Music Education Major
This program is designed for students who wish to teach music at the elementary and secondary level. Upon successful completion of the requirements for this degree, certification to teach instrumental and vocal music in grades one through twelve is recommended by the director of music education to the director of teacher education. It should be recognized that candidates for this degree may find it necessary to attend at least one summer session.
Bachelor of Music Education students must pass all coursework required for the major with a C or better. Students who fail to pass courses required for the major with a C or better after two attempts will no longer be allowed to continue in the major.
All students interested in majoring in music must perform and pass an audition before the music faculty. Students who fail to pass this audition after two attempts will not be allowed to continue as a music major. The audition must be completed before the end of the first semester as a music major.
After four semesters of study in music, all music majors must pass a sophomore review which includes performing their applied major jury before the music faculty. If the student fails this review, they will no longer be allowed to continue as a music major. Details of the sophomore review can be found in the music major handbook available in the music office or online.
The Bachelor of Music Education requires 113 hours of coursework.
Music (26 hrs.)
Music majors are required to attend weekly recital class and ten concerts each semester. Attendance will be taken at each event. S/U Grading.
Introduction to the basic music vocabulary. Elements of tonal music approached through hearing, writing and analytical; work in diatonic harmony and basic species counterpoint. All students must enroll in Ear Training and Sight Singing I.
Prerequisite: MUSC 117. Continuation of diatonic harmony with an emphasis on 4-part writing. Analysis of Bach chorales and an introduction to musical forms. All students must enroll in Ear Training and Sight Singing II.
An aural skills course to be taken concurrently with music theory. Each corresponding aural skills course reinforces the skills being taught in written theory through interval, melodic, harmonic and rhythmic dictation as well as through the preparation and sight singing of music.
Prerequisite: MUSC 121. An aural skills course to be taken concurrently with music theory. Each corresponding aural skills course reinforces the skills being taught in written theory through interval, melodic, harmonic and rhythmic dictation as well as through the preparation and sight singing of music.
All music majors are required to pass the sophomore review. Requirements are found in the Music Major Handbook. S/U grading.
Prerequisites: MUSC 117, MUSC 118. Introduction to chromatic harmony and discussion, writing assignments and analysis of musical excerpts from the Baroque and Classical periods. All students must enroll in Ear Training and Sight Singing III.
Prerequisite: MUSC 217. Continuation of chromatic harmony and introduction to twentieth century compositional techniques. Discussion, writing assignments and analysis of musical excerpts from the romantic era and the twentieth century. All students must enroll in Ear Training and Sight Singing IV.
Prerequisite: MUSC 122. An aural skills course to be taken concurrently with music theory. Each corresponding aural skills course reinforces the skills being taught in written theory through interval, melodic, harmonic and rhythmic dictation as well as through the preparation and sight singing of music.
Prerequisite: MUSC 219. An aural skills course to be taken concurrently with music theory. Each corresponding aural skills course reinforces the skills being taught in written theory through interval, melodic, harmonic and rhythmic dictation as well as through the preparation and sight singing of music.
Prerequisite: MUSC 118.
A survey of the history and literature of music from Greco-Roman times to the present. Emphasis upon the study of musical forms and styles against the background of historic, artistic and cultural developments. 3 hours each semester.
Students prepare thirty minutes of music for public performance on their major instrument. Achievement of applied level 4 is required before the student is eligible to register. Successful completion of the Recital Permission Hearing is required before the recital may be given. Requirement for the Bachelor of Music Education degree. Only music majors will be allowed to present a half recital. Course fee required.
Choose one course from the following (3 hrs.)
This course examines the historical significance of popular music in the United States from the mid-19th century to the present. We will focus on the musical, cultural, social, political, and economic dimensions ("the context") of genres ranging from the Minstrel Show and Tin Pan Alley to blues, jazz, swing, country, folk, soul, rock, disco, and hip-hop.
The course is a study of the musical and cultural influence of African-Americans, from their West African roots to the present day, on American musical styles. Attention will be given to the mixing of these components with traditional European influences to shape such American musical genres as ragtime, blues, Dixieland, jazz, bebop, rhythm and blues, soul, jazz-rock, fusion and rock and roll.
This course is a survey of the history of jazz from its origins as African- American slave music to the present day. Topics will include musical trends, influential musicians and discussion of political, racial and social factors that have contributed to the development of the genre.
Primary Ensemble (5 hrs.)
