Music Education - Bachelor of Music Education (BMusEd)

The Music Education Department's experienced music teacher educators aim to prepare students for successful careers in K–12 music education. Courses focused on learning principles and teaching methods, field experiences in elementary and secondary schools, and opportunities for involvement and leadership in special programs and organizations (e.g., Middle School Ensemble Program, Summer Music Academy, Collegiate Chapter of the National Association for Music Education) provide students with the knowledge base, skills and practical experience needed to teach music effectively. Over the past 20 years, there has been a near 100 percent job placement rate for graduates of the music education program.

Because of the varying challenges and opportunities associated with teaching music in K–12 school contexts, the undergraduate music education curriculum strikes a balance between specialization and comprehensive preparation. BME students must demonstrate a sufficiently broad knowledge of the entire music program/curriculum, but also possess the specialized skills necessary to be a successful general music, choir, orchestra or band instructor.

Program Emphases

Five basic curricular options are provided for students pursuing the Bachelor of Music Education degree:

• choral
• choral–general
• instrumental
• instrumental–general
• instrumental–jazz

The choral–general and instrumental–general emphases include a larger concentration of coursework and field experiences related to elementary general music teaching, while the choral, instrumental and instrumental–jazz emphases involve more specialized coursework and field experiences related to the teaching of choir, orchestra or band classes at the secondary level. Within each degree emphasis, students have a limited number of elective credits that may be used to further customize degree work according to their interests and needs.

As first-year students, BME students primarily complete core studies in music and liberal arts, but also enroll in their first music education course (Becoming a Music Teacher). The first early field experiences are completed during the sophomore year. During the junior year, students enroll in capstone methods courses and specialized electives that allow for more detailed and sustained study of curricular models, instructional materials and teaching methods. Internships and full-time student teaching provide culminating experiences during the senior year, as students work in partnership with experienced public school teachers and assume the role and responsibilities of a professional music educator. Internship and student teaching placements are chosen in consultation with faculty advisors and the music education chair.

Requirements

A minimum of 126 credit hours with a cumulative GPA of 2.75 must be earned for the BME degree, with no grade below C- in a course.

In addition to teacher education coursework and 150 clock hours of early field experience, music education majors complete 24 credit hours in liberal arts disciplines (English composition, arts and humanities, mathematics, social sciences, natural sciences) and coursework in music (music theory and aural skills, musicology and ethnomusicology, applied study, ensemble, keyboard and voice, and conducting).

General education requirements in the liberal arts and core requirements in music are designated by the music education faculty and approved by the College of Music curriculum committee.

Four-Year Plans of Study

Choral Music Emphasis

Students must take keyboard or voice as the primary applied area, or petition the music education faculty for an exception. A minimum of five of the seven semesters of required ensemble registration must be in a conducted choral ensemble (Chamber Singers, University Choir, Festival Chorus or Treble Chorus). For keyboard majors, two semesters of independent accompanying may be applied to the ensemble requirement. 

Choral—General Music Emphasis

Students must take keyboard or voice as the primary applied area, or petition the music education faculty for an exception. A minimum of six of the seven semesters of required ensemble registration must be in a conducted choral ensemble (Chamber Singers, University Choir, Festival Chorus or Treble Chorus) and one semester must be in a world music ensemble. For keyboard majors, two semesters of independent accompanying may be applied to the ensemble requirement. 

Instrumental Music Emphasis (Band)

Students must take wind/brass/percussion as the primary applied area, or petition the music education faculty for an exception. A minimum of five of the seven semesters of required ensemble registration must be in a conducted instrumental ensemble (Symphony Orchestra, Philharmonia, Wind Symphony, Symphonic Band or Concert Band) and one semester must be in Marching Band. Freshmen are strongly encouraged to be in Marching Band (EMUS 1287) their first semester. 

Instrumental Emphasis (Strings)

Students must take strings as the primary applied area or petition the music education faculty for an exception. A minimum of five of the seven semesters of required ensemble registration must be in a conducted instrumental ensemble (Symphony Orchestra, Philharmonia or Campus Orchestra). 

Instrumental—General Music Emphasis

Students must take keyboard, strings or wind/brass/percussion as the primary applied area or petition the music education faculty for an exception.

For keyboard majors, a minimum of four of the seven semesters of required ensemble registration must be in a conducted instrumental ensemble (Symphony Orchestra, Philharmonia, Campus Orchestra, Wind Symphony, Symphonic Band, Concert Band or Campus Band), one semester must be in a conducted choral ensemble, and one semester must be in a world music ensemble. One semester of independent accompanying may be applied to the ensemble requirement.

For string majors, a minimum of five of the seven semesters of required ensemble registration must be in a conducted instrumental ensemble, one semester must be in a conducted choral ensemble, and one semester must be in a world music ensemble.

For woodwind, brass and percussion majors, a minimum of four of the seven semesters of required ensemble participation must be in a conducted instrumental ensemble, one semester must be in marching band, one semester must be in a conducted choral ensemble, and one semester must be in a world music ensemble.

Freshmen are strongly encouraged to be in Marching Band (EMUS 1287) their first semester. 

Instrumental—Jazz Emphasis (Saxophone, Trumpet, Trombone, Percussion)

Students will receive classical instrument instruction as the primary applied area and will receive some additional applied instruction in jazz (saxophone, trumpet, trombone or jazz drumset). A minimum of five of the seven semesters of required ensemble registration must be in a classical, conducted instrumental ensemble (Symphony Orchestra, Philharmonia, Wind Symphony, Symphonic Band or Concert Band) with at least one semester required in Marching Band and three semesters must be in either Jazz Ensemble or Jazz Combo. Freshmen are strongly encouraged to be in Marching Band (EMUS 1287) their first semester.

Dual Degree Program

BMus/BMusEd in Music Performance and Music Education

Qualified music majors who have been approved by the relevant major departments may elect to complete a dual degree in music performance (woodwinds, brass and percussion, strings or voice) and music education (instrumental or choral tracks). Requirements for these dual degree programs range in total credit hours and typically include a minimum of 10 semesters of study (including one semester of full-time student teaching) to complete all requirements.

Learning Outcomes 

• Perform solo and ensemble repertoire demonstrating musical artistry, technical proficiency and stylistic understanding.
• Demonstrate an understanding of theoretical studies, including sight-reading and ear training.
• Demonstrate an understanding of historical studies including the analysis of stylistic periods and music of non-Western cultures.
• Demonstrate a sufficiently broad knowledge of the entire K-12 music program/curriculum.
• Develop specialized skills necessary to be a successful general music, choir, orchestra or band director.