Independent reading and/or research under the guidance of a music theatre faculty member. Refer to Academic Policy section for independent study policy. Independent study contract is required. May be repeated for credit.
Non-classroom experiences in music theatre. Placements are generally off-campus, and may be full- or part-time, and with or without pay. Credit for experiences must be sought prior to occurance, and learning contracts must be submitted before the end of the first week of the semester. A maximum of 15 credit of 287/487 can be used to meet graduation requirements. See the experiential learning: internship section of this catalog for details. Restricted to students with freshman or sophomore standing. May be repeated for credit. Graded CR/NC.
Courses on topics of interest to students on the basis of need, interest, or timeliness. Prerequisite as determined by instructor. May be repeated for credit. For specific section description, click to the Section Details in VitNet.
This course focuses on performance requirements and techniques for the singing, dancing actor, including the process of preparation to performance and the stylistic differences between genres. The course utilizes material from existing music theatre literature in a variety of musical styles. Solo and ensemble participation is expected of students. Music theatre majors. May be repeated for credit.
Continuation of the development of skills learned in undergraduate conducting, with emphasis on baton technique, gesture, score preparation, score reading and interpretation, performance practice, and rehearsal sequencing. Prerequisite: at least one undergraduate-level conducting course.
The study of teaching choral music and directing techniques for middle/junior high and senior high school. Topics include rehearsal techniques, repertoire, voicing, curriculum design, classroom management, learning styles, teaching strategies, strategies for teaching students with disabilities, the changing voice, and philosophy. Emphasis on the total year's program in perspective with performances and understanding the non-musical responsibilities of a middle/junior high and high school teacher.
A class designed for the music education major with emphasis on the development of children's listening, performance, literacy, and creative-expressive skills. Students will learn how to: 1) design age appropriate lesson plans; 2) structure the classroom environment; 3) apply classic techniques of Orff, Kodaly, Dalcroze and other emerging pedagogies; 4) measure and grade musical progress; 5) teach through the multiple intelligences; 6) teach multicultural music; and 7) provide opportunity for aesthetic experiences.
A class designed for the music education major with emphasis on the development of children's listening, performance, literacy, and creative-expressive skills. Students will learn how to: 1) design age appropriate lesson plans; 2) structure the classroom environment; 3) apply classic techniques of Orff, Kodaly, Dalcroze and other emerging pedagogies; 4) measure and grade musical progress; 5) teach through the multiple intelligences; 6) teach multicultural music; and 7) provide opportunity for aesthetic experiences.
A course presenting the study and critical analysis of many pedagogical approaches of the teaching of singing. For the advanced vocal/choral student, it is a research and discussion course with a major research project. The course includes observation, practice teaching, and studio business practices of private teaching. Students use the vocal lab for research using VoceVista software and other technology. The teaching of private voice lessons is a practicum experience for the student teacher/singer.
Instrumental Techniques II introduces music education students to fingering, notation, and pedagogy related to string and percussion instruments. Students will learn basic information for classroom and arranging purposes. Prerequisite: at least two Music Theory courses at the undergraduate level.