University of North Carolina Wilmington Department of Music

Bachelor of Music in Music Education Handbook (revised 1/2020)

TABLE OF CONTENTS Page

Overview of each year . . . . . . . 2 Seminars . . . . . . . 4 Ensemble requirements . . . . . . . 4 Recital requirement . . . . . . . 4 Field experiences . . . . . . 4 Professional Development Activities . . . . . 6 Procedure for progress reviews of music education majors . . 10 Professional dispositions for teacher candidates . . . . 11 NC standards for music teacher candidates . . . . 13 NC professional teaching standards summary . . . . 15 Curriculum checklists . . . . . . . 17

University of North Carolina Wilmington Department of Music

Bachelor of Music in Music Education Handbook This document describes the requirements for the music education degree and the North Carolina teaching license in K-12 Music. Familiarize yourself with it and be sure to discuss any concerns with your advisor. In addition to completing the prescribed courses with a g.p.a. of 2.7 or higher, earning a minimum grade of “C-” in each required course, and passing specified tests (e.g., Praxis Core, Praxis Subject Assessments), there is an edTPA project during student teaching that needs to be satisfactorily completed for each candidate to earn the initial NC teaching license.

Year 1 Overview

In the first semester guitarists and pianists must take a singing placement test to determine if MUS 146 Voice Class is necessary before taking a choir class. See the Director of Choirs. There are no courses specific to the music education major during the first year. This time is for advancing your musicianship through theory classes, applied lessons, piano classes and ensembles. However, there are specific university studies courses that are required for admission to the Watson College of Education. Be sure to take any specific university studies courses listed in the first year of your particular curriculum checklist. Participation in all music education seminars is expected. Membership in the National Association for Music Education (NAfME) is encouraged, starting in year one. If you were not accepted into the BM in Music Education program at your initial audition, you must re-audition by the end of your first year. This should be done at one of the department’s established audition events. Be sure your applied teacher knows about this and completes the appropriate form.

Year 2 Overview

By the end of your second year, you are expected to complete the requirements for entering the Watson College of Education (WCE) and formally becoming a music education major. These requirements include: earning a grade of “C-” or higher in MUS 300 and MUSL 300, EDN 200 and EDNL 200, and the specified university studies courses in English, Math and Lab Science, passing an upper level qualifying jury in your applied music area, piano proficiency, and possibly Praxis Core – reading, writing and math tests (see your particular curriculum checklist at the end of this handbook for more information). The application for the WCE can be accessed through the academics page in MySeaport. Requirements and deadlines for admission can be found at www.uncw.edu/ed/requirements.html .

Year 3 Overview

Membership and participation in the UNCW Collegiate Chapter of the National Association for Music Education (NAfME) is required from this point on. The chapter number is 526; join online at www.nafme.org. Participation in NAfME is integral to the “Professional Development Activities”, which should be started in the fall semester of year 3. Details of this project are included in this handbook.

Year 4 Overview

MUS 393 (a half recital) should be performed in your seventh (final) semester of lessons. A passing score of 162 on the Praxis Subject Assessment Test #5114 Music: Content & Instruction - is required for licensure, but not graduation. You should take the Praxis Subject Assessment Test shortly before the student teaching semester. During the student teaching semester (EDN 409), you will complete the edTPA (Teacher Performance Assessment) project. A TaskStream account is required for submission of this and other projects. No additional coursework is permitted during the student teaching semester since it is considered a fulltime position. Special permission may be granted by your university supervisor and the WCE associate dean in extenuating circumstances.

Music Education Seminars

Seminars specifically for music education majors will typically be held once or twice each semester, on a Friday at 3:30 p.m. Dates and locations are announced as early as possible. Participation is required and attendance will be taken. Reserve the dates in your schedule as soon as you know them. Non-participation will negatively affect your professional development activities requirement (see p.6).

Ensemble Requirements

You are required to enroll in the appropriate large ensemble for each semester of residency (typically 7). During EDN 409 Student Teaching, you are not considered to be in residence at UNCW. Appropriate ensembles are:

• Winds and percussion – Symphonic Band • Strings – UNCW String Orchestra or Wilmington Symphony Orchestra • Guitar and piano – Concert Choir or Chamber Choir for a minimum of four

semesters. You may substitute up to 3 semesters of chamber ensemble (playing the major instrument) for additional large ensemble credits

• Singers – Concert Choir or Chamber Choir Instrumentalists are encouraged to sing in Concert Choir for at least one semester. MUS 146 Voice Class is another option. Good singing skills are fundamental to effective music teaching in all settings at all levels.

Recital Requirement

Take MUS 393 during your final semester of applied lessons (this is not actually a “junior recital”). The program must be approved by an appointed faculty panel prior to your registering for the course (see Music Student Handbook). A minimum of 20 minutes of music is required. A minimum of one chamber music piece is required.

