Courses

This course will provide an overview of the field of music therapy including theoretical frameworks, a historical review, professional requirements, and clinical applications, giving students a generalized understanding of the current state of practice and research. General principles and approaches will be examined and students will explore the therapeutic applications of music across a variety of populations and settings.

This course provides and introduction to string, wind, and brass technique and mechanics as well as an overview of world music instruments. Students will learn how to integrate instrumental experiences into the music therapy session. This course will also cover basic repertoire across a variety of genres and cultural traditions. Prerequisite: MUTR 1101

Students will engage in fieldwork experiences in diverse clinical settings under the supervision of a board-certified music therapist. Through these experiences, students will develop an understanding of the music therapy process including assessment, documentation, treatment planning, implementation, termination, and collaboration with a treatment team. In addition to the fieldwork experience, students will attend a one-hour weekly seminar on campus with music therapy faculty. Prerequisites: MUTR 1101

Students will learn to formulate musical responses to clinical scenarios using a variety of instrumentation including voice, piano, guitar, percussion, and world instruments. Emphasis will be given on building improvisatory experiences based on a variety of musical styles, genres, and cultural traditions. Prerequisite: MUTR 1101

Students will engage in fieldwork experiences in diverse clinical settings under the supervision of a board-certified music therapist. Through these experiences, students will develop an understanding of the music therapy process including assessment, documentation, treatment planning, implementation, termination, and collaboration with a treatment team. In addition to the fieldwork experience, students will attend a one-hour weekly seminar on campus with music therapy faculty. Prerequisites: MUTR 2201

Students will engage in fieldwork experiences in diverse clinical settings under the supervision of a board-certified music therapist. Through these experiences, students will develop an understanding of the music therapy process including assessment, documentation, treatment planning, implementation, termination, and collaboration with a treatment team. In addition to the fieldwork experience, students will attend a one-hour weekly seminar on campus with music therapy faculty. Prerequisites: MUTR 3202

This course examines the fundamentals of the music experience including auditory and musical perception, music cognition, creativity, music and emotions, and the social psychology of music activities. Students will also explore cultural relationships to music and their implications for how music impacts health and behavior. Prerequisite: MUTR 1101

Students will engage in fieldwork experiences in diverse clinical settings under the supervision of a board-certified music therapist. Through these experiences, students will develop an understanding of the music therapy process including assessment, documentation, treatment planning, implementation, termination, and collaboration with a treatment team. In addition to the fieldwork experience, students will attend a one-hour weekly seminar on campus with music therapy faculty. Prerequisites: MUTR 3203

This course focuses on developing clinical skills including music therapy assessment, treatment, and evaluation procedures when working with individuals with developmental or physical disabilities. Philosophical approaches will be examined along with their implications on the music therapy process with these populations. Prerequisite: MUTR 1101

This course focuses on developing clinical skills including music therapy assessment, treatment, and evaluation procedures when working with individuals the elderly, individuals with substance abuse issues, and individual with mental health needs. Philosophical approaches will be examined along with their implications on the music therapy process with these populations. Prerequisite: MUTR 4301

Supervised internship for music therapy students who have successfully completed at least 180 hours in pre-internship clinical training. Student must have passed all music proficiency exams prior to enrolling in this course. The internship must consist of a minimum of 1040 hours at either an AMTA or Roberts-affiliated clinical training center. Prerequisite: MUTR 4204

This course will give students an overview of the current state of published music therapy research. Students will evaluate both qualitative and quantitative research articles, as well as explore specific research methods, data collection tools, and simple study design. Throughout this course students will work to establish methods to ensuring evidenced-based practice as well as develop an original research proposal. Prerequisite: MUTR 1101

This course is the beginning level course which acquaints students with the development of social work as a profession; the philosophy and value base of the profession; a generalist method of social work practice; and the diversity of settings in which generalist social work is practiced. Course fee applicable.

This course, a Social Work Department elective, is designed to provide students with a basic understanding of several career tracks in the field and to assist their decision making process in field placement selection. A unique onsite visit will occur in a variety of social work settings designed to increase the student’s familiarity with the social worker’s role as part of an interdisciplinary team. The student’s classroom experience will provide an in-depth exploration of the current terminology and issues germane to each social work practice setting.

