours • MUS 1170 – Vocal Techniques for Music Educator Credits: 1 hour • MUS 2000 – Applied Music Credits: 1 to 4 hours • MUS 3210 – Keyboard Skills for Singers Credits: 1 hour


• ED 2500 – Human Development Credits: 3 hours • ED 4100 – Seminar in Education Credits: 1 to 2 hours • (2 hours) • ED 4750 – Intern Teaching Middle School/Secondary Credits: 5 or 10 hours • (10 hours) • ES 3950 – School and Society Credits: 3 hours • LS 3050 – K-12 Content Area Literacy Credits: 3 hours

Notes:

Before the student will be recommended for intern teaching, she/he must have completed all courses in the major with a minimum grade-point average of 3.0. The application for intern teaching assignment must be made in the Office of Professional Field Experiences prior to one full year before the assignment is to begin.

10 Music Education Instrumental Methods Course Sequence Chart

Instrumental Track

1st semester

2nd semester

3rd semester

4th semester



Current Catalog Sequence


MUS 3440 Instrumental Methods I Prereq Acceptance into Music Ed Curriculum

MUS 3470 Instrumental Methods II Prereq MUS 3440 with a “C” or better. MUS 3850 Music for the Special Student Prereq Music Education major only.

MUS 3480 Teaching and Learning in Music Prereq. MUS 3360 or MUS 3440 with a “C” or better. MUS 3850 Music for the Special Student Prereq Music Education major only.


Current Practice Sequence

None None None Interview for admission into Music Education Curriculum

MUS 3480 Teaching & Learning in Music Prereq Acceptance into Music Ed Curriculum

MUS 3440 Instrumental Methods I Prereq MUS 3480 with a C or better MUS 3850 Music for the Special Student Prereq Music Education major only.

MUS 3470 Instrumental Methods II Prerequ MUS 3440 with a “C” or better MUS 3850 Music for the Special Student Prereq Music Education major only.


Proposed Sequence

None MUS 1800 Experiencing Music Education Prereq Open only to music majors

MUS 2480 Teaching & Learning in Music Prereq MUS 1800 with a “C” or better

Interview for admission into Music Education Curriculum

MUS 3440 Instrumental Methods I Prereq MUS 2480 with a “C” or better and acceptance into Music Ed Curriculum

MUS 3470 Instrumental Methods II Prereq MUS 3440 with a “C” or better

MUS 3850 Senior Seminar in Music Education Prereq MUS 3400 or 3470 with a “C” or better



This proposal will revise the Bachelor of Music in Music Education: Instrumental Emphasis degree to allow students to enroll in music education coursework during all four years of this degree program, instead of just the final two years, which is all that is currently possible (see attached catalog descriptions and transition charts).


Currently, the music education methods coursework is concentrated in the 5th, 6th, and 7th semesters of the degree program, with students who wish to become music education majors having to wait until their Junior year of studies before taking an introductory course in music education. While this approach of all entering School of Music students waiting until the end of their sophomore year to declare their major has been in place for a number of years, the current feeling is that even as freshmen, opportunities to experience their chosen profession should be available. The objective of the proposed changes to the Bachelor of Music in Music Education: Instrumental Emphasis is to spread music education methods coursework over the four years of study, rather than just make it available in the last two years of the degree program, to allow that to happen. The specific changes - adding MUS 1800 Experiencing Music Education as a freshman level course, renumbering MUS 3480 to MUS 2480 and offering it during the sophomore year, scheduling the level specific methods courses (MUS 3440 and MUS 3470) during fall and spring semesters of the Junior year, and changing the title of MUS 3850 and offering it during the first semester of the senior year, accomplish that objective.


The proposed changes to the Bachelor of Music in Music Education: Instrumental Emphasis will have no effect on other colleges, departments or programs, as they are all courses taught in the School of Music by School of Music faculty.


offerings.

The proposed changes to the Bachelor of Music in Music Education: Instrumental Emphasis degree program will not impact other departmental programs, as it only pertains to coursework within the music education curriculum.



The impact of the proposed changes to the Bachelor of Music in Music Education: Instrumental Emphasis on enrolled students will be minimal. A 4 year transition plan (see attached) moving from the current degree program to the proposed program has been developed by music education faculty. It will ensure that current students are able to fulfill their degree requirements, with minimal disruption, while also making sure that the courses required in the proposed revision to the degree be in place for individuals entering the School of Music during the fall of 2013. The addition of 2 credits to the music education degree program, reflected in the proposed degree revision will still allow students to complete the degree program in a reasonable amount of time.

12 6. Student or external market demand. What is your anticipated student audience? What evidence of


Each year between 25 and 30 students are accepted into the music education degree program. It is reasonable to assume that that number may increase slightly with the availability of freshman and sophomore level coursework. The revised major addresses student concerns about delayed access to coursework in the music education degree program.



The proposed changes to the Bachelor of Music in Music Education: Instrumental Emphasis will be expanded with the addition of the MUS 1800, and revamping 2480 and 3850. However, they will primarily contain content that is currently taught in upper level music education methods courses, consequently, very few additional resources (equipment, technology, library holdings) are required. Additional faculty load time and classroom space will be required for MUS 1800, since it hasn’t been previously taught, however, existing music education faculty are sufficient to staff the course, and space is available.. No additional advising resources are required, nor are any one-time start-up expenses required.