Field Experiences Work in schools with children - observing, assisting and teaching – officially begins in third year courses. MUSL 326, MUSL 373, and MUSL 377 are taken concurrently with the third year music education methods courses. Each of these involves two class meetings per week in a public school music class. Initial contact will be made by the professor in each course before the end of the previous semester (the program coordinator notifies WCE of placements by the end of the previous semester). You may request placement sites before the professor makes initial contact with the schools. Placements in the method courses’ field experiences will include diverse music classrooms in urban schools for focused observation assignments. You will write observations which address the nature of the learning environment with regard to respect, support, inclusion and flexibility. You will also provide a transcript of an interview with a teacher which

addresses such things as collaborations with specialists, building of partnerships with families, and meeting the challenges of the influences of factors such as race and ethnicity on a student’s learning. Finally, you will write a reflection summarizing what you learned about diversity in the music classroom and telling how you might successfully meet the challenges of teaching diverse learners in your future career. Other guided opportunities for applied learning can arise through New Horizons Band, community Orff ensemble, UNCW Community Music Academy, and more. You are encouraged to take advantage of these. Your EDN 409 Student Teaching will typically be supervised by the music education professor in your area of interest. Placements are made through consultations with you, the supervisor, the public school teacher, and the program coordinator. It is necessary to apply to student teach through the Watson College of Education Associate Dean’s Office early in the preceding semester.

Professional Development Activities (part of the Assurances Portfolio required for licensure, uploaded to Taskstream during your final semester)

Teachers lead in schools and in their profession. This role is developed through teachers engaging in collaborative professional learning activities and by developing professional relationships. To help establish a habit of pursuing professional growth, all teacher candidates in music will complete the following professional development report:

Membership in the UNCW collegiate chapter of the National Association for Music Education (NAfME) for at least the final two years of residency is required. Regular participation in the Music Education Seminars is required. In addition, each music education teacher candidate will attend at least one professional conference, such as the North Carolina Music Educators Association (NCMEA) Conference, or two professional-level seminars or workshops which focus on music education issues, such as those sponsored by a university or school district. To satisfy this requirement any event must be approved by your advisor. Documentation of this professional development will consist of a paper including the following components:

1. Details of one professional development activity supported through the NAfME collegiate chapter.

2. Description of all sessions attended at the state-level conference or approved university/school district professional development sessions.

3. Reflection on how these professional development activities will potentially influence the candidate’s teaching and leadership within the school and community.

Through the required elements, candidates demonstrate the establishment of a pattern of identifying and seeking out pertinent professional development opportunities through their professional organization, universities and elsewhere. The activities of the UNCW Collegiate Chapter of NAfME will help candidates to develop a model for supportive professional relationships in the profession. Timetable:

It is recommended that this paper be completed well in advance of student teaching. Evaluation will be made by your music education faculty advisor using the following rubric prior to your uploading it to Taskstream.

Accomplished Proficient

(minimum required) Developing

Membership in NAfME and

participation in the UNCW Music

Education Seminar

Documented membership in NAfME for more than final two years; participation in seminars has been exceptional

Documented membership in NAfME for final two years; participation in seminars has been consistent

Documented membership in NAfME for less than two years; attendance at seminars has been inconsistent

Documentation of attendance and description of professional

conference or two workshops

Documentation of attendance at more than the minimum of conference sessions or workshops. Descriptions are thorough and insightful.

Documentation of either one professional conference or two workshops is provided; descriptions of sessions are complete.

Documentation of only one workshop or less than one day at conference; descriptions of sessions are minimal or missing.

Reflection on potential impact of professional development

activities

Reflections are thorough; show exceptional insight regarding potential influence of activities on future teaching and leadership.

Reflections are complete; including mention of potential influence of activities on future teaching and leadership.

Reflections lack details, little or no mention of influence on future teaching and leadership.

Learning Module on Students with Special Needs in Public School Music Classes (This requirement is temporarily suspended.)

Through searching print and internet sources and doing field observations and interviews gain the knowledge needed to be prepared to include students with special needs in your music classes in the public schools K-12. Compile the following into one document, and after evaluation by your methods professors, upload to TaskStream as a web-folio.

1. A list of key terms and their definitions that relate to teaching music to learners with special needs.

2. An explanation of ways that a teacher can learn about a student with special needs who is in his/her classroom.

3. A statement describing the law and how it impacts inclusion of learners with special needs in the music classroom.

4. A list of strategies and techniques for teaching music to children with a wide range of exceptionalities in a general music classroom and a performance ensemble setting.

5. A written observation, with reflection, of a music teacher, special education teacher, or possibly a music therapist working with learners with special needs in a music lesson.