This foundation course is designed to provide students with knowledge of human diversity and social and economic justice in our nation and the world. Its goal is to help produce a culturally sensitive professional by increasing one’s cultural awareness, promoting one’s knowledge acquisition, and assisting in one’s skill development. A goal is for students to complete this course with a better understanding of themselves and of the diverse groups that will be examined. Also listed as SOCS 2050.

A comprehensive required course addressing alcohol and other drug use (ATOD), HIV, as well as the impact of each on the family. Emphasis is on motivation for drug use and abuse, specific types of drugs and their identification, physiological and psychological implications of alcohol, tobacco and other (ATOD) drug abuse. There are no course prerequisites. Also listed as SOCS 2060.

This course is designed to provide students with perspectives on intimate relationships. The course explores relational dynamics including communication, conflict resolution, sexual intimacy, and managing economic resources. The course highlights intimate relationships and identifies the challenges and opportunities in relationships. Three distinctive themes of intimacy, marital and family strengths, and diversity are woven throughout the course. The goal of this courses is to integrate research, theory, and practical ideas to promote and sustain healthy and productive relationships. Also listed as SOCS 2080.

Junior and senior students may participate in studying a particular area of social work not covered in other course areas. Topics may include a variety of contemporary issues. Prerequisite: junior or senior standing.

This course helps examine the history of U.S. social welfare policies and programs in the context of economic, political, religious and social systems. In addition, this course examines the underlying implicit and explicit values of social welfare efforts. During this course students will understand the forms and mechanisms of oppression and discrimination considers social as they engage in the advancement of social and economic justice. Students will also analyze, formulate, and advocate for policies that advance social well-being. Attention will be given to the considering economic, ethical, religious, and/or personal values as they affect and are affected by social welfare. Course prerequisite is PSYC 1010 and SOWK 1030

This course is designed to provide students with knowledge about the complexities of the human experience in relation to various macro systems. The course begins with an orientation to key social systems theories to help students understand dimensions of human behavior in the social environment. Students will then learn to apply social systems theories as they critically think about the macro systems impacting communities, families and individuals. During this course students will critically examine how various systems impact individuals from a psychosocial and spiritual perspective. In addition, students will learn about changing locales, populations, scientific and technological developments, and emerging societal trends so that they are equipped to provide leadership in promoting sustainable changes to improve the quality of social services. Assignments are designed to 1) help students assess and integrate multiple sources of information; 2) utilize conceptual frameworks to guide the processes of assessment, intervention, and evaluation; 3) critique and apply knowledge to understand person and environment; and 3) demonstrate effective oral and written communication. Perquisite PSYC 1010 and SOWK 1030

This course focuses on basic concepts underlying the creation of social policy and its analysis. It examines the interaction of social policies and programs. Students will be introduced to the analysis of legislation and the legislative process and apply critical thinking to advance social and economic justice. Students will engage in an advocacy project utilizing social work ethical principles as a guide for professional practice. During this course attention will be given to understand how personal and societal values impact social policy. Students will also examine how their own values impact their views on social policy. This course builds on previous learning. Students will be expected to employ their knowledge from the Social Welfare Services course where historical groundwork was laid for current policy directions. Prerequisite: SOWK 3010.

This course applies the generalist model to practice with individuals in a variety of social work settings. The content covers the stages of planned change, psychosocial assessment interviewing, developing psychosocial assessment reports, service planning, and intervention skills that can be applied to working with a variety of populations such as youth and older adults. Other primary foci of the course include demonstrating ethical and professional behavior, engaging diversity and difference in practice, and the integration of spirituality and social work practice. Prerequisite: SOWK 1030.

This course is designed to help the student develop a biopsychosocial and spiritual framework for analyzing human behavior and appreciate diversity within the context of human development across the lifespan. The course utilizes the developmental of scientific knowledge regarding opportunities and vulnerabilities present during the different stages of the lifecycle. This course builds upon the foundation of SOWK 3020 Human Behavior and the Social Environment I. Its primary focus will be on building an appropriate theoretical knowledge base that will enable the students to move from comprehension to guide the processes of assessment, intervention, and evaluation at both the micro and mezzo levels of intervention. Its secondary focus will be to introduce the growing impact of our larger macro social systems on the individual, family, and communities within which we all live. Prerequisites: PSYC 1010 and SOWK 1030

The purpose of this course is to familiarize students with social work practice within diverse family settings. Building upon the knowledge base provided by earlier courses, Practice with Families will apply five core competencies, and six operationalized practice behaviors. Students will identify and explore family compositions, their rules, roles, relationships, and rituals in this course. They will be trained and evaluated on their ability to work ethically, think critically, engage sensitively, assess and intervene in class and in the Emergency Room Trauma Simulation Lab. SOWK 1030 and SOWK 3100.