Not applicable.



Develop personal philosophies of music education. Develop knowledge and skills to communicate and promote the role of music in education and society to

colleagues, community, and policy leaders. Develop knowledge and skills to analyze how music and music education functions within the context of

schools, communities and society. Develop knowledge and skills for reflection upon, and evaluation of, instructional practices and programs. Develop knowledge of the interrelationships among the various professions and activities that constitute

the musical enterprise. Develop knowledge of the variety of career pathways available to students of music and music education

(career development for K-12 students). Develop knowledge of the resources available through, and opportunities to become involve with,

professional education, music, and music education organizations (professional affiliations). Develop knowledge of the ethics of the profession and the laws related to music education, including

equity, copyright, inclusion, privacy, confidentiality, and child abuse. Develop knowledge and skills to teach diverse students (K-12) through a variety of learning opportunities,

including coursework and early and on-going guided field experiences. Develop knowledge and skills to teach K-12 students in developmentally appropriate ways and in a

variety of classroom and ensemble settings. Develop knowledge and skills to teach K-12 students to articulate music’s uniquely expressive qualities

for individuals and communities.

13 Develop units of music instruction that are sequential and aligned to the Michigan Content Standards and

Benchmarks. Develop knowledge and skills to teach K-12 students how to read music notation. Develop knowledge and skills to teach K-12 students how to listen to, analyze, and perform music without

notation. Develop knowledge and skills to teach K-12 students how to make artistic decisions, including musical

interpretation, independently and in collaboration with others. Develop knowledge and skills to teach K-12 students how to perform and use instruments (winds, strings,

and percussion), and voice. Develop knowledge and skills to teach K-12 students how to create music through improvisation,

composition, and arranging. Develop knowledge and skills to teach K-12 students how to perform, describe, analyze, and critique a

diverse and global body of music within the appropriate context, i.e., historical, cultural, and stylistic. Develop knowledge and skills to teach K-12 students how to recognize, describe, and analyze the

connections among the arts, between music and other disciplines, and between music and everyday life.

Develop knowledge and skills to teach K-12 students how to work independently and collaboratively on a variety of musical problems by combining their knowledge and skills in performance, analysis, composition, and history.

Develop skills in communication of student progress and achievement in music to students, parents, and the community.

Plan, deliver, and assess differentiated instruction to meet the needs of all music learners, including special education, English as a Second Language, and gifted and talented students.



In examining entry audition applications, and music education interview/applications, it was clear to music education faculty that a greater number of individuals were interested in majoring in music education as freshman, than applied to become music education majors one year later. Strategies to address this attrition from one year to the next were implemented, but they have all been voluntary, and only moderately successful in engaging the students who are at the greatest risk for losing interest in music education. The proposed changes to the Bachelor of Music in Music Education: Instrumental major, will provide incoming freshman a curricular identity at the outset of their academic career, and spreads music education methods coursework over a four year period of time.

Curriculum Transition Chart – Instrumental Emphasis Fall 12 Spr 13 Fall 13 Spr 14 Fall 14 Spr 15 Fall

15 Spr 16

Class of 2013

3400/3470 Internship

Class of 2014

3480 3400/3440 3360/3470 Internship

Class of 2015

No class No class Interview


Class of 2016

No class 1800 2480 No class Interview


14

Current Catalog Description: Music Education Major: Instrumental Emphasis


Instrumental Methods I (3 hours) • MUS 3440 - Instrumental Methods I Credits: 3 hours

Methods Elective I (3 hours) Select from the following:

• MUS 3360 - General Music Methods Credits: 3 hours • MUS 3400 - Choral Methods Credits: 3 hours • MUS 3470 - Instrumental Methods II Credits: 3 hours

Teaching and Learning in Music (3 hours) • MUS 3480 - Teaching and Learning in Music Credits: 3 hours

Conducting (2 hours) • MUS 3310 - Instrumental Conducting and Literature Credits: 2 hours

Class Instruments (6 hours) Complete these courses:

• MUS 1290 - String Class-Violin, Viola Credits: 1 hour • MUS 1300 - Percussion Class Credits: 1 hour • MUS 1420 - Oboe/Bassoon Class Credits: 1 hour • MUS 1430 - Trumpet/Horn Class Credits: 1 hour • MUS 1440 - Trombone/Tuba Class Credits: 1 hour • MUS 1460 - Clarinet/Flute/Saxophone Class Credits: 1 hour • concurrent with • MUS 3440 - Instrumental Methods I Credits: 3 hours

Vocal Techniques for Music Education (1 hour) • MUS 1170 - Vocal Techniques for Music Educator Credits: 1 hour

15

Music for the Special Student (1 hour) • MUS 3850 - Music for the Special Student Credits: 1 hour

Keyboard Musicianship (2 hours) Those who “comp out” of keyboard will complete this requirement by selecting courses from the class instrument or methods elective areas. Students who do not qualify for entry at the 2200 level must complete Keyboard Fundamentals (1200) and/or 1210 as a deficiency.