6. A personal reflection and summary on inclusion of students with special needs in your future music classes.

Include references for #1-5. There is a library research guide for this project. The web address is: https://library.uncw.edu/guides/music_education_learning_module_special_needs_students (Or, from the library homepage search “subject & course guides”, click on “music”) Timetable:

Typically this learning module will be completed in the junior year, concurrent with methods courses. It must be completed and accepted by either of your music education methods professors by the end of the semester before student teaching. A draft will be due at least two weeks before the last day of classes so that any revisions that might be needed can be completed before the deadline.

Evaluation can be made by either of your music education methods professors using the following rubric:

Accomplished Proficient

(minimum required) Developing

Factual Information

Includes factual elements #1-5 completed with exceptional details; five or more highly appropriate references from scholarly sources.

Includes factual elements #1-5 completed; five or more appropriate references.

Omissions or errors in the factual elements #1-5.

Observation

Completed written music lesson observation and reflection with exceptional details and insight.

Completed written music lesson observation and reflection.

Omissions in the written music lesson observation and/or reflection.

Summary & reflection

Shows exceptional insight in the personal reflection on inclusion of special learners in candidate’s future classes.

Completed personal reflection on inclusion of special learners in candidate’s future classes.

Omissions in the personal reflection on inclusion of special learners in candidate’s future classes.

Procedure for Progress Reviews of Music Education Majors (This procedure is temporarily suspended.)

(1) The document “Professional Dispositions for Teacher Candidates” (from WCE) will be presented and explained, and then signed by all music education majors, ideally in a music education seminar during their first semester in the major. The following procedures will also be explained at that time. (2) The music education curriculum committee (Dr. Boeyink, Dr. Hickman, Dr. Johnson, Dr. Rack, and Mr. Talanca) will meet prior to the advising period once a year to review the progress of each music education major. Prior to this meeting the Music Education Program Coordinator will send an email to all music faculty requesting any concerns be stated at that time. (3) The committee will briefly discuss each student and determine if there are concerns with any individual regarding the expectations contained in the professional dispositions document. Any student identified as demonstrating substandard adherence to the dispositions will receive an email from Dr. Rack (on behalf of the committee) identifying the problem(s) and clearly stating the steps required for the rectification of the concern(s). If properly addressed, the student will be notified of a satisfactory resolution to the problem(s) following the next year’s review by the committee. (4) Any student whose subsequent review shows continuing and/or additional concerns will receive a notice to meet with the committee. At the meeting the problem(s) and the steps required for the rectification of the concern(s) will be clearly stated. The advice of the committee will be written into a contract for the student to sign. If any concerns are properly addressed the student will be notified of a satisfactory resolution to the problem(s) following the next semester’s review by the committee. (5) Following a meeting with the committee, any student whose subsequent review shows continuing and/or additional concerns beyond the signing of a contract with the committee will be required to meet with the Associate Dean in the Watson College of Education. Acceptance into the Watson College of Education or into student teaching will be denied until all concerns are resolved satisfactorily. A new contract stating the required steps for resolution may be drawn up at this time. (2016)

Professional Dispositions for Teacher Candidates

Embedded in the North Carolina and Interstate Teacher Assessment and Support Consortium standards for teachers are assumptions that teachers are caring and competent. The National Council for Accreditation of Teacher Education defines teacher dispositions as: “Professional attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as educators interact with students, families, colleagues, and communities. These positive behaviors support student learning and development.” From these new expectations the Watson College of Education (WCE) developed dispositional expectations for teachers with four main categories to guide teacher candidate development. These categories promote a new, broader understanding of teacher professionalism as defined by commitment, responsibility, caring and action on behalf of all students. The WCE dispositions incorporate the professional standards as described in the Code of Ethics for North Carolina Educators and the Code of Professional Practice and Conduct for North Carolina Educators (http://www.fcschools.net/departments/teachingcodeofethics.pdf) . Program Dispositions serve three purposes:

1) Inform candidates of dispositional expectations 2) Help students identify areas for further development 3) Assist faculty in candidate assessment

Through coursework and field experiences, the teacher candidates in WCE have opportunities to develop the following dispositions. 1. Commitment to Personal and Professional Qualities

a) Integrity (honesty, ethics and character) b) Caring c) Tolerance d) Critical thinking and problem solving e) Creativity and innovation f) Consideration and thoughtfulness g) Language appropriate to context and audience h) Attendance, punctuality and responsiveness i) Professional attire and appearance

2. Commitment as a Learner

a) Engages actively in class b) Completes assignments to the best of one’s ability c) Takes responsibility for one’s learning by showing initiative in responding to

assignments, projects and class activities both as a learner and a teacher d) Accepts feedback readily and is receptive to new ideas e) Gives thoughtful consideration to different viewpoints f) Contributes ideas and demonstrates initiative when working in groups and teams, comes

to classes and meetings prepared

g) Collaborates with peers, colleagues and other teachers to create a professional learning community

