Music

 

Admission Requirements

The music education program leads to a New York State Initial Certification for teaching Pre-K-12, broadfield in New York State schools. This program requires intensive study in music performance, music history, music theory, and methodologies of teaching, with special focus on world music and urban culture.

Students who are interested in the Music Education major must Apply for Admission to Buffalo State by completing a SUNY application and Register for an Audition for the Music Department. Once the application is reviewed by the Office of Admissions staff, applicants will be contacted to arrange an audition and interview with members of the Music Department faculty. Admission to the Music Education major is based on the outcome of the audition and interview. Freshmen or transfer students who have a successful audition, but do not pass the interview, will be offered admission to the Bachelor of Arts in Music degree.

Entry into an educator preparation program (like Music Education) at the undergraduate level requires a High School Average of 85% or higher, which is considered equivalent to a collegiate GPA of 3.0. Transfer students applying to these programs must demonstrate a GPA of 3.0 either in the last semester of full-time study or as a cumulative average from multiple colleges, whichever is a more accurate representation of ability. Candidates applying to educator preparation programs must submit an SAT or ACT score as part of their application to Buffalo State. Prospective candidates who do not yet demonstrate a 3.0 GPA and/or high school average of 85% or higher should consult the Coordinator of Undergraduate Music Education or the Music Department Chair for suggested pathways to achieve successful candidacy. 

Entrance Audition

All prospective Music Education students must audition for admission to the Music Department. Prospective students are afforded two opportunities to audition for admission. If a student is not accepted after the second audition, a third audition is not permitted. Click here to Apply and Audition at SUNY Buffalo State.

Re-admission to the Department

Students who have taken a leave of absence exceeding one academic year will be required to audition for readmission to the Music Department. Juniors and Seniors who have successfully entered the Upper Division Music Education program and have taken a leave of absence exceeding one academic year may be required to audition and re-interview for placement in the Music Education program, at the discretion of the Music Department Chairperson. Student must also Re-apply for Admission to Buffalo State after an absence exceeding one academic year.

Transfer Students

Transfer students who are interested in the Music Education major must first Apply for Admission to Buffalo State College as a Music Education major with lower division status. As soon as you complete the SUNY Application, transfer students must Sign up for an Audition and Interview with members of the music faculty.

For transfer students, the initial interview for acceptance to the Upper Division Music Education program must have completed or be enrolled in MUS 330- Music Theory III and MUS 318- Aural Perceptions III. If a student has satisfied the requirements for Music Theory III and Aural Perceptions III, then the interview must occur in their second semester of full-time study. Students may not interview prior to the completion of two semesters of full time study as a Lower Division Music Education major.  However, all students must complete the initial interview after no more than 5 semesters of full-time study as a Lower Division Music Education major, regardless of Theory and Aural Perceptions enrollment. The faculty reserves the right to compel the initial interview for acceptance to the Upper Division Music Education program at any point in a Music Education major’s course of study.

For acceptance to the Upper Division Music Education program, Music Education transfer students must successfully satisfy the requirements stated in this handbook. Transfer students who do not satisfy these requirements cannot enter the Upper Division Music Education program. If a transfer student does not pass on the first attempt, the jury and Music Education Interview must be held a second time within one academic year of the initial attempt. Failure to pass the admission process on the second attempt will result in permanent dismissal from the music education program.

Electronic Portfolios

All Music Education majors are required to compile and maintain an electronic teaching portfolio in Taskstream. Detailed requirements regarding content and layout are available online or from the music education coordinator. All portfolio design and content requirements will be covered in coursework. If additional assistance is required, it is the responsibility of the student to seek instruction or guidance from the music education coordinator or other appropriate sources. Students will NOT attain Upper Division Music Education status or be permitted to student teach without an appropriate electronic portfolio as determined in corresponding coursework.

Upper Division Music Education Program Requirements

Upper Division denotes the advanced set of courses in the Music Education curriculum (Elementary Methods, Secondary Choral Methods, Secondary Instrumental Methods, co-requisite Field Experiences, Student Teaching, and Student Teaching Seminar) required to complete the Bachelor of Music in Music Education (B.Mus.) degree at Buffalo State College. Upper Division Status must be attained before registering for any Upper Division music education courses.