Secondary (vocal in instrumental ensemble; instrumental in vocal) (3 hrs.)
Major Instrument (8 hrs.)
Applied Piano (until piano proficiency examination is passed)
Music Education (26 hrs.)
MUAP 224: Applied Voice (2 hrs.)
Instrumental primary students only
This course provides an applied survey of the string and percussion families. Students will acquire basic proficiency in these instruments and will gain an understanding of fundamental teaching pedagogy.
This course provides an applied survey of the brass and woodwind families. Students will acquire basic proficiency in these instruments and will gain an understanding of fundamental teaching pedagogy.
This course introduces the fundamentals of conducting technique and pedagogy; greatest emphasis will be placed upon the acquisition of kinesthetic awareness and foundational control of conducting gestures.
Prerequisite: MUSC 356. This course is a continuation of Conducting and the capstone applied class in the music education curriculum, with particular emphasis placed on score study, good ensemble management practices, and the refinement of conducting skills necessary for success in the choral, orchestral, or wind band classroom. Students will explore both chorale and instrumental literature and develop an understanding of the performance practices of characteristic pieces from all the major stylistic periods. Beyond classroom work, students will also have the opportunity to conduct one or more of Drury’s concert ensembles during the course of the semester. As a required advanced course for the bachelor of music education, Advanced Conducting and Literature requires significant reading and preparation.
Prerequisites: MUSC 117, MUSC 118. This course will examine pedagogical best practices and their practical application in the elementary music classroom. A survey of appropriate materials, texts, and approaches, as well as the study of various methods, such as Kodaly, Dalcroze, Susuki, and Orff, will be included. Some practical observation will be required.
Prerequisite: MUSC 117, MUSC 118. This course will examine pedagogical best practices and their practical application in the secondary choral and instrumental music programs. Approaches for teaching both performance and non-performance courses and will be explored. Additional emphasis will be placed on program administration. Some practical observation will be required.
This course will focus on foreign language diction and vocal pedagogy. The diction portion will focus primarily on Italian, German and French, though other singing diction may be addressed as time permits. The vocal pedagogy portion will focus on the study of vocal science and how it relates to teaching singing. Pedagogy will be seen from a historical perspective and from modern science.
Intensive study of transposition, range and scoring techniques of all instruments. Manuscript preparation includes transcription for band and orchestra or works from various media. Includes origin and evolution of symphonic instrumentation.
A study of techniques of arranging for voices in both large and small ensembles. Assignments will include writing for various combinations of voices in various musical styles.
Education (45 hrs.)
This is an introductory course in educational technology. Candidates will learn how educational technologies can be applied to enhance teacher effectiveness and assist students in reaching learning objectives. Candidates will develop foundational skills in the evaluation, selection and use of technologies according to best practices and educational theories.
This course focuses on issues of diversity, oppression and social justice. It is designed to prepare pre-service teachers to be knowledgeable of biases based on race, ethnicity, culture, religion, age, gender, sexual orientation, social and economic status, political ideology, disability and how these contribute to discrimination and oppression. Students will learn about diverse cultures, family structures, roles, immigration and assimilation experiences of marginalized groups. Students will also learn about the influence of dominant culture on these diverse and marginalized groups. Additionally, this course will examine the adaptive capabilities and strengths of these marginalized groups and how such capabilities and strengths can be used in effective educational settings. The course will assist pre-service teachers in understanding the complex nature and dynamics of social oppression, diversity and social functioning. Students will explore their own personal beliefs, and behaviors that may limit their ability to effectively interact in educational settings with people of diverse backgrounds, in particular, disadvantaged and oppressed persons. Themes included justice, suffering, the role of the government, poverty, and society’s response to them. Initiatives and response of both secular and faith-based groups to injustices in the past (e.g. Civil Rights, abolitionism), will be examined.
A study of the process of human development from conception through adolescence with particular emphasis on development during the elementary school, middle school and high school age periods of growth and development. The course will emphasize the contemporary research, theory and findings in the areas of cognitive, emotional and physical development with a focus on psychological processes and structures and their implications for the educational process.
Introductory Practicum is a field-based course that provides students principles of effective teaching practices. Students in the course work under the joint direction and supervision of a practicing teacher with knowledge of elementary, middle, or secondary education. Participation in four seminars is required. S/U Grading.
