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Course Descriptions

Course Descriptions - Fall 2019

Research in Music Education

Course Descriptions - Summer 2019

Kodály Methods I
2 Graduate Credits
Dr. John Feierabend

During this course, participants will be introduced to current research findings and the implications of that research on the development of an early childhood music and movement curriculum. Materials and activities will be presented for children from birth to age 7. Collecting materials, designing teaching strategies, lesson plans and yearly curriculum, as well as developing and promoting an early childhood program, will be covered. Active participation in both music and movement activities will be the basis for most instruction.


Kodály Methods II
2 Graduate Credits
Dr. John Feierabend

Conversational Solfege is a pedagogical method that develops musical literacy. Based on models used to teach conversational foreign languages, Conversational Solfege develops an understanding of music through the use of rhythm syllables and Solfege syllables at the conversational level, then gradually evolves into traditional notation. Through carefully sequenced activities, Conversational Solfege enables students to joyfully assimilate the skills and content necessary to be musically literate. Through various techniques, Conversational Solfege allows the acquisition of musical reading and writing, dictation, improvisation and composition in an intuitive manner. This course is applicable to general music, choral and instrumental teachers.


Kodály Methods III
2 Graduate Credits
Dr. John Feierabend

This course further explores the development of musical literacy through analyzing songs and creating a sequence of learning based on song content and skill development. Strategies include listening, reading, writing, writing lesson plans and establishing yearly goals. This course also will give you an introduction of how to teach harmonic function in major and minor tonalities as they apply to improvisation and composition.


Solfege I
2 Graduate Credits
Dr. Brent Gault

Introduction to the use of Kodály techniques applied to development of skills in use of relative solmization and rhythmic syllables, aural perception, singing and conducting.


Solfege II
2 Graduate Credits
Dr. Brent Gault

Advanced study in Kodály techniques related to relative solmization, aural perception, modulation, singing, conducting, and part work.


Solfege III
2 Graduate Credits
Dr. Franklin Gallo

In Solfege III, the aural, visual and kinesthetic skills of effective music educators and conductors are presented and practiced using techniques developed by Guido d’Arezzo, John Curwen, Zoltán Kodály and others. Through studying solmization, students develop and connect their analytical knowledge of music theory to their aural comprehension. Sequentially derived exercises, extracted excerpts and authentic in-class performances advance student understanding. The practice of moveable-Do (la-based minor) solmization helps students to unpack diverse repertoire from American and European Folk heritages, the Western Art cannon and world music. Topics to be discussed include linear pentatonic, diatonic and modal sight-singing, vertical harmonic solmization and aural analysis, interval recognition, piano and vocal performance proficiency, authentic performance practice of monophonic, polyphonic, and homophonic works, and two-, three- and four-part homophony and polyphony.


Folk Song History and Research I
2 Graduate Credits
Jeff Rhone

In this course, emphasis is placed on the historical and cultural contexts of folk songs of the United States. Students study the work of various folk song collectors’ field recordings and primary source collections. Specific folk song types as well as regional and cultural folk song characteristics are studied. Students also begin work on folk song transcription and creating a basic folk song index-retrieval system.


Folk Song History and Research II
2 Graduate Credits
Jeff Rhone

This course is a continuation of Folk Song Research Level I. In this course, students continue to study folk songs in historical and cultural contexts. Students also focus on detailed folk song analysis techniques and apply them to a personal folk song collection. The students also work on more specific details of their index-retrieval system for subsequent application of folk songs to a music curriculum.


Choral Chamber Ensemble
½ Graduate Credit
Dr. Franklin Gallo

The Choral Performing Ensemble meets daily, rehearsing, and performing music of diverse genres and styles. The ensemble also serves as a pedagogical lab for participants that focuses on building musicianship and conducting skills. Registration is required of all graduate students enrolled in Kodály programs.


Advanced Conducting & Choral Literature
2 Graduate Credits
Dr. Franklin Gallo

Students are introduced to and develop precise conducting skills and rehearsal techniques needed to successfully lead choral ensembles. During this course, students will explore advanced literature useful for select children's choruses, high school choruses, and/or adult choirs.


Current Perspectives in Music Education
2 Graduate Credits
Lynne Zimmermann

Approaches to current music curriculum designs with accompanying socio-cultural trends affecting curricular theory and practices. Basic study of Kodaly, Orff, Dalcroze, CMP and Manhattanville approaches and recent symposia findings relating to music education.