This course explores the individual characteristics and interpersonal skills that contribute to effective mentoring of individuals with intellectual disabilities who are participating in college based transition programs. The course uses PEERS® (Program for the Evaluation and Enrichment of Relational Skills), an evidence-based mentor-assisted social skills intervention for young adults. During each class, mentors are taught important social skills and are given the opportunity to practice these skills in session with their assigned young adult. Students will incorporate the goals and objectives from the sessions into skill generalization activities that will be practiced in the campus community each week. Also listed as TEDU 3260 and PSYC 3260.

This course explores the individual characteristics and interpersonal skills that contribute to effective mentoring of individuals with intellectual disabilities who are participating in college based transition programs. The course uses PEERS® (Program for the Evaluation and Enrichment of Relational Skills), an evidence-based mentor-assisted social skills intervention for young adults. During each class, mentors are taught important social skills and are given the opportunity to practice these skills in session with their assigned young adult. Students will incorporate the goals and objectives from the sessions into skill generalization activities that will be practiced in the campus community each week. Also listed as TEDU 3270 and PSYC 3270.

Juniors in the social work program participate in a 40 hour (1 credit) or 80 hour (2 credit) supervised field instruction within a local social service agency, school, or other organization where they learn to apply classroom knowledge and social work competencies in a real-world setting. Concurrently, students attend a one-hour weekly field seminar class where relevant topics related to the application of social work knowledge, skills, and values are discussed. The purpose of the field placement is to expose students to social work practice outside the classroom and help students prepare for the senior field experience. Primary areas of course content include supervision in the field, the policy context of services, engaging diversity and difference in practice, and the function of social workers in the engagement, planning, intervention, and evaluation phases of planned change. Prerequisite: Only open to junior social work majors (accepted or provisionally accepted in the Undergraduate Social Work program).

The techniques and methods of social work research are introduced and studied through course materials and the completion of an agency-based, group research project. Included are formulating research questions, understanding and implementing research design, measurement, constructing surveys, writing research reports, dealing with ethical issues, and analyzing quantitative and qualitative data. This course prepares the student to understand and implement aspects of Evidence-based Practice in social work settings. Prerequisite: MATH 2400

This course includes social work theory, knowledge, and practice with the dynamics of groups, to gain the practice skills needed to prepare the student for generalist level social work with small groups. The skills of self-awareness; attending to professional roles and boundaries; ethical decision-making; analyzing and applying different practice approaches; effective communication; and the ability to engage, assess, intervene, and evaluate within a group setting are all highlighted. It includes content on the knowledge, values, and skills to enhance the well-being of people and to aid in the reformation of the environmental conditions that affect people adversely. Prerequisite: SOWK 3100 or permission of instructor.

This course concentrates on the history, philosophies, principles, and intervention strategies common to community organization, social planning, and administration of social welfare agencies. Case materials are presented to highlight some of the techniques used in these practice areas. Various forms of macro practice are highlighted for discussion and learning purposes. During this course students will conduct a community needs assessment to engage and assess communities and organizations. Students will then initiate a macro intervention project using the knowledge gained from their needs assessment to intervene as change agents in community practice. Students will also evaluate the effectiveness of their completed intervention. Throughout this course, students will utilize critical thinking, engage in research-informed practice, and respond to the community context from a psychosocial and spiritual perspective. Course Prerequisite: SOWK 3020 and SOWK 3080

This course is a study of the development and range of public and private social services, principally in the Western world, on behalf of children, youth, and families. This includes an analysis of issues, and practice modalities in such areas as day care, foster and adoptive home care, and institutional care. The impact of substance abuse on children will also be a major topic. Prerequisite: SOWK 1030.

