Music Education, Vocal (B.M.)

Student must attend 15 approved recitals, concerts, or performances during the semester. Pass/Fail only.

Key cultural concepts are used to explore music from selected global case studies. Social, cultural, and historical contexts are examined in relation to musical materials and their application in various traditions and repertoires. The fieldwork project (and experiential learning component) for this class requires some off-campus activities to be arranged by the student.
Prerequisite(s): Sophomore standing and permission from instructor.

This course provides a rigorous and detailed examination of select pieces across the Western music tradition related to gender and/or sexuality, and also explores the relationships between music, history, and culture. Through historiography and musical analysis, we will discuss systems of domination and subordination along with stereotyped and biased assumptions about women and men pertinent to the music of specific cultures and time periods. The course is designed to:1) provide students with a foundational knowledge of key genres and social/cultural background from different historical periods across the Western music tradition; 2)  give students a sophisticated understanding of the cultural, aesthetic, stylistic, and performance practice issues related to select pieces, using scholarly articles, source readings, and stylistic analysis (scoring, dynamics, rhythm, melody, harmony, texture, form).
Prerequisite(s): Junior standing and permission of the instructor.

Through historiography and musical analysis this course provides a rigorous and detailed examination of select pieces across the Western music tradition related to the environment, and also explores the relationships between music, history, and culture. Focusing on works that engage the environment, the course content is designed to provide students with a foundational knowledge of key genres and social/cultural background from different historical periods across the Western music tradition; and give students a sophisticated understanding of the cultural, aesthetic, stylistic, and performance practice issues related to select pieces, using scholarly articles, source readings, and stylistic analysis (scoring, dynamics, rhythm, melody, harmony, texture, form).
Prerequisite(s): Junior standing and permission of the instructor.

A review of the fundamentals of music (scales, key signatures, intervals) and the presentation of triads and their harmonic and melodic implications.

A graded course in the fundamentals of sight-singing; sight-reading, and ear training. Exercises in rhythm; meter; clef-reading; scales; intervals; error correction; singing of single melodies; duets and simple harmonic patterns; drills in rhythmic and melodic coordination; and rhythmic, melodic, and elementary harmonic dictation.
Corequisite(s): MUSIC 1610 Fundamentals of Music Theory.

A continuation of MUSIC 1610 I including inversions of triads, non-harmonic tones, dominant seventh chords, and their resolutions. Emphasis is on four-part writing and analysis of music from the Common Practice Period.
Prerequisite(s): MUSIC 1610 Fundamentals of Music Theory or permission of the instructor.

Continuation of MUSIC 1620 Fundamentals of Basic Musicianship.
Prerequisite(s): MUSIC 1610 Fundamentals of Music Theory and MUSIC 1620 Fundamentals of Basic Musicianship or permission of the instructor.
Corequisite(s): MUSIC 1630 Music Theory II.

Seventh chords, including the diminished seventh chord; various types of modulation; introduction of secondary dominants; analysis and writing of the period, binary, and ternary song forms; choral harmonization; and modal scales.
Prerequisite(s): MUSIC 1630 Music Theory II or permission of the instructor.

A review of advanced sight-reading and ear training, drills in more complex rhythmic and melodic materials including chromatic formations, and increased emphasis on individual part-singing and harmonic dictation.
Prerequisite(s): MUSIC 1630 Music Theory II and MUSIC 1640 Musicianship II or permission of the instructor.
Corequisite(s): MUSIC 2610 Music Theory III.

This course examines the development of new concepts and theories of music that led to significant departures from standard musical practices and ideals. Students will explore twentieth century pitch resources, and contrast late tonal techniques and styles of composers such as Debussy, Ives, Messiaen, Stravinsky, Schoenberg, Webern and more. Analysis of specific works will promote discussions, tracing theoretical paths that led to the development of post tonal and avant-garde music. The content is designed to:

1. Widen your knowledge of, appreciation for, and ability to identify, describe, and critically assess musical works in light of the innovative ideas that led to their creation.
2. Give you a sophisticated understanding of the cultural, aesthetic, and stylistic relevence of these works in order to better comprehend the historical impact of radical departures from the norm.
3. To practically apply your knowledge of musical elements in order to create informed and appropriate musical interpretations within the body of music that forms your own repertoire.
4. To introduce you to the oral expression of your music in the style of a professional lecture presentation, so that you can improve your skills in verbally describing music and musical analysis.

Prerequisite(s): MUSIC 2610 Music Theory III or permission of the instructor.

