Music Education Major

HFA AND SSH PEAKS

Students who wish to earn teacher certification in music education (grades K-12) must complete the Music Education major. This major fulfills the Humanities and Fine Arts (HFA) Peak and the Social Sciences and History (SSH) Peak. In addition, students must complete their Natural Sciences and Mathematics (NSM) Peak and their Professional Foundations (PFE) Peak.

Students must maintain a minimum 2.75 cumulative GPA to qualify for licensure in the state of Idaho. Before student teaching, students must pass their required Praxis exams.

Students should consult with Education Department faculty early in their program to ensure they are on a proper pathway toward licensure.

Major Requirements

97-99 credits

Music Core (56 credits)

Theory and Aural Skills (18 credits)

MUS-101	Introduction to Music Theory and Sound Studies	3 credits
MUS-101L	Aural Skills	1 credit
MUS-200	Diatonic Harmony through Counterpoint	3 credits
MUS-201	Seminar in Chromatic Harmony	3 credits
MUS-202	Twentieth-Century Styles	3 credits
MUS-275	Aural Skills for Music Educators	2 credits
MUS-425	Musical Form and Analysis	3 credits

Music History (6 credits)

MUS-311	European Classical Music: Antiquity to 1750	3 credits
MUS-312	European Classical Music: Post 1750	3 credits

Diverse Voices (3 credits)

Complete one course.

MUS-113	Music of Love, Death and All the Rest	3 credits
MUS-207	Celtic Music: A Strange and Complicated History	3 credits
MUS-208	Music, Gender, and Sexuality	3 credits
MUS-213	History of Popular Music: Rebellion, Bling, and Authenticity	3 credits
MUS-221	World Music	3 credits

Music Education Courses (12 credits)

MUS-220	Introduction to Music Technology	1 credit
MUS-341	Beginning Conducting	2 credits
MUS-342	Advanced Conducting	1 credit
MUS-346	Woodwind Instrument Techniques	1 credit
MUS-347	Brass and Percussion Instrument Techniques	2 credits
MUS-442	Music Methods and Materials	3 credits
MUSAP-131	Keyboard Skills for Music Educators I	1 credit
MUSAP-132	Keyboard Skills for Music Educators II	1 credit

Pedagogy and Practicum (1 credit)

Complete one course.

MUS-443	String Pedagogy and Practicum	1 credit
MUS-444	Choral Pedagogy and Practicum	1 credit
MUS-445	Band Pedagogy and Practicum	1 credit

Area-Specific Courses (3-5 credits)

Students pursuing the choral education track should complete MUS-238, MUS-239, and MUS-333 . Students pursuing an instrumental track should complete MUS-350 .

MUS-238	English and German Diction for Singers	1 credit
MUS-239	French and Italian Diction for Singers	1 credit
MUS-333	Vocal Pedagogy and Literature	3 credits
-	or
MUS-350	Orchestration	3 credits

Performance Skills (10 credits)

Applied Lessons (4 credits of MUSAP courses: 8 semesters)

Ensembles (6 credits of MUS-120 to MUS-129: 6 semesters)

MUS-001 (0 credits; 6 semesters)

Music Capstone (3 credits)

MUS-498

Music Capstone

3 credits

Education Core (25 credits)

EDU-202	Introduction to Teaching	3 credits
EDU-301	Foundations of Schooling	3 credits
EDU-305	Literacy in Content Areas	4 credits
EDU-306	Writing Process and Assessment	3 credits
EDU-430	Teaching in a Diverse Society	3 credits
EDU-441	Curriculum and Instruction	3 credits
EDU-442	Teaching Exceptional Children	3 credits
PSY-201	Developmental Psychology	3 credits

Student Teaching (16 credits)

Complete a student-teaching placement in a local school setting.

EDU-471	Instructional Methods and Assessment	3 credits
EDU-488	Secondary Student Teaching	12 credits
EDU-489	Student Teaching Seminar	1 credit

Outcomes

The Learner and Learning

Standard 1: Learner Development. The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.

Standard 2: Learning Differences. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.

Standard 3: Learning Environments. The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation.

Content

Standard 4: Content Knowledge. The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make the discipline accessible and meaningful for learners to assure mastery of the content.

Standard 5: Application of Content. The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.

Instructional Practice

Standard 6: Assessment. The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision making.

Standard 7: Planning for Instruction. The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross- disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.

Standard 8: Instructional Strategies. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.

Professional Responsibility

Standard 9: Professional Learning and Ethical Practice. The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.

Standard 10: Leadership and Collaboration. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

State Specific Standards

Standard 11: American Indian Tribes in Idaho*. The teacher candidate should be able to distinguish between each of the federally recognized tribes with respect to the retention of their ancestral lands in Idaho: Coeur d’Alene Tribe, Kootenai Tribe of Idaho, Nez Perce Tribe, Shoshone-Bannock Tribes, and the Shoshone-Paiute Tribes. Teacher candidates build capacity in learners to utilize the assets that each learner brings to the learning community based on their backgrounds and experiences. *The federal, state, local, and tribal governments of Idaho recognize the unique inherent self-determination of each tribe. The self-determination of each tribe recognizes Indigenous peoples as peoples, rather than populations or national minorities. The tribes are separate and distinct from each other.

Standard 12: Code of Ethics for Idaho Professional Educators. The teacher candidate understands the Code of Ethics for Idaho Professional Educators and its place in supporting the integrity of the profession.

Standard 13: Digital Technology and Online Learning. The teacher candidate knows how to use digital technology to create lessons and facilitate instruction and assessment in face-to-face, blended, and online learning environments to engage students and enhance learning.