This capstone course endeavors to assist students to integrate spirituality with the professional social work perspective on helping. It provides a comparative analysis of social work values and ethics with Biblical ethics and teachings. A major emphasis of this course is placed on helping students to integrate their unique spirituality/worldview with their practice as a social work professional. Emphasis is also placed on ethical decision making; spiritual self-awareness; analysis of models of spiritual assessment; the demonstration of sensitivity, awareness, and understanding of the client’s spirituality; and the ability to engage, assess, intervene, and evaluate in practice settings in spiritually sensitive ways. Prerequisite: SOWK 1030

Field Instruction II is the capstone internship course of the BSW program. Students learn to draw on all areas of the Undergraduate Social Work curriculum in the application of their skills within an agency, school, or other social service organization serving the needs of clients. This course includes a supervised block field placement completed over 30-35 hours a week, with a 2-hour seminar class for theoretical integration held one day a week. The seminar includes weekly assignments designed to facilitate the integration of the program’s core competencies and learning from the classroom and the field. A specific focus of this course is the application of knowledge, skills, and values in an actual setting designed to enhance the wellbeing of clients served within the organization. This course addresses the development of the core competencies of social work practice within the field setting environment. Significant emphasis is placed on the professional roles and boundaries of social work; the importance of diversity and difference in providing services to clients; the policy context of services; the application of aspects of Evidence-based Practice; the demonstration of effective oral and written communication in working with client systems; the utilization of conceptual frameworks to guide the processes of intervention; and the function of social workers in the engagement, assessment, planning, and evaluation phases of planned change. Prerequisite: All other social work courses.

Junior and senior students may participate in studying a particular area of social work not covered in other course areas. Topics may include a variety of contemporary issues. Prerequisite: junior or senior standing.

Independent study provides opportunity to pursue advanced or special-interest topics not covered in the curriculum. Prerequisites: 1. Junior standing. 2. A minimum of 9 semester hours in the discipline of the Independent Study. 3. A minimum grade point average of 2.50 in the discipline. 4. Proof of motivation and ability to work independently. 5. Approval of the department in which the study is to be taken. 6. Permission from the student's advisor, the course instructor, the Department Chair, the School Dean, and the Registrar.

Students conduct laboratory research in social work under supervision of a faculty member. Permission of instructor is required. Guidelines for Independent Study apply. A written report is required. (May be repeated with new research) Prerequisites: 1. Junior standing 2. A minimum of 9 semester hours in the discipline of the Independent Study 3. A minimum grade point average of 2.50 in the discipline 4. Proof of motivation and ability to work independently 5. Approval of the division in which the study is to be taken 6. Permission from the student's advisor, the course instructor, the Division Chair, and the Registrar

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable.

Course fee applicable. Prerequisite: MUSC 2401

Weekly composition lessons working one-on-one with the composition teacher. Prerequisite: permission of the instructor.

Course fee applicable.

For Performance and Music Education majors, passing the piano proficiency exam is required; this course is preparation toward the exam. The objective is to develop functional keyboard skills that will support the student’s long-term musical goals. Content includes music theory, aural skills, improvisation, accompanying, ensemble and performance skills, and score reading. A course fee applies.

For Performance and Music Education majors, passing the piano proficiency exam is required; this course is preparation toward the exam. The objective is to develop functional keyboard skills that will support the student’s long-term musical goals. Content includes music theory, aural skills, improvisation, accompanying, ensemble and performance skills, and score reading. A course fee applies.

For Performance and Music Education majors, passing the piano proficiency exam is required; this course is preparation toward the exam. The objective is to develop functional keyboard skills that will support the student’s long-term musical goals. Content includes music theory, aural skills, improvisation, accompanying, ensemble and performance skills, and score reading. A course fee applies.

For Performance and Music Education majors, passing the piano proficiency exam is required; this course is preparation toward the exam. The objective is to develop functional keyboard skills that will support the student’s long-term musical goals. Content includes music theory, aural skills, improvisation, accompanying, ensemble and performance skills, and score reading. A course fee applies.

The principles and problems of accompanying are studied. Students attend a private or class lesson each week and accompany three students per semester (assigned by piano faculty). Course fee applicable.

Students selected by audition meet four hours a week. The Chorale performs a wide range of choral literature for men's and women's voices. Concerts are presented on annual tours and in the surrounding area. Auditions are held each fall.

This group rehearses music for treble choir three hours a week. Coro di Voci offers opportunities for performance both on and off campus. The choir is open to all sopranos and altos without auditions.

This group rehearses music for tenor-bass chorus three hours a week. Redhawk Voices offers opportunities for performance both on and off campus. The choir is open to all tenors and basses without auditions.

The Gospel Choir meets twice weekly. Created for the purpose of continuing a variety of African-American church traditions, the choir offers opportunities for performance both on and off campus. The choir is open to all students without audition.