3. Commitment as an Educator to the Success of all Students a) Reflects about one’s own cultural identity and experiences b) Examines and seeks to overcome biases and stereotypes c) Shows respect for and sensitivity to students’ varied perspectives and cultures d) Takes responsibility for all students’ learning and holds high expectations for all students e) Establishes an environment that is inviting, respectful, supportive and inclusive f) Works collaboratively with families and significant adults in the lives of their students g) Chooses methods and materials that engage all students in order to raise academic

achievement and strive to eliminate achievement gaps 4. Commitment to Professional Leadership*

a) Involves families and the community in the classroom and the school b) Participates in initiatives to improve public education, including professional

associations, community service, boards, panels, agencies or special projects c) Advocates for positive change in policies and practices affecting student learning and

lives d) Seeks solutions to overcome social, political, cultural, economic, physical and cognitive

barriers that may prevent effective family and community involvement in the education of their students

*Candidates will show evidence of some aspects of Category 4 during our preparation programs. The intent is to show a pattern of commitment and professional behaviors that will grow beyond our programs. This category will be assessed by candidates’ demonstrating their connections across the classroom, school, community and society.

Professional Dispositions: Statement of Responsibility My signature below verifies that I have read the Watson College of Education Professional Dispositions and recognize the importance of meeting these expectations. My performance on these dispositions must meet or exceed program expectations. I understand that failure to demonstrate appropriate dispositions may result in an intervention and/or may result in dismissal from the Watson College of Education. Candidate’s Printed Name __________________________________ Candidate’s Signature ____________________________________ Date _________________

North Carolina Standards for Music Teacher Candidates (2009) The success of 21st century PreK-12 music programs depends upon the quality of music teacher preparation. To ensure success, music teacher candidates must develop proficiency in performance skills, theory and aural skills, improvisation and composition skills, and knowledge of music history. Music teacher candidates must develop an understanding of varied music cultures to promote global awareness. They must acquire an understanding of the importance of music c and its power to cultivate creativity, aesthetic sensitivity, and critical thinking. Twenty-first century music teachers must understand the importance of music technology in the classroom. They must be advocates for music as an essential part of a dynamic culture. They must be effective instructional program managers who have a thorough understanding of the North Carolina Standard Course of Study goals and objectives in music.

Standard 1: Demonstrate essential skills of musical performance.

• Perform a varied repertoire of music on a primary instrument or through singing. • Analyze, interpret, and evaluate music and musical performances. • Demonstrate basic piano skills. • Demonstrate basic vocal skills. • Demonstrate basic instrumental skills. • Demonstrate rehearsal techniques and error detection skills in conducting various

ensembles. Standard 2: Possess comprehensive knowledge of music theory and demonstrate essential aural skills.

• Improvise melodies, variations and accompaniments. • Compose and arrange music within specified guidelines. • Sight-sing and transcribe. • Listen to, analyze and describe musical scores and compositions. • Demonstrate an understanding of technology as a vital delivery system for teaching

and learning music. Standard 3: Possess comprehensive knowledge of music history and use critical thinking skills in the analysis of literature, performance styles, and genres of Western and non-Western music.

• Relate history and culture to music. • Make connections between music, other arts, and other disciplines. • Design music-making experiences that promote musical and cultural inclusiveness.

Standard 4: Possess an understanding of music through aesthetic experience and critical and creative thinking.

• Demonstrate an understanding of the role of aesthetic experience in the enjoyment, preference, and appreciation of music.

• Use critical thinking to make personal judgments about music through verbal and written expression.

• Develop a personal artistic style for creating music. Standard 5: Develop and manage a program inclusive of the goals, values, and purposes of music education.

• Make decisions regarding budgeting, inventory, and their relationship to instructional needs.

• Articulate the importance of advocating for and exhibiting high quality programs as essential to the total school curriculum.

https://uncw.edu/ed/eemls/eyc/documents/specialty-area-standards.pdf

Summary of the North Carolina Professional Teaching Standards (2013) I. Teachers demonstrate leadership

• Lead in their classrooms • Demonstrate leadership in the school • Lead the teaching profession • Advocate for schools and students • Demonstrate high ethical standards

II. Teachers establish a respectful environment for a diverse population of students.

• Provide an environment in which each child has a positive, nurturing relationship with caring adults

• Embrace diversity in the school community and in the world • Treat students as individuals • Adapt their teaching for the benefit of students with special needs • Work collaboratively with the families and significant adults in the lives of their students

III. Teachers know the content they teach.

• Align their instruction with the NC Essential Standards • Know the content appropriate to their teaching specialty • Recognize the interconnectedness of content areas/disciplines • Make instruction relevant to students

IV. Teachers facilitate learning for their students.

• Know the ways in which learning takes place, and they know the appropriate levels of intellectual, physical, social, and emotional development of their students