• MUS 2200 - Keyboard Musicianship Credits: 1 hour • MUS 2210 - Keyboard Musicianship Credits: 1 hour


• ED 2500 - Human Development Credits: 3 hours • ED 4100 - Seminar in Education Credits: 1 to 2 hours • (2 hours) • ED 4750 - Intern Teaching: Middle School/Secondary Credits: 5 or 10 hours • (10 hours) • ES 3950 - School and Society Credits: 3 hours • LS 3050 - K-12 Content Area Literacy Credits: 3 hours

Note:

Wind/Percussion students must complete two semesters of Marching Band (1090). All other instrumental emphasis majors are also strongly urged to elect MUS 1090 (see “Exceptions To Core Requirements” in the Bachelor of Music Program).

Before the student will be recommended for intern teaching, he/she must have completed all courses in the major with a minimum grade point of 3.0. The application for intern teaching assignment must be made in the Office of Professional Field Experiences prior to one full semester before the assignment is to begin.

16

Proposed Catalog Description: Music Education Major: Instrumental Emphasis


Introductory Course (2 hours)

• MUS 1800 - Experiencing Music Education Credits: 2 hours

Instrumental Methods I (3 hours) • MUS 3440 – Instrumental Methods I Credits: 3 hours

Methods Elective I (3 hours) Select from the following:

• MUS 3360 – General Music Methods Credits: 3 hours • MUS 3400 – Choral Methods Credits: 3 hours • MUS 3470 – Instrumental Methods II Credits: 3 hours

Teaching and Learning in Music (3 hours) • MUS 2480 – Teaching and Learning in Music Credits: 3 hours

Conducting (2 hours) • MUS 3310 – Instrumental Conducting and Literature Credits: 2 hours

Class Instruments (6 hours) Complete these courses:

• MUS 1290 – String Class-Violin, Viola Credits: 1 hour • MUS 1300 – Percussion Class Credits: 1 hour • MUS 1420 – Oboe/Bassoon Class Credits: 1 hour • MUS 1430 – Trumpet/Horn Class Credits: 1 hour • MUS 1440 – Trombone/Tuba Class Credits: 1 hour • MUS 1460 – Clarinet/Flute/Saxophone Class Credits: 1 hour • concurrent with • MUS 3440 – Instrumental Methods I Credits: 3 hours

17

Vocal Techniques for Music Education (1 hour) • MUS 1170 – Vocal Techniques for Music Educator Credits: 1 hour

Senior Seminar in Music Education (1 hour) • MUS 3850 – Senior Seminar in Music Education Credits: 1 hour

Keyboard Musicianship (2 hours) Those who “comp out” of keyboard will complete this requirement by selecting courses from the class instrument or methods elective areas. Students who do not qualify for entry at the 2200 level must complete Keyboard Fundamentals (1200) and/or 1210 as a deficiency.

• MUS 2200 – Keyboard Musicianship Credits: 1 hour • MUS 2210 – Keyboard Musicianship Credits: 1 hour


• Ed 2500 – Human Development Credits: 3 hours • ED 4100 – Seminar in Education Credits: 1 to 2 hours • (2 hours) • ED 4750 – Intern Teaching: Middle School/Secondary Credits: 5 or 10 hours • (10 hours) • ES 3950 – School and Society Credits: 3 hours • LS 3050 – K-12 Content Area Literacy Credits: 3 hours

Note:

Wind/Percussion students must complete two semesters of Marching Band (1090). All other instrumental emphasis majors are also strongly urged to elect MUS 1090 (see “Exceptions To Core Requirements” in the Bachelor of Music Program).

Before the student will be recommended for intern teaching, he/she must have completed all courses in the major with a minimum grade point of 3.0. The application for intern teaching assignment must be made in the Office of Professional Field Experiences prior to one full semester before the assignment is to begin.

18 1. Explain briefly and clearly the proposed improvement. [NOTE: Already approved Spring 2011]

This course proposal would create Mus 1800 – Experiencing Music Education, an introductory course in music education for beginning music majors. Mus 1800 – Experiencing Music Education: Students will be introduced to the fundamental principles of music education. They will learn about music education philosophy, advocacy, and history. Students will be introduced best teaching practices through classroom observations, and they will imitate these practices through hands-on teaching experiences. Participation in this course will assist the students’ decisions to enter the field of music education. Credits: 2


Currently, incoming music majors have no opportunity to explore music education as a potential major prior to applying to become a music education major during the second semester of their sophomore year. While there are classes required in the music education degree requirements which students take prior to declaring their intent to become music education majors, none are focused on the profession of music education, or allow opportunities for students to observe or be involved in music education classrooms. This introductory music education course addresses that situation by providing an opportunity for any freshman music major to explore the profession of music education. Students will be introduced to the fundamental principles of music education, specifically focusing on music education philosophy, advocacy, and history. Students will be introduced to best teaching practices through classroom observations, and hands-on teaching experiences. At the conclusion of the course, students may choose to pursue the music education degree, or another degree option.

3. Effect on other colleges, departments or programs. If consultation with others is required, attach

evidence of consultation and support. If objections have been raised, document the resolution. Demonstrate that the program you propose is not a duplication of an existing one.

