Admission Requirements | Entrance Audition | Re-admission to the Department | Transfer Students | Electronic Portfolios | Upper Division Music Education Program Requirements | Music Education Interview | Unit Requirements | Teacher Education Information | Competencies
The successful outcome of the above-described process will indicate the music faculty's confidence in the student's ability to complete the program and become a successful music educator. Students who are unsuccessful in attaining Upper Division status upon the initial attempt must reapply for Upper Division status one academic year following the initial attempt. Failure to pass the admission process on the second attempt will result in permanent dismissal from the music education program.
# of units
Basic Musicianship and Performance (70)
Professional Education (30)
General Studies (42)
All College Electives (0)
Total Number of Credits (142)
Basic Musicianship and Performance
MUS 171-473 Applied Instruction (7 units)
MUS 313, 314, or 335 Ensemble Requirement (7 units)
MUS 218 Aural Perception I (1 unit)
MUS 219 Aural Perception II (1 unit)
MUS 318 Aural Perception III (1 unit)
MUS 319 Aural Perception IV (1 unit)
MUS 230 Music Theory I (3 units)
MUS 231 Music Theory II (3 units)
MUS 440 WP Music Theory III (3 units)
MUS 331 Music Theory IV (3 units)
MUS 321 Composition, Improvisation, and Arranging (2 units)
MUS 206 History of American Popular Music (3 units)
MUS 302 Music History: Antiquity through Baroque (3 units)
MUS 303W Music History: Classic through Modern (3 units)
MUS 340W Ethnomusicology (3 units)
MUS 322 Instrumental Conducting (2 units)
MUS 333 Choral Conducting (2 units)
MUS 122 Introduction to Music Studies and Careers (2 units)
MUS 220 Technology Applications for Music Education (2 units)
MUS 113 Brass Techniques (1 unit)
MUS 114 Percussion Techniques (1 unit)
MUS 115 String Techniques (1 unit)
MUS 116 Woodwind Techniques (1 unit)
MUS 119 Vocal Pedagogy (1 unit)
MUS 345 Elementary Music Methods (3 units)
MUS 346 Field Experience in Elementary Music (1 unit)
MUS 353 Field Experience in Music for Exceptional Learners (1 unit)
MUS 360 Secondary Instrumental Music Methods (3 units)
MUS 361 Field Experience in Secondary Instrumental Music (1 unit)
MUS 362 Secondary Choral Music Methods (3 units)
MUS 363 Field Experience in Secondary Choral Music (1 unit)
SPF 203 School and Society (3 units)
SPF 303 Educational Psychology (3 units)
SPF 403 Historical and Philosophical Forces Influencing Secondary Education (3 units)
EDU 211 Introduction to Literacy Instruction (3 units)
EDU 416 Teaching Literacy in Middle and Secondary Schools (3 units)
EXE 100 Nature and Needs of Individuals with Special Needs (3 units)
MUS 457 Elementary Student Teaching (5 units)
MUS 458 Secondary Student Teaching (5 units)
MUS 460 Student Teaching Seminar (2 units)
CWP 101 College Writing I (3 units)
CWP 102 College Writing II (3 units)
Mathematics/Quantitative Reasoning (3 units)
Foundations of Civilization: American History (3 units)
Foundations of Civilization: Western Civilization (3 units)
Foundations of Civilization: Other World Civilizations (3 units)
Cognate: Humanities (6 units)
Cognate: Arts (3 units)
Cognate: Natural Sciences (6 units)
Cognate: Social Sciences (6 units)
All College Electives (none) (0 units)
Transformation: the process of transforming material by interpreting it critically in light of one's own evolving understanding, by identifying alternative ways of representing it to learners, by choosing from an instructional repertoire, and by adapting and
tailoring it to learner characteristics.
Instruction: organizing and managing a classroom, presenting clear explanations, assigning and reviewing work, interacting with learners through questions and probes, responding to answers and reactions, and providing praise and criticism.