• Plan instruction appropriate for their students • Use a variety of instructional methods • Integrate and utilize technology in their instruction • Help students develop critical thinking and problem-solving skills • Help students work in teams and develop leadership qualities • Communicate effectively • Use a variety of methods to assess what each student has learned

V. Teachers reflect on their practice.

• Analyze student learning • Link professional growth to their professional goals • Function effectively in a complex, dynamic environment

VI. Teachers contribute to the academic success of students.

• The work of the teacher results in acceptable, measurable progress for students based on established performance expectations using appropriate data to demonstrate growth.

http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf The following goals, based on the Professional Teaching Standards, are particularly pertinent to your STUDENT TEACHING experience:

1. Take responsibility for all students’ learning. 2. Use a variety of assessment approaches to evaluate progress and inform instruction. 3. Use a variety of teaching techniques and materials that address different learning styles in

order to enhance student learning. 4. Encourage an environment that is respectful, supportive, inclusive, and flexible. 5. Strive to understand how a student’s culture and background might influence his or her

school performance. 6. Think systematically and critically about student learning in your classroom – reflect on

what improves student achievement. 7. Seek to work collaboratively with families and significant adults in the lives of students.

Overcome obstacles for community involvement. 8. Incorporate the teaching of life skills in your teaching of music, including leadership,

ethics, accountability, adaptability, personal productivity, personal responsibility, people skills, and social responsibility. (These are some of the 21st Century Skills)

Bachelor of Music in Music Education: Instrumental Track (120 s.h. – if 3 s.h. of remedial piano classes, and 9 s.h. of foreign language are included)

This track includes winds, percussion and strings; it does not include piano and guitar.

Freshman Year

___ MUS 111 Theory I (AIL) 2 ___ MUS 112 Theory 2 ___ MUSL 111 Theory Lab 1 ___ MUSL 112 Theory Lab 1 ___ MUS 110 Intro Music Technology 1 ___ MUS 196 Applied Music 1 ___ MUS 196 Applied Music 1 ___ MUS LAB Studio Seminar 0 ___ MUS LAB Studio Seminar 0 ___ MUS 180, 185 or 187 Ensemble 1 ___ MUS 180, 185 or187 Ensemble (AIL) 1 ___ Lab Science ____ ____ 4 ___ MUS 141 Class Piano I 1 ___ MUS 142 Class Piano II 1 ___ ENG 101 Writing & Reading 3 ___ PSY 105 General Psychology (HIB) 3 ___ UNI 101 Freshman Seminar (IL) 3 ___ MAT 101, 111, 112, 141, 142, or 151 3 ___ PED 101 2 ___ MUS150 Survey Western Art Music 1 TOTAL 15 TOTAL 17

Sophomore Year

___ MUS 211 Theory III 2 ___ MUS 300 Applications of Theory 2 ___ MUSL 211 Theory Lab 1 ___ MUSL 300 Theory Lab 1 ___ MUS 196 Applied Music 1 ___ MUS 196 Applied Music 1 ___ MUS LAB Studio Seminar 0 ___ MUS LAB Studio Seminar 0 ___ MUS 180, 185 or 187 Ensemble 1 ___ MUS 180, 185 or 187 Ensemble 1 ___ MUS 241 Class Piano III 1 ___ MUS 242 Class Piano IV 1 ___ MUS 244 Instrumental Techniques I 1 ___ MUS 245 Instrumental Techniques II 1 ___ University Studies* ____ ____ 3 ___ University Studies* ____ ____ 3 ___ ENG 201 Writing & Reading (IL) 3 ___ EDN 203 Psychology of Teaching (HIB) 3 ___ EDN 200 Teacher, School, Society (LDN) 3 ___ FNA 101 World Music and Dance (LGS, AIL) 3 ___ EDNL 200 Field Experience 1 TOTAL 16 TOTAL 17 *Non-specified University Studies courses include one in each of these categories: A Non-Lab Science (in a different discipline than the lab science course) A Historical & Philosophical Approaches course (a non-MUS course - PAR101 is recommended prior to taking MUS351.) Foreign Language – 1-3 courses (go to http://www.uncw.edu/fll/FLLAdvisingRequirements.html for explanation). Before the junior year, music education majors must also pass: ___ Piano proficiency exam (in MUS242) ___ Upper level qualifying jury in the applied music area At this point formal admission to the College of Education and to the Teacher Education Program is required to continue with the Music Education Curriculum. Requirements for Admission are: ___ Completion of the university requirements in English, mathematics and a science lab course with a grade of “C-“ or better in each ___ Completion of EDN200 & EDNL200 with a grade of “C-“ or better in each ___ Passing scores on the Praxis Core Academic Skills for Educators as specified by the NC Board of Education (Reading – 156, Writing – 162, Math -150, or any combined score of 468). Those with an SAT combined score of 1100 (math & verbal) or ACT combined score of 24 are exempt from taking Praxis Core. Those with SAT scores of less than 1100 or ACT of less than 24, but with SAT scores of 550 or better (ACT 24) on verbal are exempt from Praxis Core Reading and Writing, SAT of 550 or better (ACT 24) on Math are exempt from Praxis Core Math. Go to ets.org to register and pay, then call 962-7444 to schedule the computer-based Praxis tests. ___ Completion of four semesters with a cumulative grade point average of 2.7 or better ___ Completion of an application form for admission (Office of the Associate Dean, Watson College of Education)

