Music Education
This program of study is designed for students seeking careers as a school music teacher at the elementary, middle and/or high school levels. The course of study prepares future music teachers in all areas - instrumental, choral, and general music - and also prepares students for continued study at the graduate level. Students seeking this degree generally possess considerable prerequisite musical skill and ensemble experience.
Admission to Clinical Practice
Applications for clinical practice are due midterm in the semester prior to clinical practice. Clinical practice encompasses a semester in which music education candidates are engaged in full-time teaching activities under the supervision of a classroom teacher. The Director of Field Placement evaluates applications for clinical practice and makes determination of approval based on academic readiness and satisfactory progress with program and college requirements. Decisions may be appealed to the Chair of the Department.
Candidates must pass all diagnostics tests before beginning clinical practice (senior year).
Detailed requirements and information related to clinical practice can be found in the LaGrange College Field Experience and Clinical Practice Handbook (FECPH).
Certification Requirements
To be eligible for initial teacher certification recommendation, teacher candidates must have successfully completed all program requirements. In addition, candidates must have a passing score on the appropriate GACE Content Examination(s), plus having passed the edTPA and the Georgia Educator Ethics assessment.
Policy for Remediation of Inappropriate Dispositions and/or Inadequate Performance
Dispositions
Because appropriate dispositions enhance teaching and learning, the Department of Education believes that candidates should project positive and productive attitudes toward students, colleagues and professors. The term “appropriate dispositions” refers to positive attitudes, respect for the diverse characteristics of others, and taking grievances to the appropriate person in a professional manner. In the pursuit of knowledge of learning, childhood and society, appropriate dispositions reflect the candidates’ abiding respect for the intellectual challenges set before them by their professors. Teachers are committed intellectuals who value rigorous inquiry, critique and informed skepticism as ways to expand their ethical, cultural and intellectual universes. To engage in professional exchanges, committed teachers must demonstrate constructive dispositions at all times. If a classroom professor observes or becomes aware of inappropriate dispositions, then she or he will issue a written warning to the candidate. Upon the second time, the candidate will be required to attend a hearing before Education faculty for possible disciplinary action. At the discretion of the faculty, disciplinary action may result in a reduction in grade or, in severe situations, expulsion from the program. Appropriate dispositions are also expected and assessed during field and clinical experiences.
Performance
Candidates who exhibit poor content knowledge, content pedagogical knowledge, professional skills and/or fail to demonstrate a positive effect on student learning based on specific criteria stated in the Field Experience and Clinical Practice Handbook (FECPH) may be required to complete a remedial Professional Development Plan (PDP). Dismissal from the program is possible if the candidate fails to meet the minimum scores on the PDP. Specific procedures, instruments and scoring criteria used to assess dispositions and performance are described in the FECPH.
Descriptions and pre-requisites for all courses listed in the Music Education program of study that contain a MUSI prefix may be found in the Music Department section of the bulletin.
Majors and Minors
Major Minor
B.A. in Music EducationCourses
This course emphasizes learning methods of tone production and developing basic performance competencies on brass instruments. The course also surveys beginning, intermediate, and advanced method books. In addition, it examines the mechanical characteristics of brass instruments and teaches emergency repair techniques.
This course emphasizes knowledge of hardware and software designed specifically for use in the music classroom. Musical Instrument Digital Interface (MIDI) applications for notation, basic sequencing and computer-assisted instruction are special focuses. The course also covers administrative software for the music program and instruction-related use of the Internet. Students will develop practical skills on selected MIDI, administrative software programs, and music notation software Finale and Sibelius.
This course emphasizes learning methods of tone production and developing basic performance competencies on orchestral stringed instruments. The course also surveys beginning, intermediate, and advanced method books. In addition, it examines the mechanical characteristics of stringed instruments and teaches emergency repair techniques.
This course emphasizes learning methods of tone production and developing basic performance competencies on percussion instruments. The course also surveys beginning, intermediate, and advanced method books. In addition, it examines the mechanical characteristics of percussion instruments and teaches emergency repair techniques.
This course emphasizes learning methods of tone production and developing basic performance competencies on woodwind instruments. The course also surveys beginning, intermediate, and advanced method books. In addition, it examines the mechanical characteristics of woodwind instruments and teaches emergency repair techniques.
This course focuses on the development of specific teaching skills, techniques and materials to support the role of the elementary/general music teacher. The course prepares prospective general track music specialists for all aspects of the role including curriculum design and the incorporation of a wide variety of methodologies into classroom instruction. Field component and peer teaching required. Prerequisites: MUSI 2201, MUSI 2213.
Designed to provide students with in-depth knowledge of instrumental conducting techniques and literature. Students will study appropriate conducting gestures specific to instrumental ensembles while acquiring knowledge of the great monuments of instrumental literature. Prerequisites: MUSI 3366 Basics of Conducting.
Designed to provide students with in-depth knowledge of choral conducting techniques and literature. Students will study appropriate conducting gestures specific to choral ensembles while acquiring knowledge of the great monuments of choral literature. Prerequisites: MUSI 3366 Basics of Conducting.
This course introduces students to the traditional music of countries and cultures from around the world. It includes study of samples of the music of southeastern Europe, Asia, Africa, Russia, the near East, the Caribbean, and North America.
This course focuses on the development of the specific teaching skills, techniques and materials to support the role of the choir director and vocal music teacher. The course prepares prospective choral/vocal music specialists for all aspects of the role including curriculum design, rehearsal procedures, methodologies, and the study of appropriate choral literature. Field component, peer teaching and laboratory conducting are required. Prerequisites: MUSI 2202, MUSI 2214, MUSI 2204.
This course focuses on the development of specific teaching skills, techniques and materials to support the role of band director and instrumental music teacher. The course prepares prospective instrumental music specialists for all aspects of the role including curriculum design, rehearsal procedures, methodologies and the study of appropriate band literature. Field component, peer teaching and laboratory conducting are required. Prerequisites: MUSI 2202, MUSI 2214, MUED 2000, MUED 2040, MUED 2030, MUED 2020
This course provides a full-day teaching experience for a minimum of thirteen (13) weeks. Pre-service teachers are assigned to diverse public schools and gradually assume responsibility for working with groups and individuals. They participate in classroom teaching and observation, planning and evaluation conferences, and other school-related experiences, with guidance provided by the cooperating teacher and College supervisor, gradually assuming total responsibility for the class. Prerequisites: Successful completion of other Education/Music Education courses, 2.5 GPA