Evaluation: formal testing and formative assessment to obtain information for making instructional decisions, providing feedback to learners, and determining grades.
Standard 1: Subject Matter
The teacher understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and can create learning experiences that make these aspects of subject matter meaningful for students.
Standard 2: Student Learning
The teacher understands how children and youth learn and develop, and can provide learning opportunities that support their intellectual, social and personal development.
Standard 3: Diverse Learners
The teacher understands how students differ in their approaches to learning and creates instructional opportunities that are adapted to learners from diverse cultural backgrounds and with exceptionalities.
Standard 4: Instructional Strategies
The teacher understands and uses a variety of instructional strategies to encourage students' development of critical thinking, problem solving, and performance skills.
Standard 5: Learning Environment
The teacher uses an understanding of individual and group motivation and behavior to create a learning environment that encourages positive social interaction, active engagement in learning, and self-motivation.
Standard 6: Communication
The teacher uses knowledge of effective verbal, nonverbal, and media communication techniques to foster active inquiry, collaboration, and supportive interaction in the classroom.
Standard 7: Planning Instruction
The teacher plans and manages instruction based upon knowledge of subject matter, students, the community, and curriculum goals.
Standard 8: Assessment
The teacher understands and uses formal and informal assessment strategies to evaluate and ensure the continuous intellectual, social and physical development of the learner.
Standard 9: Reflection and Professional Development
The teacher is a reflective practitioner who continually evaluates the effects of her/his choices and actions on others (students, parents, and other professionals in the learning community) and who actively seeks out opportunities to grow professionally.
Standard 10: Collaboration, Ethics, and Relationships
The teacher communicates and interacts with parents/guardians, families, school colleagues, and the community to support students' learning and well-being.
BM.1.1. Technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.
BM.1.2. An overview understanding of the repertory in the student's major performance area and the ability to perform from a cross-section of that repertory.
BM.1.3. The ability to read at sight with fluency demonstrating both general musicianship and, in the major performing area, a level of skill relevant to professional standards appropriate for the particular concentration.
BM.1.4. Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation, including rehearsal and conducting skills as appropriate to the particular music concentration.
BM.1.5. Keyboard competency and experiences in secondary performance areas.
BM.1.6. Growth in artistry, technical skills, collaborative competence and knowledge of repertory through regular ensemble experiences that are varied both in size and nature.
BM.2. Aural Skills and Analysis
BM.2.1. An understanding of the common elements and organizational patterns of music and their interaction, the ability to employ this understanding in aural, verbal, and visual analyses, and the ability to take aural dictation.
BM.2.2. Sufficient understanding of musical forms, processes, and structures in order to use this knowledge in compositional, performance, analytical, scholarly, and pedagogical applications, according to the requisites of their specializations.
BM.2.3. The ability to place music in historical, cultural, and stylistic contexts.
BM.3. Composition and Improvisation
BM.3.1. Rudimentary capacity to create derivative or original music both extemporaneously and in written form.
BM.4. History and Repertory
BM.4.1. A basic knowledge of music history through the present time, including study and experience of musical language and achievement in addition to that of the primary culture encompassing the area of specialization.
BM.4.2. An acquaintance with repertories beyond the area of specialization through exposure to a large and varied body of music by attending and studying recitals, concerts, opera and musical theatre productions, and other performances.
BM.5.1. The ability to use technologies current to the area of specialization.
BM.6.1. Demonstrate professional, entry-level competence in the area of specialization, including significant technical mastery, capability to produce work and solve professional problems independently, and a coherent set of artistic/intellectual goals, which are evident in the student’s work.
BM.6.2. The competency to form and defend value judgments about music, including the ability to communicate musical ideas, concepts, and requirements to professionals and lay persons.
BME.1. Desirable Attributes
BME.1.1. Personal commitment to the art of music, to teaching music as an element of civilization, and to encouraging the artistic and intellectual development of students, plus the ability to fulfill these commitments as an independent professional.