This course provides students with the essential information necessary to pursue admission to the teacher education program at Drury University. In addition, the course focuses on the general expectations of the program in terms of professional dispositions, background checks, electronic portfolio and other candidate assessments, design of lesson plans and the three levels of clinical and internship experiences. Students learn how to access university resources and supports and develop an understanding of the roles of faculty, staff, advisors and administrators. This course must be taken concurrently with EDUC 208 in the first semester of the education program. S/U Grading.
This course provides transfer students with the essential information necessary to pursue admission into the teacher education program at Drury University. In addition, the course focuses on the general expectations of the program in terms of professional dispositions, background checks, electronic portfolio and other candidate assessments, design of lesson plans, and clinical and internship experiences. Students learn how to access university resources and supports and develop an understanding of the roles of faculty, staff, advisors, and administrators. This course must be taken in the first semester of the education program. S/U grading.
Prerequisite: Behavioral science majors: PSYC 230; Education majors: EDUC 205 and EDUC 207. This course is designed to introduce different theories and principles of development, learning, motivation and assessment of student learning. The major emphasis in this course is on how to apply these principles in classroom practice in both typical and multicultural settings. Normally taken in the second semester of the sophomore or junior year.
Prerequisite: EDUC 205, EDUC 207, EDUC 302, formal admission to teacher education program. A clinical experience required of secondary education majors prior to enrollment in student teaching. S/U grading.
Prerequisite: EDUC 205, EDUC 207, EDUC 302, and formal admission to teacher education program. This course recognizes the need to support the learning of all students and will expose undergraduate-level students to the challenges and issues, and experiences faced by students from groups identified by race, ethnicity, language, socioeconomic status, exceptionalities, sexual identity, religion, and culture.
Prerequisite: EDUC 205, EDUC 207, EDUC 302, and formal admission to teacher education program. A three-credit hour course designed to acquaint candidates with the role of literacy at the secondary level. Emphasis is placed on factors which influence literacy and learning from content-specific text material as well as the acquisition and refinement of associated teaching practices. This course will include reviewing current research regarding adolescent literacy; implementing best practices to foster constructive literacy skills; and integrating literacy, writing, and study skills into secondary school content areas.
Prerequisite: EDUC 205, EDUC 207, EDUC 302. This course will include strategies for teaching subject matter to utilize and further develop functional reading. Methodology of teaching reading skills, vocabulary development in specific subject areas and study skills will be included.
Prerequisite: EDUC 205. This course surveys all areas of exceptionality. It is designed to help the prospective teacher identify and understand the problems of students with atypical learning patterns.
Prerequisite: EDUC 205, EDUC 207, EDUC 302, formal admission to teacher education program. This course is designed to maintain positive classroom environments by acquainting students with concepts and techniques of behavioral interventions; practical applications of behavior management techniques is emphasized. Students will learn how to design learning environments that are inclusive for all students.
Prerequisite: EDUC 205, EDUC 207, EDUC 302, formal admission to teacher education program. Students study principles of instruction and curriculum development. They create courses, units, micro-tech and prepare learning situations utilizing different teaching strategies.
Prerequisite: Completion of all appropriate methods courses and approval of the Teacher Education Council. Observation and supervised teaching at the secondary school level (grades 9-12). Taken concurrently with EDUC 475 if a passing state content assessment score is not obtained. Course fee required.
Prerequisite: Formal admission to the teacher education program. This course is designed to provide both professional and personal support during a teacher candidate’s student teaching experience. Teacher candidates will engage in discussion and assignments related to lesson planning, assessment, classroom management, communication, and collaboration in their student teaching environment. Guidance in professional development and career planning will be provided. Taken concurrently with EDUC 476, EDUC 477 or EDUC 478. S/U grading.
Each student majoring in music is expected to:
- Complete the prescribed course of study for the particular degree.
- Complete at least eight semesters of an ensemble in a principal instrument.
- Complete at least eight semesters (or every semester registered as a music major, excluding semesters enrolled in internship or student teaching) of Drury Singers, Drury Chorale, Wind Symphony or Orchestra.
- Register for MUSC 105 each semester and attend a minimum of 10 concerts or recitals during the semester including all faculty recitals, senior recitals, and all “Guest Artist Series” concerts.
- Pass the piano proficiency examination.
- Achieve the required applied music level for the major. Information concerning applied music levels can be obtained in the music major handbook.
- Maintain a cumulative grade point average of 2.5. If a student’s GPA falls below 2.5, the student will have one semester to re-achieve the 2.5. Failure to do so can result in removal from the major.
Additional information and requirements are available in the music major handbook available in the music office or online.