All B.M. in Music Education Lower Division students must demonstrate their readiness to proceed to the Upper Division Music Education program through the music education interview. For students who enter Buffalo State as freshmen, the initial interview for acceptance to the Upper Division Music Education program must occur in the fourth semester of full-time music study as a Lower Division Music Education major. For transfer students, the initial interview for acceptance to the Upper Division Music Education program must occur after completing or while enrolled in MUS 330- Music Theory III and MUS 318- Aural Perceptions III, or in the second semester of full-time music study if a student has satisfied the Music Theory and Aural Perceptions requirements. The faculty reserves the right to compel the initial interview for acceptance to the Upper Division Music Education program at any point in a Lower Division Music Education major’s course of study.

For students who apply for Upper Division in Spring 2017 or before, 

1. Fulfill college competency requirements in mathematics and English composition.
2. Successfully complete MUS 122 with a minimum grade of C.
3. Maintain a minimum cumulative GPA of 3.0 in major coursework and 3.0 overall as calculated by Degree Navigator.
4. Pass Theory IV.
5. Pass a juried performance commensurate with admission to MUS 371.
6. Satisfactory professional disposition as assessed by the Professional Disposition Report (PDR).
7. Compile and maintain an electronic teaching portfolio in TaskStream according to stated criteria (see Electronic Teaching Portfolio).
8. Successfully pass the Music Education Interview (see Music Education Interview).

 

For students who apply or reapply to Upper Division in Spring 2018 or after:

1. Fulfill college competency requirements in mathematics and English composition
2. Successfully complete MUS 122 with a minimum grade of C
3. Maintain a minimum cumulative GPA of 3.0 in major coursework and 3.0 overall as calculated by Degree Navigator
4. Pass MUS 330: Theory III
5. Pass MUS 218: Aural Perceptions III
6. Pass a juried performance commensurate with admission to MUS 371
7. Satisfactory professional disposition as assessed by the Professional Disposition Report (PDR)
8. Compile and maintain an electronic teaching portfolio in TaskStream according to stated criteria (see Electronic Teaching Portfolio)
9. Successfully pass the Music Education Interview (see Music Education Interview)
10. Successfully pass the Musicianship Exam (see Musicianship Exam)

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.

Music Education Interview

Interviews will be held each spring semester. Results of the Music Education interview will be based upon:

1. A review of the candidate’s electronic teaching portfolio
2. An overview of the candidate’s academic, musical, and professional teaching disposition progress and growth
3. The candidate’s brief oral presentation on his/her readiness to enter the Upper Division Music Education program
4. The candidate’s responses to the committee’s interview questions

Musicianship Exam

The exam will be held each spring semester. Exam preparation materials will be provided during the fall semester. The exam has five sections:

• Improvisation
• Singing and Playing Piano Accompaniment
• Modified Piano Accompaniment
• Sight Reading
• Error Detection

The exam will be administered and graded by music education professors. Passing the exam will be determined as follows:

• Pass: Pass all five sections.
• Conditional Pass: Pass at least three sections. May be admitted to Upper Division pending results of other Upper Division admission requirements. If admitted to Upper Division, the student must retake failed sections at the end of first semester of Upper Division. Failure of retaken sections will result in removal from the Music Education degree.
• Fail: Fail three sections or more. Must retake the entire exam.

B.M. in Music Education Requirements

Degree Title: Bachelor of Music in Music Education
Number of Years to Complete the Degree: Four

Musicianship and Performance and Music Education (70)
Professional Education and Student Teaching (30)
General Studies (33-39)
All College Electives (0)
Total Number of Credits (142)

Musicianship (32 credits)
     MUS 122 Introduction to Music Studies and Careers (2 credits)      
     MUS 218 Aural Perception I (1 credit)
     MUS 219 Aural Perception II (1 credit)
     MUS 318 Aural Perception III (1 credit)
     MUS 319 Aural Perception IV (1 credit)
     MUS 230 Music Theory I (3 credits)
     MUS 231 Music Theory II (3 credits)
     MUS 330 Music Theory III (3 credits)
     MUS 331 Music Theory IV (3 credits)
     MUS 321 Composition, Improvisation, and Arranging (2 credits)
     MUS 206 History of American Popular Music 1900-1950 (3 credits)
     MUS 302 Music History: Antiquity through Baroque (3 credits)
     MUS 303 Music History: Classic through Modern (3 credits)
     MUS 440 Ethnomusicology (3 credits)