The addition of this course will have no effect on other colleges, departments or programs. The course does not duplicate an existing course offering within the School of Music.


offerings.

This course will not impact other department programs, as it will be a required course in the music education curriculum. It will be similar to MUS 2810 Introduction to Music Therapy, which allows beginning music majors to explore the profession of music therapy, prior to declaring it as a major.



The target population for this course would be first-year music majors, but it could also be taken by sophomores and transfer students too. Although no program conflicts are forseen, the ability to register for it at multiple points would avoid those that do arise, and serve to identify prospective majors earlier in their academic careers, which will make it easier for students to meet the

19 requirements for this degree. While the addition of this course will require adding 2 credits to the music education degree program, students may still complete the degree program in a reasonable amount of time.

6. Student or external market demand. What is your anticipated student audience? What evidence of


Each year between 30 and 35 students are accepted into the music education degree program. These students have completed the music education interview and have been accepted into the professional education sequence of courses. Since any freshman music major would be free to elect this course, including individuals who choose to explore the profession of music education, but not pursue it as a major, potential enrollment would undoubtedly be higher than that amount, possibly as many as 40 to 45 students. During the audition/application process, Incoming students are voicing an interest in becoming involved in their selected major earlier in their academic career. This course would allow incoming students who are interested in music education at the beginning of their academic careers to do so.



Much of the content of this class is currently taught in upper level music education methods courses, consequently, very few additional resources (equipment, technology, library holdings) are required. This course will require faculty load time and classroom space during each semester that it is offered, however, existing music education faculty are sufficient to staff the course. No additional advising resources are required, nor are any one-time start-up expenses required.



Not applicable.


concentration. These are the outcomes that the department will use for future assessments of the course or program. Students will be expected to complete the following course outcomes:

1. Write a statement of their personal philosophy of music education. (Michigan Music Education Teacher Standards 5.1, 5.2, 5.3, 5.4)

2. Advocate for the importance of music in a child's formal education. (Michigan Music Education Teacher Standards 5.2, 5.3. 5.4, 6.3)

3. Write teaching objectives for music lessons that are demonstrable and measurable. (Michigan Music Education Teacher Standards 6.1, 6.2, 6.5, 6.6, 6.7)

4. Describe and imitate excellent models of teaching as observed through class visitation. (Michigan Music Education Teacher Standards 5.5, 6.1, 6.2, 6.5)

5. Create and maintain a professional electronic portfolio. (Michigan Music Education Teacher Standards 3.1, 5.7, 5.8, 8.1).

6. Explain important contemporary issues in music and general education with respect to historical and psychological foundations. (Michigan Music Education Teacher Standards 5.9, 6.4.)

20 10. Describe how this curriculum change is a response to assessment outcomes that are part of a


In examining entry audition applications, and music education interview/applications, it was clear to music education faculty that a greater number of individuals were interested in majoring in music education as freshman, than applied to become music education majors one year later. Strategies to address this attrition from one year to the next were implemented, but they have all been voluntary, and only moderately successful in engaging the students who are at the greatest risk for losing interest in music education. The addition of this required course in the music education degree program, would provide incoming freshman a curricular identity at the outset of their academic career, which would help to maintain their interest in, and dedication to becoming a music educator.

21

1. Explain briefly and clearly the proposed improvement.

MUS 3480 Teaching and Learning in Music. Action - new course number (MUS 2480), description, & prerequisite change MUS 1800 with a “C” or better

This proposed changes in course number, prerequisite and description more accurately reflect the sequential position of MUS 3480 Teaching and Learning in Music in the choral/general and instrumental tracks of the professional music education curriculum. Current university catalog description: MUS 3480 Teaching and Learning in Music

This course is designed to teach students to write outcome statements, to plan and prepare learning activities to reach those outcomes, and to evaluate and assess the process used and outcomes. Classroom management, questioning techniques, conceptual hierarchies, sequencing techniques, program goals, short and long term goals related to program goals, and lesson planning will be discussed. Application will be in the junior high/middle school music classroom. Practicum experiences in junior high/middle school general music classroom which provide the student with opportunities to apply principles developed in the class are a part of course requirements.

Proposed university catalog description MUS 2480 Teaching and Learning in Music

This course is designed to examine theories of learning as they relate to instruction in music settings. Students will learn to write outcome statements, plan and prepare learning activities to reach those outcomes, and to evaluate and assess the process used and outcomes. Diverse classrooms and differentiated instruction, Classroom management, questioning techniques, conceptual hierarchies, sequencing techniques, and lesson planning will be discussed. Students will apply classroom content in required music based experiences in educational and community based settings.

