Music Education (MUED)

This course will develop students' reflection in and on teaching through gaining understanding of systematic inquiry and reflection paradigms. PhD students will become critical readers of research including evaluating appropriate research questions, research designs, and methodological choices. Students will learn data collection techniques, including appropriate protocols for research with human subjects. The research report will reflect understanding of basic human development as well as measurement and evaluation of musical behaviors. Students will develop skills in statistical software packages.

Introduction to the process for developing music curricula for grades K-12 that reflects current theories/research data as well as state/national guidelines.

This course is organized into three interconnected sections. In the first section, students will learn about the origins, nature, and possible reasons for human musical behaviors and responses. In the second section, students will study recent research and experience hands-on opportunities regarding the fundamental concepts within music psychology; specifically acoustics, psychoacoustics, perception, cognition, performance/teaching, and personal/social/societal contexts. Third, the origins, nature, and relationships of creativity and generative music-making will be explored in regard to psychology, cognition, and musical performance research.

Exploration of the unique processes, techniques, and challenges involved in the assessment of music learning.

Strategies for mentoring novice music teachers in peer teaching experiences and in K-12 school field experiences.

This course is designed to provide a basic overview of qualitative research methods for graduate students in music education or the arts. It is ideal for those who want to understand the purpose, design, and conduct of qualitative research from several traditions of qualitative inquiry including phenomenology, case study, ethnography, historical models, narrative, and grounded theory. With a focus on interviews and observations as key methods in qualitative research, this course will engage in the selection of gathered materials, the methods and practicalities of completing fieldwork, and multiple approaches to qualitative analysis. Students will develop an in-depth understanding of how to choose an appropriate approach given a specific research question and context and how to implement the approach to gather high-quality qualitative data. Students are guided through a mentored experience in which they design, conduct, analyze, and write a small-scale qualitative study.

Forum for the discussion of problems in theory and design encountered in individual and group research projects.

This course provides an opportunity to explore social and cultural issues found within the realm of music education. Theory, teaching practice, and everyday interactions will be key aspects of exploring music as an integral aspect of human life and behavior, and, by extension, within music education. Specific topics to be addressed include methods for examining music in social/cultural contexts and specific cases for examination. Issues of social justice, inclusion, identity, and culturally responsive pedagogy will also be addressed.

Intensive reading course on the history of American music education and the social, theological, and educational influences on the profession.

This course explores historical and contemporary philosophical perspectives in music education and its related disciplines. Taking an interdisciplinary approach, students will engage with the work of notable scholars within the field of music education and the philosophical and theoretical positions that inform their perspectives. Through class discussions and assignments, students will examine different modes of philosophical inquiry and consider their implications for music education scholarship and practice. Students will hone their ability to examine, evaluate, and critique philosophical claims, developing the intellectual tools to engage with philosophical inquiry.

Consideration of the current political and pedagogical issues that influence curriculum development, teaching, and administration of K-12 music programs.

Formal courses given infrequently to explore, in depth, a comparatively narrow subject which may be topical or of special interest.

Teaching of music education laboratory, and recitation classes under senior faculty supervision.

Research course.

MUED 860 is a course dedicated to the design, implementation, and completion of a Capstone Project, a culminating experience for the Master of Music Education degree program. With faculty supervision, students in MUED 860 create a Capstone Project that aligns with individual professional goals. Capstone Projects may include but are not limited to: research projects, literature reviews, curricular design projects, practitioner resources, etc.

Field experiences in music teaching for graduate students in music education.