Students, selected by audition, meet four hours a week. The Wind Ensemble performs an extensive range of concert repertoire. Concerts are presented on an annual tour and in the surrounding area. Auditions are held each fall.

Rehearsal is one evening a week. The orchestra performs five concerts per year. The College-Community Orchestra is open to qualified instrumentalists from the College and community. The orchestra normally performs five concerts each year.

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

Rehearsals, coaching, and literature are arranged by consensus and faculty coach approval. Performances are combined with other groups, usually one evening program per semester, and occasionally during Music Seminar (MUSC 1900).

Students selected by audition meet two hours per week. The Ensemble usually presents one evening performance per semester. The Percussion Ensemble meet weekly, performing a variety of literature and offering opportunities for performance both on and off campus. Membership is by audition.

The RWC Jazz Ensemble is made up of 16-20 musicians and performs composed and improvised music derived from the American big band tradition; African American composers and improvisers; contemporary classical music; and Latino, Brazilian, and various other ethnic traditions. Two hours of weekly rehearsal: sectional rehearsals also required. One major concert per semester, with additional performances on and off campus. Membership is by audition.

Experience is offered in small chamber jazz groups that perform throughout the school year on and off campus.

The fundamentals in music are studied, including notation of pitch in various clefs, scales, intervals, elements of rhythm, triads and seventh chords, diatonic chords, principles of voice leading, part-writing, and harmonic progression.

This course is a continuation of MUS 101 with the addition of partwriting with inverted triads, seventh chords in root position and inversion, nonchord tones, and elements of form. Prerequisite: MUSC 1101.

All courses in the sightsinging sequence include rhythmic studies, singing with solfege syllables, and melodic and rhythmic dictation exercise. This course involves singing and aural recognition of diatonic intervals in the major and minor modes. Rhythms are limited to the first division of the beat in simple and compound meters. Taken concurrently with MUSC 1101 unless approved by the Division Chair.

Exercises include melodies in major and minor modes with chromatic alteration and single modulation, the subdivision of the beat, and syncopation. Prerequisite: MUSC 1201.

Students learn to play string instruments including violin, viola, cello, and bass. No audit is permitted. Prerequisite: Music Major.

Students learn to play percussion instruments including snare, timpani, mallet and auxiliary percussion. No audit is permitted. Prerequisite: Music Major

Attendance is required for all Music majors at this weekly meeting for departmental recitals and/or seminars. A grade is given based on attendance requirements, which include evening programs.

Students are introduced to the art of music and its materials with emphasis on the development of listening skills. Requirements of the course include attendance at assigned recitals and concerts on campus and at other Rochester institutions. This course is not open to Music majors.

This course will examine a variety of today's popular music artists as well as those from other eras who have influenced them. Musical aspects such as instrumentation, lyrics, and song form will be highlighted, as well as how the evolution of music over time coincides with the evolution of an ever changing American culture.

This course provides students with the opportunity to perform off-campus to gain experience in their field. Requirements include approval of music selections by appropriate faculty and coaching by faculty before performances. (Offered on demand)

This course is the continuation of Music 102, with the introduction of chromatic harmony via secondary functions, mode mixture, the Neapolitan Chord, and modulation processes. Prerequisite: MUSC 1102.

This continuation of MUS 200 pursues chromaticism with other altered chords, enharmonic spellings and modulations, and concludes with an introduction to twentieth-century practices. Prerequisite: MUSC 2103.

Exercises include chromaticism in diatonic context, further division of the beat, triplets in simple meter, duplets in compound meter, and changing meters. Prerequisite: MUSC 1202.

Aural Skills IV is designed to further personal musicianship through learning chromatic tonal harmony within the context of standard repertoire. Students in the course will also (a) hone solfège, listening, and sight-singing skills, (b) continue development of functional piano skills, (c) improvise, and (d) compose and arrange.

The literature, stylistic features, and historical background of music from antiquity through the 17th century are examined. The relationships between music and general culture are also examined.

The literature, stylistic features, and historical background of 17th century through the early Romantic music are examined. The relationships between music and general culture are also examined.

Students study the fundamental techniques of conducting. This course is required as a core course for Music majors, and is recommended for liberal arts students and students studying for the ministry. To be taken concurrently with MUSC 2401 OPE by Music Education students.

