Music Education Handbook Updated 08-30-2021

University of North Carolina Wilmington

Department of Music

Music Education Handbook

BM-Ed

(Revised 08/30/21)

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Table of Contents

Introduction ........................................................................................................................................... 2

Music Education Mission Statement ............................................................................................... 2

Program Outcomes (PO) and Student Learning Outcomes (SLOs) ................................................ 2

Annual Expectations ............................................................................................................................. 3

Music Education Speaker Series ..................................................................................................... 3

NAfME Collegiate Chapter .............................................................................................................. 3

Ensemble Requirements ................................................................................................................... 3

Year-By-Year Overviews ........................................................................................................................ 4

Year 1 Overview ................................................................................................................................ 4

Year 2 Overview ................................................................................................................................ 5

Year 3 Overview ................................................................................................................................ 6

Year 4 Overview ................................................................................................................................ 8

The Student Teaching Internship ....................................................................................................... 10

Assurances ....................................................................................................................................... 10

Professional Dispositions for Teacher Candidates....................................................................... 13

Statement of Responsibility .......................................................................................................... 14

Procedure for Progress Reviews of Music Education Majors .................................................... 15

Teaching Standards ............................................................................................................................. 16

North Carolina Standards for Music Teacher Candidates (2009) ............................................. 16

Summary of the North Carolina Professional Teaching Standards (2013) ............................... 18

Standards to Note for Student-Teaching ....................................................................................... 19

Music Ed Curriculum Checklists for Students ................................................................................... 20

Music Ed Curriculum Checklist: Winds & Percussion............................................................... 20

Music Ed Curriculum Checklist: Strings ..................................................................................... 24

Music Ed Curriculum Checklist: Voice ........................................................................................ 28

Music Ed Curriculum Checklist: Guitar & Piano ....................................................................... 32

Music Ed Curriculum Checklist: Licensure Only ....................................................................... 35

Music Ed Curriculum Checklists for Faculty and Advisors .............................................................. 39

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Introduction

This document describes the requirements for the Music Education degree at UNCW and the North

Carolina Teaching License in K-12 Music. Be sure to familiarize yourself with all the requirements

listed in this document and discuss any concerns with your advisor and/or the Music Education

Coordinator.

Music Education Mission Statement

In practical partnerships with PK-12 schools, our program develops outstanding music educators in a

collaborative environment to achieve pedagogical excellence, innovative practices, community

involvement, and musical leadership through engagement in life-long music teaching and learning to

benefit self and society.

Program Outcomes (PO) and Student Learning Outcomes (SLOs) 1. Guide the development of music education majors toward pedagogical excellence and

innovative practices.

• Students will demonstrate research-based best teaching practices through the completion

of methods courses, field experiences, effective modeling, and peer teaching in a variety

of instructional settings. SLO1 (PO1)

• Students will demonstrate innovative pedagogical practices to promote critical and

creative thinking, integrated technology, and learner-centered instruction with the

guidance of faculty and partnership teachers. SLO2 (PO1)

2. Empower student growth in leadership roles throughout academic and practical settings at the

pre-service and in-service levels.

• Students will demonstrate leadership through service to the community, the classroom,

and professional organizations (e.g. NCMEA, NAfME, Mu Phi Epsilon fraternity). SLO3

(PO2)

3. Provide a sequential curriculum with established practical partnerships in PK-12 schools to

develop pedagogical knowledge and skills through a range of diverse music education

experiences and perspectives.

• Students will engage in experiential learning partnerships with PK-12 cooperating music

educators through embedded field practicums and internships. SLO4 (PO3)

4. Foster student engagement in life-long music teaching and learning experiences with

community organizations, reflective practices, and collaborative projects for the benefit of self

and society.

• Students will participate in collaborative outreach projects that involve community

organizations, serving learners in the PK-12 age range and beyond. SLO5 (PO4)

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Annual Expectations

Music Education Speaker Series

Guests and faculty speakers will conduct regular presentations specifically for music education

majors three times per semester, on Friday afternoons at 3:30 p.m. Dates and locations will

parallel those for departmental recitals and will be announced early each semester. Attendance

and participation in at least two presentations is required per semester. Those two may substitute

for two concert attendance credits, part of the applied studio lesson grade. See your applied

instructor or the Music Education Coordinator for details.

Note: these presentations are an important part of your professional development activities

requirement. They factor into the Program and Student Learning Outcomes and are reported

during the student-teaching semester as Assurance 2 (see below for more details).