Capstone/Thesis Development

0 Graduate Credits 
Dr. John Feierabend, 
Dr. Brent Gault,
Dr. Franklin Gallo,
Jeff Rhone
Lynne Zimmermann,
Sister Lorna Zemke

Capstone projects covering three content areas selected from Pedagogy, Musicianship, Folk Song History and Materials, Historical Foundations, Current Perspectives and Research in Music Education will be developed.


Capstone/Thesis Project
3 Graduate Credits
Dr. John Feirabend,
Dr. Franklin Gallo,
Dr. Brent Gault,
Dr. Sharon Morrow
Jeff Rhone,
Lynne Zimmerman,
Sister Lorna Zemke

Summative pedagogical project/research document that serves as the culminating degree requirement for the Master of Music Education – Kodály Emphasis. Students will present their work and complete a Capstone Presentation and Oral Examination.


SPECIAL TOPICS & WORKSHOPS

Bridges to the Community

1 Graduate Credit OR 0 Credit Workshop
Lillie Feierabend

Teachable moments do not always happen in the classroom. The school year provides many opportunities for students to become involved with music outside of the classroom setting. By doing so, we can also make these opportunities available to our faculty, school and community. It is our job to create opportunities for all the members of our community to become involved with music on a continuous and consistent basis throughout the day, the month and the year. This course will offer a dozen ways to positively impact the musical growth of your students while enriching the musical life of your community.


CULTURALLY RESPONSIVE TEACHING WITH KODALY

1 Graduate Credit OR 0 Credit Workshop
Dr. Loneka Battiste-Williams

This course will assist pre-service and inservice teachers develop knowledge, skills and dispositions needed to be culturally responsive music educators. It will include an examination of the cultural and political contexts in which the Kodály method was developed and how this interacts with current pedagogical ideals of culturally responsive pedagogy. This course will also address music teaching and learning as it relates to dimensions of multicultural education and components of culturally responsive pedagogy. Discussion on related current events in music education will be facilitated and teachers will be introduced to a plethora of resources for continued professional development.


ASSESSING STUDENTS WITHOUT SACRIFICING MUSIC MAKING

1 Graduate Credit OR 0 Credit Workshop
Paul Weller

Why Assess your students? To make you a better teacher and make your students more independent as musicians. This course will focus on the numerous benefits of including authentic assessment into your classroom and how to successfully implement these into your teaching sequence. Emphasis will be placed on how these are processed with students and how the student work becomes central to your classroom.


First Steps in Music
2 Graduate Credits OR 0 Credit Workshop
Dr. John Feierabend

During this workshop, participants will be introduced to current research findings and the implications of that research on the development of an early childhood music and movement curriculum. Materials and activities will be presented for children from birth to age 7. Collecting materials, designing teaching strategies, lesson plans and yearly curriculum, as well as developing and promoting an early childhood program, will be covered. Active participation in both music and movement activities will be the basis for most instruction.PLEASE NOTE: This course is cross-listed with Kodály Methods I and meets at the same time and place.


Conversational Solfege - Lower Levels
2 Graduate Credits OR
0 Credit Workshop
Dr. John Feierabend

Conversational Solfege is a pedagogical method that develops musical literacy. Based on models used to teach conversational foreign languages, Conversational Solfege develops an understanding of music through the use of rhythm syllables and solfege syllables at the conversational level, then gradually evolves into traditional notation. Through carefully sequenced activities, Conversational Solfege enables students to joyfully assimilate the skills and content necessary to be musically literate. Through various techniques, Conversational Solfege allows the acquisition of musical reading and writing, dictation, improvisation and composition in an intuitive manner. This workshop is applicable to general music, choral and instrumental teachers. PLEASE NOTE: This course is cross-listed with Kodály Methods II and meets at the same time and place.


Conversational Solfege - Upper Levels
2 Graduate Credits OR
0 Credit Workshop
Dr. John Feierabend

This workshop further explores the development of musical literacy through analyzing songs and creating a sequence of learning based on song content and skill development. Strategies include listening, reading, writing, writing lesson plans and establishing yearly goals. This workshop also will give you an introduction of how to teach harmonic function in major and minor tonalities as they apply to improvisation and composition. PLEASE NOTE: This course is cross-listed with Kodály Methods III and meets at the same time and place.