Music Education

The Bachelor of Music prepares the student for certification in All Level Choral Certification and All Level Instrumental Certification. When requirements for the Bachelor of Music Degree are completed, an application is made to the College of Education and Health Professions for completing courses in preparation for receiving a Texas Teacher Certificate. Numerous courses in instrumental and choral conducting, instrumental and choral methods, woodwind, brass, string, and percussion class, early childhood music, elementary music, strategies and assessment in music pedagogy, and introduction to music pedagogy are offered to help prepare students for careers in music education.

Description of Courses

MUSI 2112 Introduction to Music Pedagogy

Course Description:
Comprehensive survey of instrumental, choral and elementary music through lecture and research pertaining to professional responsibilities and career opportunities.
 
Course Objectives:
1.  Write his/her philosophy of music education.
2.  Identify critical attributes of a successful music educator.
3.  Define his/her personal strengths and weaknesses as a potential music educator.
4.  Write a reverse lesson plan.
5.  Report career opportunities in music education.
6.  Describe the development of music education in America.
7.  Articulate justifications for music education in the public schools.
8.  Describe methods of incorporating technology in music education classrooms.
9.  List and navigate music education web sites.
10.  Locate music education research sources.
11.  Cite the copyright law with regard to photocopying music.
12.  Discuss methods of incorporating classroom management.
13.  Develop a time management organizational system.
14.  Discuss ethics in music education.
15.  Discuss diversity in music education.
16.  Discuss the different teaching settings in music -- early childhood, elementary, band, orchestra, and choir.
 

Early Childhood & Elementary Music Education Courses

MUSI 3211: Early Childhood Music

Course Description:
This class will focus on musical characteristics of young children, folksong and composed literature, performance activities, song analysis, and techniques for reading and writing music.

Course Objectives:
Each class member will:
1. have an understanding of and be able to successfully engage students in pattern instruction, singing, chanting, movement, playing of instruments, and listening.
2. be able to apply an understanding of individual differences among students to the preparation of early childhood music lessons.
3. be able to plan developmentally appropriate early childhood music curricula.
 
MUSI 4211: Elementary Music

Course Description:
This class will focus on perception as it relates to children's development and participation in music through singing, chanting, moving, and playing instruments. Major approaches to music education, such as Music Learning Theory, Orff Schulwerk, and Kodaly, will be explored.

Course Objectives:
Each class member will:
1. have an understanding of and be able to successfully engage students in pattern instruction, singing, chanting, movement, playing of instruments, and listening.
2. be able to apply an understanding of individual differences among students to the preparation of elementary music lessons.
3. be able to plan developmentally appropriate elementary music curricula.
4. be proficient on the recorder and piano.
5. be able to evaluate student achievement through the use of appropriate tests and performance measures.
6. be able to teach elementary music to special populations using appropriate methods and materials.
 
MUSI 4216: Strategies and Assessment in Music Pedagogy

Course Description:
Current trends in music education will be examined. Topics include behavior management, learning styles, students with special needs, exceptional students, and examination of major learning theories and principles of cognitive, social, emotional, physical and aesthetic development. This course will also examine a variety of assessment techniques that are used in a music classroom. Assessment tools such as rubrics, rating scales, National Standards, TEKS, TAKS, and TExES will be examined and implemented into lesson planning.  This course has a field experience component.

Course Objectives:
1.  Explain the educational learning theories of Piaget, Dewey, Erickson, Montessori, and Vygotsky.
2.  Define learning modalities, learning styles, and multiple intelligences.
3.  Evaluation his/her learning modalities and learning style.
4.  Apply the various learning modalities and learning styles to musical instruction.
5.  Discuss appropriate classroom management techniques.
6.  Identify terminology and Texas state laws regarding diversity in the classroom.
7.  Discuss methods of inclusion of special learners in the music classroom.
8.  Construct continuous and additive rating scales.
9.  Explain and create observation assessment and performance measures.
 
MUSI 4217:  Field Experience in Music Pedagogy
 
Course Description:
Supervised and directed practice in local schools.  The student will be assigned to a public school site for five hours per week.  Weekly seminars are required.  Field-based experience must be taken the semester immediately preceding student teaching residency.
 
 Course Objectives:
1.  Observe veteran teachers and glean classroom management skills.
2.  Practice teaching skills, such as warming up ensembles, teaching small groups, teaching small activities.
3.  Practice his or her professionalism in the teaching profession through dress, punctuality, and professional conduct. 
 
Choral Music Education Courses

MUSI 3214: Choral Ensembles and Literature I
MUSI 4214: Choral Ensembles and Literature II

Description of Courses:
These courses investigate the factors relating to the teaching of choral music in the middle school and secondary school and aid in the development of the administrative skills necessary to run an outstanding choral music education program at the middle school and secondary school level. These courses are designed for persons preparing to teach choral music in middle and secondary level public schools. Students in these courses will acquire the knowledge and skills required to successfully manage and teach music to students in choral ensembles. These courses are required for all secondary school music education majors.


MUSI 3214: Choral Methods and Techniques I

Course Objectives:
In general, as a result of exploring the content of this course, students will:
1. begin to develop a philosophical basis for teaching choral music.
2. develop the ability to employ the National Standards in Music Education as a tool for organizing content and rehearsal activities in the choral music education classroom.
3. become cognizant of the variety of teacher tasks involved in rehearsal planning and implementation for the middle and secondary school choral music ensemble.
4. understand and apply current knowledge and research about vocal development and healthy choral techniques for singers, especially the adolescent "changing voice."
5. develop a knowledge of sources of choral repertoire appropriate for a variety of choral ensembles.
6. develop a choral repertoire file that includes music for senior high and middle school choral ensembles.

MUSI 4214: Choral Methods and Techniques II

Course Objectives:
In general, as a result of exploring the content of this course, students will:
1. continue to refine a philosophical basis for teaching choral music.
2. become familiar with the important choral styles and the implications of this knowledge for analyzing the choral score and preparing for choral rehearsals.
3. become a creative planner familiar with principles of programming, which take into account not only the needs of the students, but also the varying types of schools, cities, regions, or neighborhoods where you might teach.
4. develop a knowledge of effective administrative techniques necessary for choral music education experiences to be successful.
5. develop teaching strategies to be employed during the teaching process of choral literature to ensure that students learn more than the correct notes and rhythms used in the literature; but also important historical, cultural, and theoretical aspects of the literature.
6. refine the ability to employ the National Standards in Music Education as a tool for organizing content and rehearsal activities in the choral music education classroom.
 
Instrumental Music Education Courses

MUSI 3200: Marching Band Techniques

Course Description:
Marching Band Techniques is a two hour course open to music majors only which is designed to provide students with a detailed study of history, design concepts, and rehearsal techniques for the contemporary marching band.
 
Upon successful completion of MUSI 3200 the student will be able to:
1.  Discuss a surface-level understanding of the historical aspects of the traditional U.S. marching band.
2.  Write a rehearsal management plan for winds, percussion, and color guard.
3.  Create a grading system for a marching band ensemble.
4.  Explain the University Interscholastic League rules regarding all disciplines and their competitions.
5.  Understand the basic concepts of uniform design.
6.  Arrange music for a basic marching ensemble.
7.  Complete and synthesize adjudication forms for ensemble competitions.
8.  Develop a calendar for the school year, including off-season.
9.  Develop a consistent performance foundation of an individual ensemble through sound and visual concepts.
10.  Explain how to plan, organize, and fund a marching band trip.
11.  Understand all concepts related to design and implementation of a current day marching band show.
12.  Synthesize and comprehend complex drill writing concepts, including how to produce current-day drill for a typical Texas 2A-3A marching band. 

 


MUSI 3213: Instrumental Methods and Techniques I

Course Description:
This course is a two-hour credit course designed to provide students with a study of administrative issues including philosophy, budgets, organizing the music program, fundraising, public relations, and private lesson programs.


MUSI 4213: Instrumental Methods and Techniques II

Course Description:
This course is a two-hour credit course designed to provide students with a study of literature, music selection, rehearsal and lesson planning, sound production, and rehearsal and performance practices for intermediate and advanced instrumental ensembles.
 

 
Course Objectives for MUSI 3213 and 4213:
1.  Write a classroom management plan.
2.  Create a grading system for instrumental music.
3.  Explain the University Interscholastic League rules regarding all disciplines and their competitions.
4.  Locate music web quests and describe their application to secondary instrumental instruction.
5.  Select UIL concert, solo, and ensemble literature that is the appropriate level of difficulty for secondary music students.
6.  Complete adjudication forms for ensemble auditions.
7.  Develop a calendar outlining activities for a band during the school year.
8.  Discuss the legal and ethical issues surrounding the teaching profession.
9.  Create planning calendar for the school year.
10.  Create a concert program, including instructions regarding audience etiquette and advertisements.
11.  Explain how to plan, organize, and fund a school music trip.
12.  Create a unified and systematic rehearsal plan for a large ensemble concert cycle.
13.  Synthesize multiple approaches to the rehearsal process relating to large ensemble practice and performance.
 

