Music Education, Vocal (B.M.)

No credit. 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.

Survey of Western music from Antiquity to the late 17th century, focusing on distinctive features of musical styles, forms, and genres. Social and cultural contexts are examined in relation to musical materials and their application within specific repertoires. 

Prerequisites:  MUSIC 101 Theory III and MUSIC 150 World Music Cultures or permission of the instructor

Survey of Western music from the early 18th century to the late 19th century, focusing on distinctive features of musical styles, forms, and genres. Social and cultural contexts are examined in relation to musical materials and their application within specific repertoires. 

Prerequisites: MUSIC 101 Theory III and MUSIC 150 World Music Cultures or permission of the instructor.

Survey of Western music from about 1900 to the present, focusing on distinctive features of musical styles, forms, and genres. Social and cultural contexts are examined in relation to musical materials and their application within specific repertoires.

Prerequisites: MUSIC 101 Theory III and MUSIC 150 World Music Cultures or permission of the instructor.

A continuation of Theory 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 001 Fundamentals of Music Theory or permission of the instructor.

Continuation of MUSIC 003 Fundamentals of Basic Musicianship.

Prerequisite(s): MUSIC 003 Fundamentals of Basic Musicianship or permission of the instructor.

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 002 Theory II or permission of the instructor.

Ninth chords and altered chords; modulation to distant keys; 20th century harmonic and melodic styles; introduction of new scale patterns; introduction to serial techniques of composition; and writing and singing applicable to later developments of harmony and melody.

Prerequisite(s): MUSIC 101 Theory III 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 004 Basic Musicianship II or permission of the instructor.

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 102 Theory IV.

(Normally offered each fall semester.)

A historical and analytical study of musical forms.

Prerequisite(s): MUSIC 102 Theory IV.

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.)

Continuation of MUSIC 225 Conducting I with emphasis on instrumental pedagogy, principles of instrumental transcription, orchestration, instrumental ranges and idiomatic characteristics, and score preparation.

Prerequisite(s): MUSIC 225 Conducting I or permission of the instructor.

(Normally offered each spring semester.)

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 philosphies of choral singing.

Prerequisite(s): MUSIC 226 Conducting II or permission of the instructor.

(Normally offered each spring semester.)

A survey of teaching vocal music in the elementary school (grades K-6). Emphasis is on methods, 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.

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.

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.

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 is to be taken in the student's last semester in residence at Nebraska Wesleyan University.

Prerequisite(s): Music major with senior standing or permission of the department chair.

(Normally offered each fall semester.)

A course providing a broad, general survey of education in the United States, designed to help students decide whether to continue coursework in professional education. This course is a prerequisite to further work in the department.

(Normally offered each semester.)

A course designed to allow students an opportunity to determine if they have a talent for teaching. Students will be assigned to assist a preschool, 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 001 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 001 Introduction to Education in the United States or permission of the instructor.

(Normally offered each semester.)

A continuation of EDUC 105 Human Development and Learning I 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 001 Introduction to Education in the United States and EDUC 105 Human Development and Learning I, or permission of the instructor.

(Normally offered each spring semester.)

This course, which meets the Nebraska Human Relations Training requirement for teacher certification, focuses on the history, culture, and contributions of African Americans, Native Americans, Asian Americans, and Hispanics. In addition, it seeks to sensitize students to dehumanizing biases experienced by groups due to race, ethnicity, gender, social class, religion, exceptionality, sexual orientation, and language background.

Prerequisite(s): Declaration of education major (Elementary Education, Special Education, Middle Grades Education) or a K-12/7-12 Teacher Education Certification program in the Registrar's Office.

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.

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.

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 responsibilities, 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.)