2. Rationale. Give your reason(s) for the proposed improvement. (If your proposal includes

prerequisites, justify those, too.) Historically, students in the School of Music were not able to declare an intended major until the end of the Sophomore year, and were not permitted to enroll in professional music education coursework until the 6th semester of studies. For music education, this has led to attrition, particularly with students intending to become choral/general music educators. To address this situation, and provide a connection to their intended major early in their academic career, a new course, MUS 1800 Experiencing Music Education, has been added to the music education curriculum. With MUS 1800 being offered during the 2nd semester of studies, MUS 3480 is being moved to the 3rd semester of studies to maintain contact with prospective music education students, and assist in preparing them for the formal music education interview process during the 4th semester of studies. (see sequence of classes chart) The change in number from 3480 to 2480 more accurately reflects a sophomore level course. “MUS 2480 (formerly 3480” will be used to refer to this course for the remainder of the questions. Given the changes in the course sequence, the prerequisite for MUS 2480 (formerly 3480) in the current catalog copy is not accurate. The proposed prerequisite, which indicates that students must complete MUS 1800 before enrolling in this class is: MUS 1800 with a “C” or better

22 3. Effect on other colleges, departments or programs. If consultation with others is required, attach


“MUS 2480 (formerly 3480)" is only required of music majors, as such the proposed change in prerequisite will have no effect on other colleges, departments or programs. 4. Effect on your department’s programs. Show how the proposed change fits with other departmental

offerings. As “MUS 2480 (formerly 3480)" is only required of Music Education majors, the proposed change in prerequisite will have no effect on other departmental programs. 5. Effects on enrolled students: Are program conflicts avoided? Will your proposal make it easier or


The music education faculty have carefully considered the sequencing of coursework before proposing this change. The plan to transition from the Junior/Senior sequence to the Freshman/Sophomore/Junior/Senior sequence will be carried out over a 4 year time span, and will result in large class sizes for MUS 2480 (formerly 3480), MUS 3360 and MUS 3470 for one semester during that time in order to be able to offer the classes in the correct sequence (see attached document). The scheduling of this class during the 3rd semester avoids programmatic conflicts. This will not make it harder for students to meet graduation requirements, nor will it add time to students’ program completion. Students who follow the course suggestions included in the curriculum guides will still be able to complete the curriculum in 4 years.

6. Student or external market demand. What is your anticipated student audience? What evidence of student or market demand or need exists? What is the estimated enrollment? What other factors make your proposal beneficial to students?

The anticipated student audience is Music Education majors. Based on past enrollments, we anticipate approximately twenty five to thirty-five students. 7. Effects on resources. Explain how your proposal would affect department and University resources,


MUS 2480 (formerly 3480) is already offered on a regular basis. As such the proposed change in prerequisite will have no additional effect on resources. 8. General education criteria. For a general education course, indicate how this course will meet the


Not applicable



23 Articulate connections between theories of learning and best practices in music education. Write outcome statements, and plan and prepare learning activities to reach those outcomes. Evaluate and assess outcomes, and the outcome development process. Demonstrate suitable classroom management skills in experiential demonstrations. Demonstrate questioning techniques which are suitable for specific outcomes. Demonstrate an awareness of conceptual hierarchies, and their use in sequencing instruction. Write conceptually based lesson plans.



The proposal to change prerequisites for MUS 2480 (formerly 3480) comes as a result of a formal curriculum review process by the music education faculty


Change of prerequisite for Mus 3400 Choral Methods.

Existing course prerequisite: MUS 3390 or MUS 3440 with a “C” or better

Proposed course prerequisite & co-requisite: MUS 3360 with a “C” or better and Mus 3390 taken concurrently.

This proposed change in prerequisite accurately reflects the sequential position of MUS 3400 Choral Methods in the choral/general track of the professional music education curriculum. The change of MUS 3390 from prerequisite to corequisite more accurately reflects the relationship between the two classes. See sequence of classes chart


prerequisites, justify those, too.) Historically, students in the School of Music were not able to declare an intended major until the end of the Sophomore year, and were not permitted to enroll in professional music education coursework until the 6th semester of studies. For music education, this has led to attrition, particularly with students intending to become choral/general music educators. To address this situation, and provide a connection to their intended major early in their academic career, a new course, MUS 1800 Experiencing Music Education, has been added to the music education curriculum. With MUS 1800 being offered during the 2nd semester of studies, MUS 2480 (formerly 3480) is being moved to the 3rd semester of studies to maintain contact with prospective music education students, and assist in preparing them for the formal music education interview process during the 4th semester of studies. MUS 3360, will be offered during the 5th semester of studies, and MUS 3400 will be offered during the 6th semester of studies for students who have been admitted into the choral/general track of the music education curriculum (see sequence of classes chart) Given the changes in the course sequence, the prerequisite for MUS 3400 in the current catalog copy is not accurate. The proposed prerequisite, which indicates that students must satisfactorily complete MUS 3360,and enroll in MUS 3390 Choral Rehearsal Techniques concurrently with MUS 3400 is: MUS 3360 with a “C” or better and MUS 3390 Concurrent.



Mus 3400 is not required of any other departments, so the proposed change in prerequisites and addition of a corequisite will have no effect on other colleges, departments or programs.

4. Effect on your department’s programs. Show how the proposed change fits with other departmental offerings.

Mus 3400 is only required of Music Education majors, so the proposed change in prerequisites and addition of a corequisite will have no effect on other departmental programs.



25

The music education faculty have carefully considered the sequencing of coursework before proposing this change. The plan to transition from the Junior/Senior sequence to the Freshman/Sophomore/Junior/Senior sequence will be carried out over a 4 year time span, and will result in large class sizes for MUS 2480 (formerly 3480), MUS 3360 and MUS 3470 for one semester during that time in order to be able to offer the classes in the correct sequence (see attached document). The scheduling of this class during the 6th semester avoids programmatic conflicts. This will not make it harder for students to meet graduation requirements, nor will it add time to students’ program completion. Students who follow the course suggestions included in the curriculum guides will still be able to complete the curriculum in 4 years.



