MED workshops involve elementary instruction and pedagogy of the instrument or instruments in their respective families. Each workshop is a full semester and is offered every semester (except woodwind).<\/p>\n
MED 100 Voice 1 SH<\/strong><\/p>\n MED 101 Voice Workshop II 1 SH<\/strong> MED 102 Woodwind: Single Reed 1 SH<\/strong><\/p>\n MED 103 Brass Workshop 1 SH<\/strong><\/p>\n MED 104 World Music in the Classroom 1 SH<\/strong> MED 105 String Workshop 1 SH<\/strong><\/p>\n MED 106 Guitar and Ukulele Workshop 1 SH<\/strong> MED 107 Introduction to Music Learning 1 SH<\/strong> MED 108 Woodwind: Double Reed 1 SH<\/strong><\/p>\n MED 110 Percussion 1 SH<\/strong><\/p>\n MED 114 Guitar Workshop 1 SH<\/strong> MED 115 Classroom Instrument Workshop 1 SH<\/strong> MED 125, 126 Keyboard Competency I & II 0.5 SH each\u00a0semester<\/strong><\/strong> MED 201 Modern Band Workshop 1 SH<\/strong> MED 202 Marching Band Workshop 1 SH<\/strong> MED 203 Private Lesson Pedagogy 1 SH<\/strong> MED 205 Late Elementary Music Pedagogy 1 SH<\/strong> MED 204 Early Childhood Music Pedagogy 1 SH<\/strong> MED 206 Introduction to Music Education 2 SH<\/strong> MED 207 Pedagogy of Improvisation 1 SH<\/strong> MED 208 Jazz Workshop 1 SH<\/strong> MED 225, 226 Keyboard Competency III & IV 0.5 SH each semester<\/strong>\u00a0<\/strong> MED 303 Elementary Music Methods (Grades K\u20136) 3 SH <\/strong> MED 304 Elementary Professional Development School Experience 0.5 SH <\/strong><\/p>\n During the Music Education Professional Program, students who enroll in MED 303 Elementary Music Methods (spring semester) will complete a five-day professional development school experience during spring break or in May.\u00a0Field placements will be in the Bethel or Danbury professional development schools.\u00a0 Music students will work under the direction of Bethel\/Danbury public school music teachers and receive supervision from WCSU Department of Music faculty members. Students will apply what they are learning in professional program music methods courses. Corequisite:<\/em> Enrollment in the Music Education Professional Program.<\/p>\n MED 316 Arranging 2 SH<\/strong> MED 320 Student Teaching 11 SH<\/strong> MED\/ED 340 Assessment of Teaching Strategies 1 SH <\/strong> MED 353 Secondary Music Methods (Grades 7\u201312) 3 SH <\/strong> MED 354 Secondary Professional Development School Experience 0.5 SH <\/strong><\/p>\n During the Music Education Professional Program, students who enroll in MED 354 Secondary Music Methods (fall semester) will complete a five-day professional development school experience in December or January.\u00a0Field placements will be in the Bethel or Danbury professional development schools.\u00a0 Music students will work under the direction of Bethel\/Danbury public school music teachers and receive supervision from the WCSU Department of Music faculty members. Students will apply what they are learning in professional program music methods courses, demonstrating readiness for student teaching. Corequisite:<\/em> Enrollment in the Music Education Professional Program.<\/p>\n MED 380 Music for the Elementary Classroom Teacher 3 SH <\/strong> MED workshops involve elementary instruction and pedagogy of the instrument or instruments in their respective families. Each workshop is a full semester and is offered every semester (except woodwind). MED…<\/p>\n","protected":false},"author":3,"featured_media":0,"parent":1210,"menu_order":0,"comment_status":"open","ping_status":"open","template":"","meta":{"footnotes":""},"class_list":["post-118","page","type-page","status-publish","hentry"],"_links":{"self":[{"href":"https:\/\/catalogs.wcsu.edu\/ugrad\/wp-json\/wp\/v2\/pages\/118","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/catalogs.wcsu.edu\/ugrad\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/catalogs.wcsu.edu\/ugrad\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/catalogs.wcsu.edu\/ugrad\/wp-json\/wp\/v2\/users\/3"}],"replies":[{"embeddable":true,"href":"https:\/\/catalogs.wcsu.edu\/ugrad\/wp-json\/wp\/v2\/comments?post=118"}],"version-history":[{"count":0,"href":"https:\/\/catalogs.wcsu.edu\/ugrad\/wp-json\/wp\/v2\/pages\/118\/revisions"}],"up":[{"embeddable":true,"href":"https:\/\/catalogs.wcsu.edu\/ugrad\/wp-json\/wp\/v2\/pages\/1210"}],"wp:attachment":[{"href":"https:\/\/catalogs.wcsu.edu\/ugrad\/wp-json\/wp\/v2\/media?parent=118"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