This course focuses on advanced concepts of analytical listening. Relying on established practices, the student will learn how to make sense of intricate and advanced musical concepts by creating a connection between aural processes and the student’s developed understanding of musical events. Topics in this class include demonstrating increasing fluency with 20th century tonalities such as modal, pentatonic, and octatonic scales, identifying tri-chord pitch-class sets, navigating exercises that modulate to distantly related keys through chromatic relationships, and auralizing advanced perceptual awareness of non-diatonic and post-tonal musical structures. Student’s will focus their efforts on two subdivisions that highlight important areas of skill development – aural acuity in recognizing advanced structures in order to identify their function in increasingly chromatic and post tonal music, and the ability to demonstrate this both through oral expression in performance and written notation of cognitively recalled exercises.
Prerequisite(s): MUSIC 2610 Music Theory III and MUSIC 2620 Musicianship III or permission of the instructor.
Corequisite(s): MUSIC 2630 Music Theory IV.

The study of arranging techniques for instrumental and vocal ensembles, including the ranges and capabilities of instruments and voices and scoring procedures.
Prerequisite(s): MUSIC 2630 Music Theory IV.
(Normally offered each fall semester.)

This course is the first Music Education course students will take in the professional sequence of music teacher education at Nebraska Wesleyan University. The purpose of the course is to introduce students to the music classroom and the issues, requirements, and duties of classroom music teachers. It is designed to help students decide whether to continue coursework in the field of music education. This course is a prerequisite to further work in the department.  Because the course provides first-year writing credit, students will be engaged in formal and informal types of writing. The types of assignments they will complete will include descriptive, summary and analysis, and instructional writing assignments.
Prerequisite(s): Permission of the instructor.
Corequisite(s): EDUC 1750 Field Experience.

An introduction to technique and conducting style with emphasis given to developing a nonbaton competency. Attention also will be given to vocal interpretation and choral score reading.
Prerequisite(s): Sophomore standing or permission of the instructor.
(Normally offered each fall semester.)

The course is offered to explore the essential topics a musician should consider when using computers and technology - whether for the purpose of listening, performing, composing, or teaching. Covering subjects ranging from music CAI (Computer Assisted Instruction) and desktop publishing to notation sequencing and MIDI and multimedia and CD audio, this course is designed as an introductory undergraduate course devoted to computers as applied to music technology for the musician and music educator.

A study of advanced conducting techniques adapted to individual student need. Emphasis will be placed on an in-depth study of choral style, literature, and various philosophies of choral singing.
Prerequisite(s): MUSIC 2510 Conducting II or permission of the instructor.
(Normally offered each spring semester.)

This course is designed to help preservice music teachers develop ways of thinking about music teaching and learning in the elementary music classroom.  Students will develop knowledge, skills and techniques for planning, delivering and evaluating music instruction for children.  Although the specific focus of this course is children ages 5-12, many of the principles of teaching and learning apply to younger and older learners.  Students must sign up for one of the labs associated with this course. 
Prerequisite(s): Acceptance in the Teacher Education Program or by permission of the chair of the Department of Education. Must have passed piano proficiency and PPST exam.

This lab course is to be taken in conjunction with MUSIC 3540 Elementary General Music Methods. Students will have been placed by the instructor into an elementary music classroom in a public school by the first week of class. Students will complete a minimum of 20 hours of observation and teaching over the course of the semester at their placement site. Typically, students visit the classroom for approximately two hours per week. It is anticipated that the hours are completed throughout the entire semester, so students should plan to continue going to their placements for the entire semester even if they complete the 20 hours early in the semester.

A survey of teaching vocal music in the secondary schools (grades 7-12). Emphasis is on administration, organization, rehearsal procedures, materials, and the philosophy of music as a public school subject.
Prerequisite(s): Acceptance in the Teacher Education Program or by permission of the chair of the Department of Education. Must have passed piano proficiency and PPST exam.

This lab course is to be taken in conjunction with MUSIC 3550 Secondary Vocal Music Methods. Students will have been placed by the instructor into a secondary vocal music classroom in a public school by the first week of class. Students will complete a minimum of 20 hours of observation and teaching over the course of the semester at their placement site. Typically, students visit the classroom for approximately two hours per week. It is anticipated that the hours are completed throughout the entire semester, so students should plan to continue going to their placements for the entire semester even if they complete the 20 hours early in the semester.

Weekly 30-minute piano lessons with one-on-one instruction. Lessons will explore piano repertoire appropriate to the student's ability level, and piano proficiency skills, including major and minor scales and cadence shords, harmonization and transposition, and improvisation.