BME.1.2. The ability to lead students to an understanding of music as an art form, as a means of communication, and as a part of their intellectual and cultural heritage.
BME.1.3. The capability to inspire others and to excite the imagination of students, engendering a respect for music and a desire for musical knowledge and experiences.
BME.1.4. The ability to articulate logical rationales for music as a basic component of general education, and to present the goals and objectives of a music program effectively to parents, professional colleagues, and administrators.
BME.1.5. The ability to work productively within specific education systems, promote scheduling patterns that optimize music instruction, maintain positive relationships with individuals of various social and ethnic groups, and be empathetic with students and colleagues of differing backgrounds.
BME.1.6. The ability to evaluate ideas, methods, and policies in the arts, the humanities, and in arts education for their impact on the musical and cultural development of students.
BME.1.7. The ability and desire to remain current with developments in the art of music and in teaching, to make independent, in-depth evaluations of their relevance, and to use the results to improve musicianship and teaching skills.
BME.2. Music Competencies.
BME.2.1. Conducting. Being a competent conductor, able to create accurate and musically expressive performances with various types of performing groups and in general classroom situations through knowledge of score reading and the integration of analysis, style, performance practices, instrumentation, and baton techniques.
BME.2.2. Arranging. Competency to arrange and adapt music from a variety of sources to meet the needs and ability levels of school performing groups and classroom situations.
BME.2.3. Functional Performance. Functional performance abilities in keyboard, the voice, and instruments appropriate to the student’s teaching specialization.
BME.2.4.a. Analysis/History/Literature. The ability to apply analytical and historical knowledge to curriculum development, lesson planning, and daily classroom and performance activities.
BME.2.4.b. Analysis/History/Literature. The ability to relate their understanding of music with respect to styles, literature, multiple cultural sources, and historical development to their students.
BME.2.5.1.a. Sufficient musicianship, vocal, and pedagogical skills to teach general music.
BME.2.5.1.b. Sufficient vocal and pedagogical skill to teach effective use of the voice.
BME.2.5.1.c. Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for general music and vocal/choral music.
BME.2.5.2. The ability to successfully experience solo vocal, and small and large choral ensemble performance.
BME.2.5.3. Performance ability sufficient to use at least one instrument as a teaching tool and to provide, transpose, and improvise accompaniments.
BME.2.5.4.a. The ability to successfully teach general music classes.
BME.2.5.4.b. The ability to successfully teach beginning vocal techniques individually, in small groups and in larger classes.
BME.2.5.5. Knowledge of and performance ability on wind, string, and percussion instruments sufficient to teach beginning students effectively in groups.
BME.2.5.6. Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for instrumental music.
BME.2.5.6. The ability to successfully experience solo instrumental performance, as well as participation in small and large instrumental ensembles.
BME.2.5.7. The ability to successfully teach beginning instrumental students individually, in small groups and in larger classes.
BME.3. Teaching Competencies.
BME.3.1. Ability to teach music at various levels to different age groups and in a variety of classroom and ensemble settings in ways that develop knowledge of how music works syntactically as a communication medium and developmentally as an agent of civilization, including demonstration of skill in effective classroom and rehearsal management.
BME.3.2. An understanding of child growth and development and an understanding of principles of learning as they relate to music.
BME.3.3. The ability to assess aptitudes, experiential backgrounds, orientations of individuals and groups of students, and the nature of subject matter, and to plan educational programs to meet assessed needs.
BME.3.4. Knowledge of current methods, materials, and repertories available in various fields and levels of music education appropriate to the teaching specialization.
BME.3.5. The ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations.
BME.3.6. An understanding of evaluative techniques and ability to apply them in assessing both the musical progress of students and the objectives and procedures of the curriculum.
Assessment of Competencies: The above competencies are evaluated through the passing of courses including course work and examinations. Additionally, music education students are evaluated and assessed utilizing 22 different key competency assessments as follows: