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Check all course descriptions for prerequisites before planning course schedule. Course sequence is suggested but not required.

To complete the bachelor’s degree in 4 years, you must successfully complete a minimum of 15 credits each semester or have a plan to make up credits over the course of the 4 years.  For example, if you take 14 credits one semester, you need to take 16 credits in another semester.  Credits completed must count toward your program requirements (major, option, minor, certificate, general education or free electives).

¹

Requires a minimum of grade of C in either ME 3510 OR ME 3520

²

Piano majors (students taking Piano Performance Studies) substitute (²Ñ±«Ìý3070)/Piano Pedagogy II (²Ñ±«Ìý3080) for Piano Class I (²Ñ±«Ìý1150)/Piano Class II (²Ñ±«Ìý1160) and Piano Class III (²Ñ±«Ìý2230)/Piano Class IV (²Ñ±«Ìý2240).

³

Requires a minimum grade of C in Piano Class I (²Ñ±«Ìý1150).

⁴

Requires a minimum grade of C in Musicianship I (²Ñ±«Ìý1210).

⁵

Requires a minimum grade of C in Musicianship II (²Ñ±«Ìý1220).

⁶

Requires a minimum grade of C in Musicianship III (²Ñ±«Ìý2210).

⁷

Requires a minimum grade of C in Piano Class II (²Ñ±«Ìý1160).

⁸

Requires a minimum grade of C in Piano for the Music Classroom MU 2270.

⁹

The Internship in Elementary Music Teaching and the Internship in Secondary Music Teaching require a minimum grade of C in all required ME/MU courses and a minimum cumulative grade point average of 3.00.

¹⁰

Directions should total 16-17 credits because CTDI is waived for BS Music Education.

• Performing as a soloist and as a member of a musical ensemble accurately and expressively from notation either vocally or instrumentally:
• Improvising to a structured harmonic accompaniment, in a variety of styles, including but not limited to jazz;
• Playing and transposing on piano and guitar;
• Conducting representative musical literature;
• Researching, planning, and presenting a musical performance.

• Hearing and correcting individual parts;
• Aurally recognizing a variety of historical and contemporary musical forms and genres;
• Sight-singing;
• Notating music from listening;
• Reading and writing music in
  • traditional notation using a variety of clefs; and
  • non-traditional notation;
• Making common transpositions;
• Analyzing formal and expressive elements in written music;
• Composing and arranging music.

• Describing the development of Western art music beginning with the Middle Ages;
• Analyzing the role of music in a variety of cultures;
• Describing the music of a variety of cultures.

• Developing in students the ability to read and write music in traditional and non-traditional notation;
• Guiding students to express themselves musically through singing, playing instruments, moving purposefully, improvising, composing and arranging;
• Developing in students the ability to describe, analyze and evaluate music and musical performances through a variety of methods including guided listening;
• Creating sequential instruction in music history, its role in culture, and its relationship to other disciplines;
• Designing standards-based curriculum, planning and instruction and assessments including modifications to meet the needs of all learners;
• Using competency-based assessment strategies to determine and communicate student progress and achievement;
• Working with colleagues to provide inter-disciplinary instruction;
• Describing and advocating for a comprehensive K-12 music program;
• Using current technologies and multimedia to
  • plan and prepare instruction;
  • deliver instruction;
  • provide opportunities for music students to create, perform, and respond; and
  • amplify and augment performance.

• Developing in students the ability to sing and perform expressively alone and with others at a beginning level in healthy, age appropriate ways including:
  • tone production in the general and extended ranges of the voice including the changing voice;
  • vocal techniques, including, but not limited to diction, breathing, and posture; and
  • varied repertoire;
• Developing in students the ability to play and perform expressively alone and with others at a beginning level on classroom instruments, band instruments, and orchestral instruments in healthy, age appropriate ways including:
  • tone production;
  • articulation;
  • fingerings; and
  • transposition for commonly used instruments; THE FOLLOWING (3 & 4) IS AN AND/OR COMPETENCY
• Instructing, rehearsing, assessing and refining vocalists throughout their school career and in performances of choral music with knowledge of advanced techniques of:
  • tone production in the general and extended ranges of the voice including the changing voice;
  • vocal techniques, including, but not limited to diction in English and in foreign languages; and
  • varied repertoire, including music of four or more parts, accompanied or a cappella; AND/OR
• Instructing, rehearsing, assessing and refining instrumentalists throughout their school career in performances including advanced techniques of:
  • tone production;
  • articulation;
  • fingerings, including alternate fingerings; and
  • transposition for less commonly used instruments.

• Music teacher (classroom or private studio at a variety of levels, with specific certification to teach in K-12 public schools)
• Arts administrator
• Educational administrator
• Conductor/music director
• Composer/creator
• Performer
• Music scholar
• Music therapist (with additional graduate training/certification)