.

Undergraduate Music Education Sequence Sheets:
Download these sequence sheets and enroll in the suggested courses each semester.  Dropping a class or taking a class out of sequence may cause you to have time conflicts later in your junior and senior year.
 
Choral Emphasis Sequence - Fall Student Teaching
www.uta.edu/music/media/image/Music Education Sequence - Choral (Fall Student Teaching)(1).pdf
 
Choral Emphasis Sequence - Spring Student Teaching
www.uta.edu/music/media/image/Music Education Sequence - Choral (Spring Student Teaching).pdf
 
Orchestra Emphasis Sequence - Fall Student Teaching
www.uta.edu/music/media/image/Music Education Sequence - Instrumental Orch_ (Fall Student Teaching).pdf
 
Orchestra Emphasis Sequence - Spring Student Teaching
www.uta.edu/music/media/image/Music Education Sequence - Instrumental Orch_ (Spring Student Teaching).pdf
 
Band Emphasis Sequence - Fall Student Teaching
 
Band Emphasis Sequence - Spring Student Teaching
www.uta.edu/music/media/image/Music Education Sequence - Instrumental Band (Spring Student Teaching)).pdf

Graduate Core Courses in Music Education
MUSI 5351: Philosophical Foundations in Music Education

Course Description:
Study historical, philosophical and curricular issues and principles that provide the context for contemporary music education.

Course Objectives:
Each student will be able to discuss the following as a result of reading and discussion experiences:
1. Why does a music educator need a philosophy of music education?
2. What are the similarities and differences among the philosophical viewpoints of rationalism, empiricism, and pragmatism? How does these philosophical viewpoints influence music education practices?
3. What are the similarities and differences among the aesthetic viewpoints of referentialism, formalism, expressionism, and absolute expressionism with regard to the following concepts:
Meaning in music
Experiencing music
Relationships of music and feeling
4. What principles for teaching music as aesthetic education can be drawn from the aforementioned aesthetic viewpoints? How might such principles be applied in the student's specialization of music education?
5. What guidelines may music educators follow to teach for aesthetic outcomes during class sessions or rehearsals?
6. What are the similarities and differences between the music education philosophies espoused by Bennett Reimer and David Elliott?


Objectives for Part III:
Curricular Foundations include the following objective:
Each student will be able to discuss the following as a result of reading and discussion experiences:
1. Define the term, music curriculum, based on contemporary thought.
2. Critically review the National Standards for Music Education to determine its influence on contemporary music curriculum development.
3. Critically review the TEKS curriculum guide relating the guide to the principles and definitions of contemporary music curriculum development.
4. Apply comprehensive musicianship curriculum principles to planning for music education through performance classes.
5. Identify curricular models for music education that incorporate aesthetic education principles.
6. Describe and discuss new and future directions in music curriculum development.

MUSI 5352: Psychological Foundations of Music Education


Course Description: A study of the psychological foundations of music education. This course will investigate topics such as perception of and responses to music, the nature of musical attributes, music learning, and the measurement of musical behavior.

Course Objectives:
1. Provide an overview of psychological principles and research related to the human response of music and to music teaching and learning.
2. Become acquainted with some of the more important psychological learning theories and their underlying principles.
3. Research psychological topic of interest related to music education.

 
MUSI 5363 Research in Music

Course Description:
This course investigates basic concepts of historical, philosophical and qualitative music education research and the factors relating to the analysis, design, and implementation of descriptive or experimental music education research.

Course Objectives:
1. To become familiar with and develop understanding of descriptive and experimental research studies, terminology, design, and techniques to be used in reading, discussing, analyzing, designing, implementing, and writing research studies in this area.
2. To analyze data/statistical results in relation to problems of problem statements presented.
3. To gain knowledge of hypothesis testing.
4. To develop scholarly research writing style/skills.
5. To increase skills in problem recognition and problem solving.
6. To recognize parameters of historical, philosophical, and qualitative research.
 
 

List Faculty for Music Education

UTA Music News and Headlines

Click here for more information.


Latest music added






Click here for more of our music.

Email this video


Embed this video