Music Performance (14 credits)
     MUS 171-473 Applied Instruction (7 credits)
     MUS 313, 314, or 335 Ensemble Requirement (7 credits)

Music Education (24-25 credits)
     MUS 113 Brass Techniques (1 credit)
     MUS 114 Percussion Techniques (1 credit)
     MUS 115 String Techniques (1 credit)
     MUS 116 Woodwind Techniques (1 credit)
     MUS 119 Vocal Pedagogy (1 credit)
     MUS 220 Technology Applications for Music Education (2 credits)
     MUS 322 Instrumental Conducting (2 credits)
     MUS 333 Choral Conducting (2 credits)
     MUS 345 Elementary Music Methods (3 credits)
     MUS 346 Field Experience in Elementary Music (1 credit)
     MUS 353 Field Experience in Music for Exceptional Learners (1 credit)
     MUS 360 Secondary Instrumental Music Methods (3 credits)
     MUS 361 Field Experience in Secondary Instrumental Music (1 credit)
     MUS 362 Secondary Choral Music Methods (3 credits)
     MUS 363 Field Experience in Secondary Choral Music (1 credit)
     MUS 364 Field Experience in Community Music Settings (1 credit)*
          *Required for students who enrolled in Music Edcuationin Fall 2016 and after      

Professional Education (15-18 credits)
     SPF 203 School and Society (3 credits)
     SPF 303 Educational Psychology (3 credits)
     SPF 403 Historical and Philosophical Forces Influencing Seconday Education (3 credits)*
          *Required for students who enrolled in Music Education prior to Fall 2016
     EDU 211 Introduction to Literacy Instruction (3 credits)
     EDU 416 Teaching Literacy in Middle and Secondary Schools (3 credits)
     EXE 100 Nature and Needs of Individuals with Special Needs (3 credits)

Student Teaching (12 credits)
     MUS 457 Elementary Student Teaching (5 credits)
     MUS 458 Secondary Student Teaching (5 credits)
     MUS 460 Student Teaching Seminar (2 credits)

General Studies (33-39 credits) Intellectual Foundations
     Basic Written and Oral Communication (6 credits)
          CWP 101 (3): must earn a minimum grade of C
          CWP 102 (3): must earn a minimum grade of C

     Mathematics and Quantitative Reasoning (3 credits)
     Select one course from this area
     *Can satisfy major/minor requirements

     Cognate Foundations (12 credits)
     Select one course from each area
          Arts (3)
          Humanities (3)
          Natural Science (3)
          Social Science (3)
     *MUS course will not satisfy the Cognate Foundations Requirements

     Foundations of Civilizations (9 credits)
     Select one course from each area
          American History (3)
          Western Civilization (3)
          Non-Western Civilization (3)
     *Can satisfy major/minor requirements
    
     Diversity (3 credits)
          *Music Majors satisfy this requirement with MUS 206

     Global Engagement (0-6 credits)
          Select option(s)

     Intellectual Skills and Competencies (0 credits)
          Writing Across the Curriculum (Infused)
          Critical Thinking (Infused)
          Information Management (Infused)
     *Music Majors satisfy these requirements in MUS 303 and 440

All College Electives (0 credits)

 

Teacher Education Information

The Music Education program at Buffalo State falls under the administrative umbrella of the Teacher Education Unit. Music education teacher candidate policies listed below are explicated in the Teacher Education Unit’s (TEU) Policy Handbook

• Fair Process Policy and Procedures
• Professional Competencies for Teacher Education Candidates
• Candidate Consultation Policy and Procedures
• Resolution of Candidate Complaints
• Candidate Consultation Report
• Teacher Education Field Placement Policies
• Field Placement Location and Transportation
• Undergraduate Grade Point Average (GPA) Policy
• Transfer Policies

Matters of incongruence between the TEU Policy Handbook and the Music Department Handbook shall be resolved collaboratively by the Vice President for Teacher Education, the Dean of Arts and Humanities, and the Music Department Chair. Music Education majors should be familiar with the TEU’s mission, which is “…to prepare knowledgeable and skilled educators who are committed to ensuring that all students achieve their greatest intellectual, emotional, and physical potential.”