There are ten to fifteen music education students who follow the choral/general track each year and would be taking Mus 3400.

7. Effects on resources. Explain how your proposal would affect department and University resources, including faculty, equipment, space, technology, and library holdings. Tell how you will staff additions to the program. If more advising will be needed, how will you provide for it? How often will course(s) be offered? What will be the initial one-time costs and the ongoing base-funding costs for the proposed program? (Attach additional pages, as necessary.)

Mus 3400 is already offered on a regular basis. The proposed change in prerequisites will have no additional effect on resources.



Not applicable


concentration. These are the outcomes that the department will use for future assessments of the course or program. Select materials, methods, and resources, necessary to implement a choral program Demonstrate best practice instructional techniques and strategies for choral music education. Demonstrate problem-solving skills related to vocal production, score development, and music performance with understanding. Show familiarity with administrative responsibilities and procedures in a school vocal music program.



The proposal to change prerequisites and corequisites for MUS 3400 comes as a result of a formal curriculum review process by the music education faculty.


Change of prerequisite for Mus 3440 - Instrumental Methods I. Existing course prerequisite: Acceptance into Music Education curriculum

Proposed course prerequisites: MUS 2480 with a “C” or better and acceptance into Music Education curriculum

This change in prerequisite accurately reflects the sequential position of MUS 3440 Instrumental Methods I in the instrumental track of the professional music education curriculum. (see attached chart).


prerequisites, justify those, too.) Historically, students in the School of Music were not able to declare an intended major until the end of the Sophomore year, and were not permitted to enroll in professional music education coursework until the 6th semester of studies. For music education, this has led to attrition, particularly with students intending to become choral/general music educators. To address this situation, and provide a connection to their intended major early in their academic career, a new course, MUS 1800 Experiencing Music Education, has been added to the music education curriculum. With MUS 1800 being offered during the 2nd semester of studies, MUS 2480 (formerly 3480) is being moved to the 3rd semester of studies to maintain contact with prospective music education students, and assist in preparing them for the formal music education interview process during the 4th semester of studies. MUS 3440, will be offered during the 5th semester of studies, and be the first course which students who have been admitted into the instrumental track of the music education curriculum will enroll in. (see sequence of classes chart) Given the changes in the course sequence, the prerequisite for MUS 3440 in the current catalog copy is not accurate. The proposed prerequisite, which indicates that students must be accepted into the music education curriculum, and must have taken MUS 2480 (formerly 3480) before enrolling in MUS 3440 is: MUS 2480 with a “C” or better and acceptance into Music Education curriculum.



The proposed change in prerequisite will have no effect on other colleges, departments or programs.


offerings.

As Mus 3440 is only required of music majors, the proposed change in prerequisite will have no effect on other colleges, departments or programs.


As Mus 3440 is only required of Music Education majors, the proposed change in prerequisite will have no effect on other departmental programs.

27 5. Effects on enrolled students: Are program conflicts avoided? Will your proposal make it easier or harder for students to meet graduation requirements? Can students complete the program in a reasonable time? Show that you have considered scheduling needs and demands on students’ time. If a required course will be offered during summer only, provide a rationale.

The music education faculty have carefully considered the sequencing of coursework before proposing this change. The plan to transition from the Junior/Senior sequence to the Freshman/Sophomore/Junior/Senior sequence will be carried out over a 4 year time span, and will result in large class sizes for MUS 2480 (formerly 3480), MUS 3360 and MUS 3470 for one semester during that time in order to be able to offer the classes in the correct sequence (see four year sequence plan document). Students will experience no changes in MUS 3400 or 3440. This will not make it harder for students to meet graduation requirements, nor will it add time to students’ program completion. Students who follow the course suggestions included in the curriculum guides will still be able to complete the curriculum in 4 years.


There are approximately ten to twenty-five music education students in the instrumental track who would enroll in Mus 3440 each year.


Mus 3340 is already offered on a regular basis. As such, the proposed change in prerequisite will have no additional effect on resources.

8. General education criteria. For a general education course, indicate how this course will meet the criteria for the area or proficiency. (See the General Education Policy for descriptions of each area and proficiency and the criteria. Attach additional pages as necessary. Attach a syllabus if (a) proposing a new course, (b) requesting certification for baccalaureate-level writing, or (c) requesting reapproval of an existing course.)

Not applicable



Demonstrate appropriate professional behaviors. Develop lesson/rehearsal planning skills. Develop skills required to implement lesson/rehearsal plans. Develop a repertoire of teaching/rehearsal techniques. Develop a basic knowledge of repertoire for the middle/high school instrumental program. Develop competencies in administering large ensembles (concert band/wind ensemble/orchestra). Develop competencies in administering the chamber music/solo and small ensemble program. Develop basic competencies in teaching and administering the jazz ensemble. Develop an awareness of approaches for teaching rhythm and notation. Synthesize information from instrumental pedagogy and conducting courses. Compile resource materials pertaining to the elementary/middle school instrumental music program.