\nThis course is an exploration of vocal performance as it pertains to solo and ensemble singing. Subjects will include vocal basics, anatomy, production, pedagogy, solo and ensemble repertoire, warm-up routines, voice classification, choral formations, performance deportment, International Phonetic Alphabet, vocal tone, and diagnosing vocal issues. While much of the class will focus on the student\u2019s own understanding and development, an additional focus will be from the perspective of the instructor. It is expected that students in this course have experience as a vocalist or voice is their primary instrument.\u00a0Prerequisite: <\/em>Music major and MED 100 or permission of instructor.<\/p>\n
\nThis workshop focuses on authentic music from a variety of cultures, appropriate for use in elementary and middle school settings. Students will learn game-songs, dances, and recreational\/social songs and rhythms, as well as accompaniments using traditional instruments.<\/p>\n
\nGuitar and Ukulele Workshop provides prospective music educators the ability to make use of the guitar and ukulele as teaching tools as well as facilitate a class in guitar and\/or ukulele instruction. The course will emphasize chordal accompaniment skills, improvisation, ensemble playing, arranging, integration of technology, and lesson planning for guitar and ukulele class.<\/p>\n
\nAn introductory course for candidates for the Bachelor of Science in Music Education that concentrates on basic principles and practice of music education and the process of how we learn music. Topics include qualities of an effective educator, music learning theories, rote teaching, and reflective practice. Students complete and reflect upon three teaching demonstrations.\u00a0Prerequisite:\u00a0<\/em>Music Major.<\/p>\n
\nGuitar Workshop provides prospective music educators the ability to make use of the guitar as a teaching tool as well as facilitate guitar classes or modern band courses. The course will emphasize chordal accompaniment skills, improvisation, ensemble playing, arranging, integration of technology, and lesson planning for guitar classes and ensembles. Prerequisite:<\/em> Music major.<\/p>\n
\nThis course provides students the skills necessary to teach lessons using ukulele, recorder, pitched and unpitched percussion instruments in an elementary music setting. Students will learn how to sing and accompany themselves on these instruments, teach performing aspects and instrumental technique appropriate for young children, using a wide variety of musical repertoire. Prerequisite:<\/em> Music Major.<\/p>\n
\nFreshman level requirement.<\/p>\n
\nThis course provides students the skills necessary to teach guitar, bass, drums, keyboard, singing\/rapping, and pop music ensemble techniques to late elementary through high school music students. Students will learn how to teach individual instruments, form ensembles, and teach a variety of music from 1960\u2019s to the modern day. Active participation and performance on multiple instruments is expected of all students. Prerequisite: <\/em>MUS 109 and Music major.<\/p>\n
\nThis course introduces students to the fundamental principles of effective design, administration, and instruction of the contemporary marching band. Students will learn how to prepare, organize, teach, and rehearse this type of ensemble. In addition, through practical assignments, guest lectures, presentations, and observations of rehearsals and performances, students will develop an understanding of genre specific pedagogy, structures, and show design for the marching band activity.\u00a0Prerequisite:\u00a0<\/em>MUS 109 and Music major.<\/p>\n
\nThis course prepares musicians to teach private lessons on their primary instrument. This lab-based course covers key aspects of music pedagogy, including learning styles, teaching strategies, and age- and level-appropriate repertoire. It also addresses practical considerations for beginning teachers, such as lesson planning, communication, and studio management. Prerequisite<\/em>: MUS 109 and Music major.<\/p>\n
\nThis course provides students the knowledge and skills necessary to teach and create lessons in an upper elementary setting that focus on the developmental stages of children grades 4-6. Pre-service teachers will learn how to implement various teaching-learning strategies and approaches that highlight musical understanding, participatory music-making, creativity, and retention skills. Prerequisite:<\/em> Music major.<\/p>\n
\nThis course provides students the skills and knowledge necessary to teach student groups aged 0-4 (infants, toddlers, preschoolers). Students will learn, identify, and apply teaching skills applicable for social-emotional, cognitive, and motor developmental stages utilizing appropriate vocal, instrumental, and movement repertoire.\u00a0Prerequisite: <\/em>Music major.<\/p>\n