Junior Year

___ MUS 306 Orchestration 2 ___ MUS 396 Applied Music 1 ___ MUS 396 Applied Music 1 ___ MUS LAB Studio Seminar 0 ___ MUS LAB Studio Seminar 0 ___ MUS 180, 185 or 187 Ensemble 1 ___ MUS 180, 185 or 187 Ensemble 1 ___ MUS 285 Basic Conducting I 2 ___ MUS 286 Basic Conducting II 2 ___ MUS 320 Pedagogy Beg Band Inst 2 ___ MUS 373 Instrumental Methods 3 ___ MUS 326 General Music Methods* 3 ___ MUSL 373 Field Experience 1 ___ MUSL 326 Field Experience 1 ___ MUS 325 Jazz Ens. Techniques (nonstring) 1 ___ MUS 351 History of Music I (IL, WI, HPA) 3 ___ MUS 331 Measurement & Evaluation 1 ___ MUS 243 String Class (string majors) 1 ___ University Studies course** ____ ____ 3 TOTAL 15/16 ___ MUS 352 History of Music II (WI, HPA) 3 TOTAL 15/16 ___ Praxis Subject Assessment - Music: Content and Instruction (code #5114) is required and should be taken the semester before student teaching. The minimum required score is 162. Go to ets.org to register and pay, then call 962-7444 to schedule the computer-based Praxis test.

Senior Year

___ MUS 396 Applied Music 1 ___ EDN 409 Practicum**** (EBC, CR) 12 ___ MUS LAB Studio Seminar 0 ___ MUS 393 Recital 1 ___ MUS 180, 185 or 187 Ensemble 1 ___ EDN 356 Reading for K-12 Teachers*** 3 ___ University Studies course** ____ ____ 3 ___ University Studies course** ____ ____ 3 TOTAL 12 *Permission requires completion of EDN200, EDN203 & MUS142. **Non-specified University Studies courses include one in each of these categories: A Non-Lab Science (in a different discipline than the lab science course) A Historical & Philosophical Approaches course (a non-MUS course) Foreign Language – 1-3 courses (go to http://www.uncw.edu/fll/FLLAdvisingRequirements.html for explanation). ***To enroll in EDN356 you must be in the Watson College of Education. Offered in fall semester only. ****To enroll in EDN 409 a student must have a grade of “C-“ or better in all required professional education and music courses, and a minimum 2.7 cumulative grade point average. An application is due in the first month of the preceding semester. All degree requirements must be completed if graduation is expected at the end of the semester.

Bachelor of Music in Music Education: Vocal Track (includes Piano & Guitar) (118-122 s.h. – if 3 s.h. of remedial piano classes, and 9 s.h. of foreign language are included)

Guitar and piano majors must take a singing placement test at the beginning of their studies (see Director of Choirs). For them MUS146 might be required, depending on the result of the placement test. A minimum of four semesters of MUS186 is required for their major ensemble. Their applied lessons are always in their major instrument.

Freshman Year ___ MUS 111 Theory I (AIL) 2 ___ MUS 112 Theory 2 ___ MUSL 111 Theory Lab 1 ___ MUSL 112 Theory Lab 1 ___ MUS 110 Intro Music Technology 1 ___ MUS 196 Applied Music 1 ___ MUS 196 Applied Music 1 ___ MUS LAB Studio Seminar 0 ___ MUS LAB Studio Seminar 0 ___ MUS 183 or 186 Ensemble 1 ___ MUS 183 or186 Ensemble (AIL) 1 ___ Lab Science ____ ____ 4 ___ MUS 141 Class Piano I 1 ___ MUS 142 Class Piano II 1 ___ ENG 101 Writing & Reading 3 ___ PSY 105 General Psychology (HIB) 3 ___ UNI 101 Freshman Seminar (IL) 3 ___ MAT 101, 111, 112, 141, 142, or 151 3 ___ PED 101 2 ___ MUS 150 Survey Western Art Music 1 ___ MUS 146 Class Voice (if needed) 1 TOTAL 17 TOTAL 15/16