28

10. Describe how this curriculum change is a response to assessment outcomes that are part of a departmental or college assessment plan or informal assessment activities.

The proposal to change the prerequisites for MUS 3440 comes as a result of a formal curriculum review process by the music education faculty.


Change of prerequisite for Mus 3360 - General Music Methods

Existing course prerequisite: Acceptance into Music Education curriculum

Proposed course prerequisites: MUS 2480 with a “C” or better and acceptance into Music Education curriculum

This change in prerequisite accurately reflects the sequential position of MUS 3360 General Music Methods in the choral/general track of the professional music education curriculum. (see attached chart).


prerequisites, justify those, too.) Historically, students in the School of Music were not able to declare an intended major until the end of the Sophomore year, and were not permitted to enroll in professional music education coursework until the 6th semester of studies. For music education, this has led to attrition, particularly with students intending to become choral/general music educators. To address this situation, and provide a connection to their intended major early in their academic career, a new course, MUS 1800 Experiencing Music Education, has been added to the music education curriculum. With MUS 1800 being offered during the 2nd semester of studies, MUS 2480 (formerly 3480) is being moved to the 3rd semester of studies to maintain contact with prospective music education students, and assist in preparing them for the formal music education interview process during the 4th semester of studies. MUS 3360, will be offered during the 5th semester of studies, and be the first course which students who have been admitted into the choral/general track of the music education curriculum will enroll in. (see sequence of classes chart) Given the changes in the course sequence, the prerequisite for MUS 3360 in the current catalog copy is not accurate. The proposed prerequisite, which indicates that students must be accepted into the music education curriculum, and must have taken MUS 2480 (formerly 3480) before enrolling in MUS 3360 is: MUS 2480 with a “C” or better and acceptance into Music Education curriculum.



As Mus 3360 is only required of music majors, the proposed change in prerequisite will have no effect on other colleges, departments or programs.



5. Effects on enrolled students: Are program conflicts avoided? Will your proposal make it easier or harder for students to meet graduation requirements? Can students complete the program in a reasonable time? Show that you have considered scheduling needs and demands on students’ time. If a required course will be offered during summer only, provide a rationale.

30 The music education faculty have carefully considered the sequencing of coursework before proposing this change. The plan to transition from the Junior/Senior sequence to the Freshman/Sophomore/Junior/Senior sequence will be carried out over a 4 year time span, and will result in large class sizes for MUS 2480 (formerly 3480), MUS 3360 and MUS 3470 for one semester during that time in order to be able to offer the classes in the correct sequence (see four year sequence plan document). Students will experience no changes in MUS 3400 or 3440. This will not make it harder for students to meet graduation requirements, nor will it add time to students’ program completion. Students who follow the course suggestions included in the curriculum guides will still be able to complete the curriculum in 4 years.


There are approximately ten to fifteen Music Education students in the choral/general track who would enroll in this course each year.


Mus 3360 is already offered on a regular basis. As such, this proposed change in prerequisite will have no additonal effect on resources.



Not applicable



Analyze their knowledge of music and orient that knowledge to the conceptual approach for the purpose of teaching. Develop the scope and sequence of an elementary music curriculum. Develop lesson plans that include objectives, procedures and evaluations. Identify differing techniques and methods of teaching music to children. Evaluate, according to specific criteria, materials and media suitable for elementary school children. Manage an elementary music budget. Analyze methods of motivation and classroom management.


The proposal to change the prerequisites for MUS 3360 comes as a result of a formal curriculum review process by the music education faculty.


Changes to MUS 3850 Music for the Special Student. Action - new course title (Senior Seminar in Music Education), description, & prerequisite change MUS 3400 or 3470 with a “C” or better

This proposed changes in title, prerequisite, and description more accurately reflect the sequential position of MUS 3850 Senior Seminar in Music Education (formerly Music for the Special Student) in the choral/general and instrumental tracks of the professional music education curriculum (see attached charts).

Current catalog description: MUS 3850 Music for the Special Student This course will provide an overview of disabilities, federal and state requirements, and problems of the gifted, talented, and culturally differentiated student. Methods for providing successful music experiences will be discussed. The course will provide opportunities to plan sample strategies (including individualized) for the special student found in the music classroom. Course prerequisite & co-requisite(s): Music Education major only Proposed catalog description: MUS 3850 Senior Seminar in Music Education The primary focus of this course will be on the diversity of learners and differentiated instruction in music classrooms. The seminar format will provide senior students an opportunity for analysis, synthesis, and evaluation, in relation to prior practicum or observational experiences, and contemporary learning theories. An independent project combining observation and application will be an outcome of this course. Course prerequisite(s) MUS 3400 or MUS 3470 with a “C” or better 2. Rationale. Give your reason(s) for the proposed improvement. (If your proposal includes