\nThis course introduces foundations of American education and music education as a career. Primary topics will include an examination of professional and legal frameworks, cultural diversity, and music teaching practices including three teaching demonstrations with a focus on effective and efficient use of spoken language. Students will write a personal philosophy of music education and deliver an oral presentation based on that philosophy. Additionally, all students are required 20 hours of observations in an elementary music setting throughout the semester to combine course materials with real-world experience. Prerequisite:<\/em> GPA 2.70 or higher for music education majors and completion of 30 credits (sophomore standing).<\/p>\n
\nTheoretical and practical applications of improvisational vocabulary will be presented in this course. Application of the course material will bolster each student\u2019s competence as an improviser and as a teacher of improvisation, as it relates to a range of musical idioms. Areas of focus will include expansion of the tonal improvisational vocabulary through solo transcription and analysis and exploring the various types and uses of chord scale theory. Prerequisite:<\/em> MUS 109.<\/p>\n
\nThis course is designed to prepare students to enter the field of music education with the skills and information necessary to organize and conduct instrumental jazz ensembles and teach jazz improvisation. Prerequisite<\/em>: MUS 109.<\/p>\n
\nSophomore level requirement.<\/p>\n
\nThis course is designed to acquaint students with the field of elementary music education and to provide them with materials, procedures and techniques in music necessary to function in that setting. The relationship between content and method and the developmental characteristics of the learner will be stressed. Prerequisite:<\/em> Students must meet entrance requirements for admission to professional music ed. program.<\/p>\n
\nA one-semester course designed to equip prospective music teachers with arranging skills to meet the needs and ability levels of school performing groups and classroom situations. Required of all music education majors. Prerequisite:<\/em> MUS 209 and 211.<\/p>\n
\nEach student spends a full semester (70 contact days) observing and teaching in elementary and secondary schools with trained cooperating teachers under the supervision of music education university faculty. The semester is divided into two different placements covering general music and performance areas. Student teaching is full time for one semester. Prerequisite:<\/em> Completion of all levels of theory, piano and professional courses. See Music Department requirements for assignment to student teaching.<\/p>\n
\nDesigned to assist teacher education candidates prepare for the Beginning Educator Support and Training (BEST) Program assessment standards, this course supports CSDE documents relevant to the education of Elementary, Health, Music, and Secondary Education educators: (1) Connecticut\u2019s Common Core of Teaching [CCCT], including Discipline Based Professional Teaching Standards, (2) the CSDE Student Teacher Evaluation Instrument, based on the CCCT; and (3) the CSDE\u2019s BEST portfolio licensure requirements for Beginning Teachers [BTs], requiring knowledge of the CCCT and Discipline Based Professional Teaching Standards. INTASC principles and the CSDE Code of Professional Responsibility for Teachers also will be examined. Candidates learn how CSE standards for K-12 grade students\u2019 performance levels interface with teaching standards by applying the following documents in their field preparation: (1) Connecticut\u2019s Common Core of Learning [CCCL], focused on improving student achievement across the content and skill areas; and, (2) the CSDE\u2019s Curriculum Frameworks for grades K-12. Prerequisite:<\/em> Admission to the professional program. Corequisite:<\/em> student teaching.<\/p>\n
\nThis course deals with middle school and senior high school music curricula: general music class, choral and instrumental ensembles, techniques, problems, literature and performance. Prerequisite:<\/em> MED 303.<\/p>\n
\nTechniques and materials with which the non-music education major may provide musical experience for children in the elementary classroom. Prerequisite:<\/em> Admission to elementary education. Spring semester.<\/p>\n","protected":false},"excerpt":{"rendered":"