Sophomore Year

___ MUS 211 Theory III 2 ___ MUS 300 Applications of Theory 2 ___ MUSL 211 Theory Lab 1 ___ MUSL 300 Theory Lab 1 ___ MUS 196 Applied Music 1 ___ MUS 196 Applied Music 1 ___ MUS LAB Studio Seminar 0 ___ MUS LAB Studio Seminar 0 ___ MUS 183 or 186 Ensemble 1 ___ MUS 183 or 186 Ensemble 1 ___ MUS 241 Class Piano III 1 ___ MUS 242 Class Piano IV 1 ___ MUS 272 or 273 Diction for Singers 2 ___ EDN 203 Psychology of Teaching (HIB) 3 ___ ENG 201 Writing & Reading (IL) 3 ___ FNA 101 World Music and Dance (LGS, AIL) 3 ___ EDN 200 Teacher, School, Society (LDN) 3 ___ University Studies* ____ ____ 3 ___ EDNL 200 Field Experience 1 TOTAL 15 TOTAL 15 *Non-specified University Studies courses include one in each of these categories: A Non-Lab Science (in a different discipline than the lab science course) A Historical & Philosophical Approaches course (a non-MUS course - PAR101 is recommended prior to taking MUS351.) Foreign Language – 1-3 courses (go to http://www.uncw.edu/fll/FLLAdvisingRequirements.html for explanation). Before the junior year, music education majors must also pass: ___ Piano proficiency exam (in MUS242) ___ Upper level qualifying jury in the applied music area At this point formal admission to the College of Education and to the Teacher Education Program is required to continue with the Music Education Curriculum. Requirements for Admission are: ___ Completion of the university requirements in English, mathematics and a science lab course with a grade of “C-“ or better in each ___ Completion of EDN200 & EDNL200 with a grade of “C-“ or better in each ___ Passing scores on the Praxis Core Academic Skills for Educators as specified by the NC Board of Education (Reading – 156, Writing – 162, Math – 150, or any combined score of 468). Those with an SAT combined score of 1100 (math & verbal) or ACT combined score of 24 are exempt from taking Praxis Core. Those with SAT scores of less than 1100 or ACT of less than 24, but with SAT scores of 550 or better (ACT 24) on verbal are exempt from Praxis Core Reading and Writing, SAT of 550 or better (ACT 24) on Math are exempt from Praxis Core Math. Go to ets.org to register and pay, then call 962-7444 to schedule the computer-based Praxis tests. ___ Completion of four semesters with a cumulative grade point average of 2.7 or better ___ Completion of an application form for admission (Office of the Associate Dean, Watson College of Education)

Junior Year

___ MUS 306 Orchestration 2 ___ MUS 396 Applied Music 1 ___ MUS 396 Applied Music 1 ___ MUS LAB Studio Seminar 0 ___ MUS LAB Studio Seminar 0 ___ MUS 183 or 186 Ensemble 1 ___ MUS 183 or 186 Ensemble 1 ___ MUS 285 Basic Conducting I 2 ___ MUS 286 Basic Conducting II 2 ___ MUS 272 or 273 Diction for Singers 2 ___ MUS 377 Choral Methods 3 ___ MUS 326 General Music Methods* 3 ___ MUSL 377 Field Experience 1 ___ MUSL 326 Field Experience 1 ___ MUS 352 History of Music II (WI, HPA) 3 ___ MUS 351 History of Music I (IL, WI, HPA) 3 ___ University Studies course** ____ ____ 3 TOTAL 15 ___ MUS 331 Measurement &Evaluation 1 TOTAL 15 ___ Praxis Subject Assessment - Music: Content and Instruction (code #5114) is required and should be taken the semester before student teaching. The minimum required score is 162. Go to ets.org to register and pay, then call 962-7444 to schedule the computer-based Praxis test.

Senior Year ___ MUS 396 Applied Music 1 ___ EDN 409 Practicum***** (EBC, CR) 12 ___ MUS LAB Studio Seminar 0 ___ MUS 393 Recital 1 ___ MUS 183 or 186 Ensemble 1 ___ EDN 356 Reading for K-12 Teachers*** 3 ___ MUS 370 Pedagogy I**** (voice maj. only) 3 ___ University Studies course** ____ ____ 3 ___ University Studies course** ____ ____ 3 ___ University Studies course** ____ ____ 3 TOTAL 15/18 *Permission requires completion of EDN200, EDN203 & MUS142. **Non-specified University Studies courses include one in each of these categories: A Non-Lab Science (in a different discipline than the lab science course) A Historical & Philosophical Approaches course (a non-MUS course) Foreign Language – 1-3 courses (go to http://www.uncw.edu/fll/FLLAdvisingRequirements.html for explanation). ***To enroll in EDN356 you must be in the Watson College of Education. Offered in fall semester only. ****Offered every other fall. It may be necessary to take this in the Junior Year. *****To enroll in EDN409 a student must have a grade of “C-“ or better in all required professional education and music courses, and a minimum 2.7 cumulative grade point average. An application is due in the first month of the preceding semester. All degree requirements must be completed if graduation is expected at the end of the semester.