prerequisites, justify those, too.) Historically, students in the School of Music were not able to declare an intended major until the end of the Sophomore year, and were not permitted to enroll in professional music education coursework until the 6th semester of studies. For music education, this has led to attrition, particularly with students intending to become choral/general music educators. To address this situation, and provide a connection to their intended major early in their academic career, a new course, MUS 1800 Experiencing Music Education, has been added to the music education curriculum. With MUS 1800 being offered during the 2nd semester of studies, MUS 2480 (formerly 3480) is being moved to the 3rd semester of studies to maintain contact with prospective music education students, and assist in preparing them for the formal music education interview process during the 4th semester of studies. MUS 3360 and MUS 3440, will be offered during the 5th semester of studies, and MUS 3400 and MUS 3470 will be offered during the 6th semester of studies. MUS 3850, which has formerly been taken during either the 5th or 6th semesters, will be moved to the 7th semester just prior to internship for most choral/general or instrumental track music education students. Given the changes in the course sequence, the prerequisite for MUS 3850 in the current catalog copy is not accurate. The proposed prerequisite, which indicates that students must complete either MUS 3400 or MUS 3470 before being allowed to enroll is: MUS 3400 or MUS 3470 with a “C” or better


32 As Mus 3850 is only required of music majors, the proposed change in prerequisite will have no effect on other colleges, departments or programs.



5. Effects on enrolled students: Are program conflicts avoided? Will your proposal make it easier or harder for students to meet graduation requirements? Can students complete the program in a reasonable time? Show that you have considered scheduling needs and demands on students’ time. If a required course will be offered during summer only, provide a rationale.

The proposed change in prerequisite, title and description will have no impact on other programs. The proposal will not effect a students ability to meet graduation requirements. The course is currently a requirement of the bachelor of music degree for both choral/general and instrumental track students, so the proposed changes should have little impact on meeting graduation requirements, or their ability to complete the program in a reasonable amount of time. Scheduling the class during the 7th semester of study may allow students to better focus on the topic, since it will be the only music education methods course taken during that semester..


The anticipated student audience is Music Education majors. Based on past enrollments pproximately twenty five to thirty-five students would be taking Mus 3850.


Mus 3850 is already offered on a regular basis. As such, the proposed change in prerequisite will have no additional effect on resources.



Not applicable



Demonstrate an increased knowledge of developmental characteristics of all learners. Demonstrate the ability to adapt instruction based on learner knowledge and skill levels.

33 Complete an independent project with demonstrates a thorough understanding of diverse learners and differentiated instruction. Apply course content through observation activities.



The proposal to change title, description, and prerequisites for MUS 3850 come as a result of a formal curriculum review process by the music education faculty


This proposal is to delete the BS in Elementary Education/Music degree due to the fact that the State of Michigan no longer recognizes music education majors with less than 65 hours of music coursework.


prerequisites, justify those, too.) The Michigan Department of Education adopted new standards on May 11, 2004, which eliminated state certification (JX) of degree programs which contained less than 65 hours of music courses. JX certification, which covered those degree programs was replaced by JQ certification, which featured K-12 certification only, rather than the K-8 certification which was possible under the JX certificate. JX programs could not be re-approved after that time, and new candidates could not be accepted into those programs after the fall semester of the 2006-2007 academic semester. Additionally, candidates in those programs had until June 2010 to complete them, and until July 2011 to pass the MTTC. The BS in Elementary Education/Music degree was effectively halted by the change in certification. The EEM contained 42 hours of music courses, which provided K-8 certification in music, as well as K-5 elementary classroom certification. With no possibility for state certification, admission into the EEM degree was suspended as of Fall 2004, and all students who began in that curriculum were allowed to complete their degree and become certified by the June 2010 deadline. Consequently, this proposal is to delete the EEM major.



There is no impact on any colleges, departments or programs, as this major has been inactive since the fall of 2006. Attached is a letter of support from Katherine E. Cummings, Assoc. Dean, College of Education.


offerings.

This proposal has no effect on the School of Music as this major has been inactive since the 2006 Fall semester.



There have been no students enrolled in this major since the 2008 Spring semester, nor is there a possibility for students to achieve certification through the State of Michigan with this major.



There is no demand for this degree.

35 7. Effects on resources. Explain how your proposal would affect department and University resources,


Not applicable

8. General education criteria. For a general education course, indicate how this course will meet the criteria for the area or proficiency. (See the General Education Policy for descriptions of each area and proficiency and the criteria. Attach additional pages as necessary. Attach a syllabus if (a) proposing a new course, (b) requesting certification for baccalaureate-level writing, or (c) requesting reapproval of an existing course.)

Not applicable



Not applicable


Not applicable 11. (Undergraduate proposals only) Describe, in detail, how this curriculum change affects transfer

articulation for Michigan community colleges. For course changes, include detail on necessary changes to transfer articulation from Michigan community college courses. For new majors or minors, describe transfer guidelines to be developed with Michigan community colleges. For revisions to majors or minors, describe necessary revisions to Michigan community college guidelines. Department chairs should seek assistance from college advising directors or from the admissions office in completing this section.

Not applicable

DATE: April 17, 2012 TO: David S. Smith FROM: Katharine E. Cummings, Ph.D. Associate Dean, College of Education RE: Support for Curriculum Proposal in Music Education The College of Education and Human Development supports the proposed elimination of the elementary music education program. The Michigan Department of Education (MDE) has implemented changes in the requirements for teacher candidates and this proposal addresses some of those changes.

proposed curricular changes to music education degree...

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