NAfME Collegiate Chapter

Membership and participation in the UNCW Collegiate Chapter of the National Association for

Music Education (NAfME) is required for the third and fourth years of the program. The chapter

number is 526; join online at www.nafme.org. Participation in NAfME is integral to the

Professional Development Activities, which should be started in the fall semester of year 3.

Details of this project are included in this handbook.

Ensemble Requirements

You are required to enroll in the appropriate large ensemble for each semester of residency

(typically seven). During EDN 409 Student Teaching, you are not considered to be in residence

and not allowed to enroll in any other courses or engage in other work responsibilities without

your supervisor’s permission. Appropriate ensembles are:

• Winds and percussion – Symphonic Band

• Strings – UNCW String Orchestra or Wilmington Symphony Orchestra

• Guitar and piano – Concert Choir or Chamber Choir for a minimum of four semesters.

You may substitute up to 3 semesters of chamber ensemble (playing the major

instrument) for additional large ensemble credits

• Singers – Concert Choir or Chamber Choir

Instrumentalists are encouraged to sing in Concert Choir for at least one semester. MUS 146

Voice Class is another option for those students. Good singing skills are fundamental to effective

music teaching in all settings at all levels. See the Department of Music Student Handbook for

more details about these ensembles.

http://www.nafme.org/

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Year-By-Year Overviews

Year 1 Overview

During the Freshman year, all Music Ed majors need to complete:

Two semesters of:

Music Theory, MUS & MUSL 111 & 112

Applied Lessons

Ensemble

Class Piano MUS 141 & 142 (if needed)

One semester of:

Survey of Western Art Music, MUS 150

ENG 101

PSY 105

A Math course

A Lab Science

Core Music Courses

Music Ed Courses

University Studies Courses

Freshman Year

Fall Semester Spring Semester

Credits Wind &

Percussion

Strings Voice Guitar

&

Piano

Credits Wind &

Percussion


&

Piano

1 MUS 110 Intro to Music Technology 2 MUS 112 Theory II

2 MUS 111 Theory I (AIL)

1 MUSL 111 Theory Lab 1 MUSL 112 Theory Lab

1 Applied Music 196 1 Applied Music 196

0 Applied Seminar 0 Applied Seminar

1 Ensemble (180, 183, 185, 186, 187) 1 Ensemble (180, 183, 185, 186, 187)

1 MUS 141 Class Piano I 1 MUS 142 Class Piano II

0 / 0 / 1 N/A N/A N/A MUS

146

Class

Voice

(if

needed)

1 MUS 150 Survey of Western Art Music

3 ENG 101 Writing & Reading 4 Lab Science

3 UNI 101 Freshman Seminar (AIL) 3 PSY 105 General Psychology (HIB)

2 PED 101 3 MAT 101, 111, 112, 141, 142, or 151

15 15 15 16 17 17 17 17

In the first semester, guitarists and pianists must take a singing placement test to determine if

MUS 146 Voice Class is necessary before taking a choir class. See the Director of Choral

Activities for details.

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There are no courses specific to the music education major during the first year. This time is for

advancing your musicianship through theory classes, applied lessons, piano classes and

ensembles. However, there are specific university studies courses that are required for admission

to the Watson College of Education. Be sure to take any specific university studies courses listed

in the first year in your particular program area checklist (See below).

Participation in the monthly Music Education Speaker Series is expected of all music ed majors, with

a requirement of attending at least two sessions each term. See the description of the speaker series

below for more details.

Membership in the National Association for Music Education (NAfME) is encouraged, starting in

year one.

If you were not accepted into the BM in Music Education program at your initial audition, you

must re-audition by the end of your first year. This should be done at one of the department’s

established audition events. Be sure your applied teacher knows about this and completes the

appropriate form.

Year 2 Overview

During the Sophomore year, Music Ed majors need to complete:

Two semesters of:

Music Theory, MUS & MUSL 211 & 300

Applied Lessons

Ensemble

Class Piano MUS 241 (if needed) & 242 (required)

Instrument Techniques, MUS 244 & 245 (Winds-Percussion-Strings)

One semester of:

Diction, one semester (Voice-Guitar-Piano)

+Foundations of Music Education (MUS 292)

EDN & EDNL 200

EDN 203

ENG 201

Upper-Level Qualifying Jury (applied area)

Piano Proficiency Exam

Passing scores for the Praxis I (unless exempted by SAT / ACT test scores)

An application to the College of Education (after completing all the above requirements)

Progress toward general University Studies requirements:

A Non-Lab Science (in a different discipline than the lab science)

A Historical & Philosophical Approaches course (PAR 101 recommended prior to taking MUS

351)

Foreign Language – 1 to 3 courses

+Foundations of Music Education is offered as a trial course, Spring 2022, With the expectation

that it will be required beginning in the catalogue year 2022-2023.