Group piano instruction taught in the electronic piano laboratory once each week. Emphasis on mastering the piano proficiency skills of major and minor scales and cadence chords, harmonization and transposition and improvisation at the piano. P/F Only.

Weekly 30-minute piano lessons with one-on-one instruction. Lessons will explore piano repertoire appropriate to the student's ability level, and piano proficiency skills, including sight-reading hymn style piano writing and open score reading.

Group piano instruction taught in the electronic piano laboratory once each week. Emphasis on mastering the piano proficiency skills of sight-reading hymn style piano writing, and open score reading. P/F Only.

Class instruction in the performance and teaching techniques of guitar.

A study of the phonetics and pronunciation of the international phonetic alphabet (IPA) and languages appropriate to the singer.
Prerequisite(s): Music major, two semesters of private voice study, and/or permission of the instructor.
(Normally offered each fall semester.)

This course introduces a systematic pedagogical approach to the study of voice production for use in the studio or classroom. Students examine basic anatomy and physiology, vocal health, and other topics relevant to voice teaching. Students will apply these concepts through supervised teaching experiences both in and out of class.
Prerequisite(s): Four semesters of college voice study or permission of the instructor.

Advanced research methods, analytical writing, and professional presentation skills compromise the primary components of this rigorous culminating course, which focuses on the integration and application of knowledge and prepares students for the transition from their undergraduate education into their future profession. The Senior Capstone Seminar should be taken during the student's last year in residence at Nebraska Wesleyan University.
Prerequisite(s): Music major with senior standing or permission of the instructor.
(Normally offered each fall semester.)

A course designed to allow students an opportunity to determine if they have a talent for teaching. Students will be assigned to assist an elementary, or secondary school teacher for a designated period of time each week. May be repeated a maximum of three times.
Pass/Fail only.
Pre or corequisite(s): EDUC 1010 Introduction to Education in the United States.
(Normally offered each semester.)

A course designed to acquaint students with the basic principles of growth and all phases of human development. Students will be required to assist an elementary or secondary teacher for a 50-minute period twice a week.
Pre or corequisite(s): EDUC 1010 Introduction to Education in the United States or permission of the instructor.
(Normally offered each semester.)

Students observe/assist in educational settings associated with our P-12 school system.
Corequisite(s): EDUC 2050 Human Development and Learning I.
(Normally offered each semester.)

A continuation of EDUC 2050 with emphasis on the principles of learning and their application in the field of education. Secondary students will be required to assist a school teacher for a 50-minute period twice a week.
Pre or corequisite(s): EDUC 1010 Introduction to Education in the United States and EDUC 2050 Human Development and Learning I, or permission of the instructor.
(Normally offered each spring semester.)

This course helps future teachers and coaches recognize and understand biases experienced by groups and individuals due to race, ethnicity, gender, social class, religion, exceptionality, sexual orientation, and language background to help them work effectively with a diverse student or student-athlete population. This course meets the Nebraska Human Relations Training requirement for teacher certification and for the NSAA coaching certification
Pre or Corequisite(s): EDUC 1010 Introduction to Education in the United States or declared Coaching minor, or permission of instructor.
(Normally offered each semester.)

This course provides an overview of basic concepts related to the inclusive education of differently abled students. A broad understanding of a range of low and high incidence disabilities will be explored. Historical factors, legislation, litigation, service delivery models, and cross-cultural issues are examined in the course. Students will complete a fieldwork experience that will allow them an opportunity to assist kindergarten, elementary, middle school, or junior high special education students for a designated period of time. No P/F.
(Normally offered each fall semester.)

A course designed to acquaint secondary education students with appropriate teaching strategies and methodologies for the regular classroom when teaching students who are gifted or have mild/moderate disabilities. Legal responsibilities and obligations concerning both populations are also discussed. A field experience is included as part of this course.
(Normally offered each spring semester.)

Students work with one or more music teachers in an elementary school.
Prerequisite(s): Acceptance into the Teacher Education Program or permission of the department chair.

Students work with one or more music teachers in a secondary school.
Prerequisite(s): Completion of preliminary student teaching requirements or approval of the department chair.

A capstone course that meets biweekly for two hours to focus on two areas: first, to provide a structured and safe environment to dialogue about student teaching successes and concerns; and second, invited speakers, students and the instructor will discuss topics most pertinent to student teaching, how to obtain a teaching position, and critical issues for the beginning teacher. Topics include educational law, morals and ethics, student/teacher/parent rights and responsibilites, establishing and maintaining positive communication with the staff and community, as well as interviewing and job search skills.
Corequisite(s): Student teaching or permission of the department chair.
(Normally offered each semester.)