OPE: (25 hours school-based field experience.) Students observe and participate in local school classrooms. To be taken concurrently with MUSC 2401 by all Music Education majors.

Students learn to play brass instruments including horn, trumpet, trombone, and tuba. No audit is permitted. Prerequisite: Music Major.

This is a continuation of MUSC 2501.

Students receive group instruction in functional guitar for Music Education and Music Therapy majors.

Students receive advanced group instruction in functional guitar for Music Therapy majors.

The history, background, cultural context, literature, stylistic features, and perspectives regarding Modern and World Music are examined.

This course studies choral techniques and literature. Prerequisite: MUSC 2401

This study of instrumental techniques and literature emphasizes beat patterns, various styles of conducting, and rehearsal techniques. Class participation in a lab band is required. Prerequisite: MUSC 2401.

Students learn to play woodwind instruments including flute, oboe, clarinet, saxophone, and bassoon. No audit is permitted. Prerequisite: Music Major.

This is a continuation of MUSC 3501.

Students receive group instruction with individual attention in functional voice.

This course is designed for non-woodwind instrumental music education majors. Students learn to play the clarinet at an intermediate level. No audit is permitted.

This course is designed for non-brass instrumental music education majors. Students learn to play the trombone at an intermediate level. No audit is permitted.

This course is designed for string music education majors. Students learn to play the violin or cello at an intermediate level. No audit is permitted. (offered on demand)

The philosophy, objectives, and procedures of teaching music in the public schools are studied with an emphasis on teaching general music in grades 1-8. Students gain practical experience planning and teaching lessons which require the application of current methodologies, development of children's musical behaviors, and creation of authentic world music learning experiences. To be taken concurrently with MUS 3521 OPE by Music Education students. Prerequisite: Acceptance into the Music Education major.

OPE: (25 hours school-based field experience.) Students observe and participate in local school classrooms. To be taken concurrently with MUS 3521 by all Music Education majors.

The objectives, procedures, and methods for teaching general and vocal music in the public schools are studied. Demonstration and participation are included. to be taken concurrently with MUSC 3522 OPE. Prerequisite: MUSC 3521

(25 hours school-based field experience.) Students observe and participate in local school classrooms. To be taken concurrently with MUS 3522 by all Music Education (Vocal) majors.

The objectives, procedures, and methods of teaching instrumental music in the public schools are studied. “To be taken concurrently with MUSC 3523 OPE. Prerequisite: MUSC 3521.

(25 hours school-based field experience.) Students observe and participate in local school classrooms. To be taken concurrently with MUSC 3523 by all Music Education majors.

Piano pedagogy is the study of the teaching of piano. This course includes the examination of current teaching methods, ranging from the beginner level through the early-intermediate level both for children and adults; a study of strategies for teaching rhythm, reading, technique, musicality, theory, and general music literacy; and a study of the business of piano teaching. Students will gain practical experience in lesson planning and organization, applying skills learned in class, by teaching a private student.

Piano Pedagogy II is a continuation of Piano Pedagogy I, MUSC 3601. Students will continue to develop their understanding of learning styles and teaching strategies with an emphasis on the intermediate-advanced student. Students will gain an in-depth knowledge of the intermediate and early-advanced teaching repertoire, learn how to teach technique and artistry through those pieces, and develop the ability to diagnose problems and find solutions while accommodating the students’ individual learning styles and needs. Prerquisite: MUSC 3601

This continuation of MUSC 3602 is designed for teaching the third-level student. Students work with major, minor, augmented, and diminished triads in all inversions, two-octave scales, and related theory. Prerequisite: MUSC 3602. (Offered in summer only)

The continuation of MUSC 3603 is for teaching the fourth- and fifth-level student. More advanced solo and ensemble literature in the four major historical periods is used. Four-octave scales, diminished 7th exercises, theory using chormatic harmony and 7th chords, and improvisation in various styles are included. Prerequisite: MUSC 3603.

This is a survey of representative Baroque and Classical keyboard works with emphasis on comparative listening. (Offered on demand)

This course, designed for piano performance majors, requires weekly observation and teaching under the supervision of a member of the piano faculty. Offered on demand. Prerequisite: MUSC 3601.