TEACHING-LICENSE-ONLY IN MUSIC EDUCATION (Candidate holds a baccalaureate degree in music)

All applicants (except graduates of the UNCW music program) must pass the following: ___ Audition on major instrument or voice (equivalent of upper level qualifying jury). Contact the appropriate

studio instructor for repertoire recommendations. Also, see the Music Student Handbook. ___ Theory exam. Equivalent of MUS300 and MUSL300 final exam. Contact the Theory Coordinator for

details. ___ Piano proficiency exam. See the Music Student Handbook for details. ___ Two music history repertory listening exams. See the Music Student Handbook for details. Following the administration of the above exams and an assessment of all transcripts, a Plan of Study will be created for each applicant by the Music Education Program Coordinator in consultation with the music faculty. Where deficiencies are evident, appropriate courses will be required. All courses on this list must be completed or official evidence of equivalent courses shown. The following music courses are offered only in the designated semester (See UNCW Undergraduate Catalogue for pre-requisites):

Instrumental Option

Offered in fall semesters Offered in spring semesters ___ MUS 244 Instrumental Techniques I 1 ___ MUS 245 Instrumental Techniques II 1 ___ MUS 285 Basic Conducting I 2 ___ MUS 286 Basic Conducting II 2 ___ MUS 306 Orchestration 2 ___ MUS 325 Jazz Ensemble Techniques

(winds & percussion majors) 1

___ MUS 320 Pedagogy for Beg. Band Inst. 2 ___ MUS 373 Instrumental Methods 3 ___ MUS 326 General Music Methods 3 ___ MUSL 373 Field Experience 1 ___ MUSL 326 Field Experience 1 ___ MUS 331 Measurement & Evaluation 1 ___ MUS 243 String Class (string majors –

offered as needed) 1

Vocal Option (includes guitarists and pianists*)

Offered in fall semesters Offered in spring semesters ___ MUS 285 Basic Conducting I 2 ___ MUS 286 Basic Conducting II 2 ___ MUS 306 Orchestration 2 ___ MUS 377 Choral Methods 3 MUS 272 Diction for Singers 2 ___ MUSL 377 Field Experience 1 ___ MUS 273 Diction for Singers 2 MUS 331Measurement & Evaluation 1 ___ MUS 370 Pedagogy I (singers only) 3 ___ MUS 326 General Music Methods 3 ___ MUSL 326 Field Experience 1 ___ *MUS 186 Concert Choir (both sems.) 1 *A minimum of four semesters in a choir is required for guitarists and pianists. The following required courses are offered in both semesters and sometimes in summer sessions:

___ EDN 200 Teacher, School, Society 3 ___ EDNL 200 Field Experience 1 ___ EDN 203 Psy. Found. Teaching 3

Prior to taking 300-level and higher EDN courses, formal admission to the Watson College of Education and to the Teacher Education Program is required. Requirements for admission are:

___ Completion of the university requirements in English, mathematics and a science lab course with a

grade of “C“ or better in each ___ Completion of EDN 200 & EDNL 200 with a grade of “C“ or better ___ Passing scores on the Praxis Core Academic Skills for Educators as specified by the NC Board of

Education (Reading – 156, Writing – 162, Math – 150, or any combined score of 468). Those with an SAT combined score of 1100 (math & verbal) or ACT combined score of 24 are exempt from taking Praxis Core. Those with SAT scores of less than 1100 or ACT of less than 24, but with SAT scores of 550 or better (ACT 24) on verbal are exempt from Praxis Core Reading and Writing, SAT of 550 or better (ACT 24) on Math are exempt from Praxis Core Math. Go to ets.org to register and pay, then call 962-7444 to schedule the computer-based Praxis tests.

___ Cumulative grade point average of 2.7 or better for coursework at UNCW ___ Successful completion of an audition, theory exam, and piano proficiency ___ Completion of an application form for admission (Associate Dean’s office – College of Education) Go to http://www.uncw.edu/ed/requirements.html to see complete details. ___ EDN 356* Reading for K-12 Teachers (fall only) 3 ___ Praxis Subject Assessment - Music: Content and Instruction (code #5114) is required and should be

taken the semester before student teaching. The minimum required score is 162. Go to ets.org to register and pay, then call 962-7444 to schedule the computer-based Praxis test.

___ EDN 409** Practicum (not offered in summer) 12 *To enroll in EDN356 you must be in the Watson College of Education. **To enroll in EDN409 a student must have a grade of “C-“ or better in all required professional education and music courses, and a minimum 2.7 cumulative grade point average. An application is due in the first month of the preceding semester.