In addition, Music Education majors must have a working knowledge of the TEU’s conceptual framework. The conceptual framework for all teacher preparation programs at Buffalo State College articulates the unit's vision, ensures coherence across candidates' programs and reflects our commitment to prepare candidates to work effectively with all students including students with culturally, linguistically, and ethnically diverse backgrounds and students with disabilities.

An evolutionary process based on program evaluation and research in teacher education has resulted in the present model that conceptualizes teaching as facilitating learning. Teachers take that which they understand and transform it for effective instruction through a cycle of activities involving:

• Comprehension: an understanding of the purposes of education
• 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.
• Reflection: the process of examining the teaching and learning that has occurred by reviewing, reconstructing, re-enacting, and analyzing one's own teaching behavior and the learners' performance. For Buffalo State College's conceptual framework, the term "critical reflection" will be used to emphasize the need for teacher candidates to critically examine or reflect upon their performance as reflective facilitators of learning.

Displayed below is a graphic representation of the conceptual model for educator preparation at Buffalo State College:

Required Outcomes for Music Education Students: The model describes the purposes, processes, outcomes, and evaluation of the professional education programs at the basic level. It consists of three major components -- the Learner, the Content and the Pedagogy. These three components are interrelated and integrated to prepare teacher candidates to assume roles as reflective facilitators of learning through coursework and experiences in each component of the model. The reflective facilitator of learning has a broad liberal arts background coupled with pedagogical knowledge and content knowledge and exemplifies those qualities and dispositions that characterize effective teachers.

When considering the three major components of the conceptual framework, it is important to acknowledge that all learning occurs within an ever-changing context: the environment of the school, the local community, and the broader society. Instructional context encompasses such factors as the prevalence of technology within a school, as well as those issues pertaining to diversity and inclusion. The nature of Buffalo State College's teacher education programs reflects our awareness of the influence of instructional context on learning. We seek to prepare our candidates to experience a variety of teaching situations through authentic context learning experiences facilitated through various k-12 community partnerships, and to adjust continually to changes within the profession.

All degree candidates in the Music Education program will strive to attain and exhibit the Interstate New Teacher Assessment and Support Consortium (INTASC) Standards.
 

• 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.

Graduates of the Bachelor of Music in Music Education program at Buffalo State receive New York State Initial Teacher Certification. Information, policies and procedures regarding certification is available through the Buffalo State Teacher Certification Office.
 

Competencies

In addition to the INTASC standards explicated above and consistent with the mission, goals, and objectives of the Buffalo State College Music Department, the music faculty expects all B.Mus. in Music Education degree candidates to demonstrate the following competencies:

• BM.1. Performance
• 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. Technology
• BM.5.1. The ability to use technologies current to the area of specialization
   
• BM.6. Synthesis
• 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. Specialization

          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:

1. Applied Music Juries
2. Composition, Improvisation, and Arranging (CIA) Assessment
3. Music Theory Assessment
4. Aural Perception Assessment
5. Music History Assessment
6. Music Technology Assessment
7. Conducting Assessment
8. Professional Education Courses
9. Concert Attendance
10. Piano Proficiency Examination
11. Recital
12. Upper Division Transition
13. Small/Large Ensemble Experience
14. Professional Disposition Reports
15. Introduction to Music Studies and Careers Key Assessment
16. State Licensure Examination
17. Student Teacher Observation
18. Lesson Plan Assessment
19. Field Experience Assessment
20. Seminar Assessment Project
21. Electronic Teaching Portfolio
22. Secondary Instrument Class (course grades)

View the Competency Map and Degree Timeline for the B.Mus. in Music Education degree
This map shows the relationship between the competencies expected for the degree and the 22 assessments listed above. Furthermore, the map shows in which courses the competency is addressed and assessed.