This course is a continuation of MUSC 3607. (Offered on demand)

This survey of representative Baroque and Classical works emphasizes literature for practical teaching. (Offered alternate years)

This survey of representative Romantic and Twentieth Century works emphasizes literature for practical teaching. (Offered alternate years)

Emphasis is on pedagogical principles of German, Italian, French, and English schools of voice training. Fundamental knowledge of scientific concepts of breathing, phonetics, and resonance are included. (Offered alternate years)

This course, designed for vocal performance majors, requires weekly observation and teaching under the supervision of a member of the vocal faculty. Prerequisite: MUSC 3613. Offered on demand.

The purpose of Diction for Singers is to develop the voice student's understanding and mastery of the pronunciation of English and the foreign languages commonly used in the performance of classical vocal literature: French, German, and Italian. (Offered alternate years)

This is a survey of representative works from Baroque to 20th century with emphasis on comparative listening and literature practical for teaching. (Offered on demand)

This course, designed for instrumental performance majors, requires weekly observation and teaching under the supervision of a member of the instrument faculty. Prerequisite: MUSC 3523 (non-string) or MUSC 3631 (strings). Offered on demand.

The objective, procedures, and methods of teaching string instruments (violin, viola, cello, bass) and the development of teaching skills for private and group lessons are studied. Demonstration and participation are included. Offered on demand.

This course is designed to develop a full knowledge of the fretboard through the study of fingerings, harmony, sight-reading, score reading, transposition, and figured bass. (Offered on demand)

This course is designed to examine the historic and contemporary materials and techniques available for effectively teaching the guitar to students at all levels. The course surveys a wide range of method and studies, and examines the effectiveness of various pedagogical approaches to technique and interpretive analysis. The history of guitar pedagogy is also studied. (Offered on demand)

Through the aural study of jazz traditions and cultural influences, students learn the theory and practices of jazz improvisation. The jam session setting emphasizes learning to swing and improvise over songs from the classic American songbook.

Jazz Arranging and Composing is a course designed to instruct the student in arranging for rhythm section plus four wind instruments (four part density) and serves as a pre-requisite to arranging for the standard 16-17 piece jazz ensemble. Offered on demand.

A comprehensive study of the history of jazz beginning in the 1890's to the present, including the social, ethnic, and economic environment in and around New Orleans at the turn of the century. Recorded examples of jazz from ragtime through fusion will be analyzed. Also included are biographical studies of the most influential musicians responsible for the stylistic shifts that occurred during the 20th century.

A study of instrumental characteristics and notation, scoring and arranging for the instruments of the orchestra and band from small to large ensembles. Prerequisite: MUSC 2103.

Students survey the history of church music with focus on hymnody, analysis and evaluation of hymns and hymn tunes, discussion of music in worship, and development of basic song-leading skills. (Offered alternate years)

Musical concepts and teaching procedures appropriate for pre-school and kindergarten music are taught using the keyboard as the primary instrument. Open to students outside the piano pedagogy certificate program. (Offered in summer only)

This capstone experience is taken concurrently with student teaching. The students will debrief and process their student teaching experiences. Attention will be given to classroom management issues, to schools as organizations, to hiring and interviewing processes, and to the review of pedagogical issues in music.

The fundamentals of the production of staged works will be covered such as appropriate repertoire selection, holding productive auditions, considerations in making casting decisions, organizing musical and stage rehearsals, building sets, lighting, organization of props, costumes, sets, make-up, etc.

Fundamentals of stage performance and the production of operas, operettas, and/or musicals are studied, equipping the student with skills necessary to succeed as a teacher and as a performer. Course may be repeated for 0 credit.

Independent study provides opportunity to pursue advanced or special-interest topics not covered in the curriculum. Prerequisites: 1. Junior standing. 2. A minimum of 9 semester hours in the discipline of the Independent Study. 3. A minimum grade point average of 2.50 in the discipline. 4. Proof of motivation and ability to work independently. 5. Approval of the department in which the study is to be taken. 6. Permission from the student's advisor, the course instructor, the Department Chair, the School Dean, and the Registrar.

Students conduct laboratory research in music under supervision of a faculty member. Permission of instructor is required. Guidelines for Independent Study apply. A written report is required. (May be repeated with new research) Prerequisites: 1. Junior standing 2. A minimum of 9 semester hours in the discipline of the Independent Study 3. A minimum grade point average of 2.50 in the discipline 4. Proof of motivation and ability to work independently 5. Approval of the division in which the study is to be taken 6. Permission from the student's advisor, the course instructor, the Division Chair, and the Registrar (Offered on demand)