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Core Music Courses

Music Ed Courses


Sophomore Year


Credits Wind &

Percussion


&

Piano

Credit

s

Wind &

Percussion

Strings Voice Guitar &

Piano

2 MUS 211 Theory III 2 MUS 300 Applications of Theory





1 MUS 241 Class Piano III 1 MUS 242 Class Piano IV

1 / 2 MUS 244 Instrumental

Techniques I

MUS 272 or 273

Diction for

Singers

3 FNA 101 World Music and Dance (LGS,

AIL)

3 EDN 200 Teacher, School, and Society

(LDN)

1 / 0 MUS 245 Instrumental

Techniques II

N/A

1 EDNL 200 Field Experience 3 EDN 203 Psychology of Teaching (HIB)

3 / 0 University Studies 1* N/A 3 +University Studies 2*

3 ENG 201 Writing and Reading (AIL)

17 17 15 15 16 16 15 15



By the end of your second year, you are expected to complete the requirements for entering the

Watson College of Education (WCE) and formally becoming a music education major. These

requirements include earning a grade of “C-” or higher in MUS 300 and MUSL 300, EDN 200

and EDNL 200, and the specified university studies courses in English, Math, Lab Science,

passing an upper-level qualifying jury in your applied music area, piano proficiency, and possibly

Praxis Core – reading, writing and math tests (see your particular curriculum checklist at the end

of this handbook for more information). In addition, you need to complete the prescribed courses

with a GPA of 2.7 or higher. The application for the WCE is available on the Academics page in

MySeaport. Requirements and deadlines for admission can be found at

www.uncw.edu/ed/requirements.html

Year 3 Overview

During the Junior year, Music Ed majors need to complete:

A student-teaching internship application to the College of Education – Due at the beginning of the

semester prior to the internship

Two semesters of:

conducting, MUS 285 & 286 applied lessons

ensemble

music history, MUS 351 & 352

general music methods and lab, MUS & MUSL 326

http://www.uncw.edu/ed/requirements.html

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music education methods and lab, instrumental or choral, MUS & MUSL 373 or 377

One semester of:

Junior Recital, MUS 393 – requires instructor approval and advance planning

Orchestration, MUS 306

Diction, one semester (Voice-Guitar-Piano majors)

Beginning band pedagogy, MUS 320 (Wind-Percussion majors)

String class (String majors)

Jazz ensemble techniques (Winds-Percussion majors)

Progress toward general University Studies requirements:


A Historical & Philosophical Approaches course


Core Music Courses

Music Ed Courses


Junior Year


Credit

s

Wind &

Percussion


& Piano

Credits Wind &

Percussion

Strings Voice Guitar &

Piano

2 MUS 306 Orchestration 2 MUS 286 Basic Conducting II

2 MUS 285 Basic Conducting I 1 Applied Music 396

1 Applied Music 396 0 Applied Seminar

0 Applied Seminar 1 Ensemble (180, 183, 185, 186, 187)

1 Ensemble (180, 183, 185, 186, 187) 3 History of Music II (WI, HPA)

3 History of Music I (IL, WI, HPA) 3 MUS 373

Instrumental Methods

MUS 377 Choral

Methods

2 MUS 320 Pedagogy of

Beginning Band

Instruments

MUS 272 or 273

Diction for Singers

1 MUSL 373

Instrumental Field

Experience

MUSL 377 Choral

Field Experience

0 / 1 / 0 N/A MUS 243

String

Class

N/A 1 / 0 / 0 MUS 325

Jazz

Ensemble

Techniques

N/A N/A

3 MUS 326 General Music Methods 3 University Studies 3*

1 MUSL 326 General Music Field Experience 0 / 3 N/A University Studies 4*

15 16 15 15 15 14 17 17

Membership and participation in the UNCW Collegiate Chapter of the National Association for

Music Education (NAfME) is required for the third and fourth years of the program. The chapter

number is 526; join online at www.nafme.org. Participation in NAfME is integral to the

Professional Development Activities, which should be started in the fall semester of year 3.

Details of this project are included in this handbook.

http://www.nafme.org/

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Field Experiences

Work in schools with children - observing, assisting, and teaching – officially begins in third year

courses. MUSL 326, MUSL 373, and MUSL 377 are taken concurrently with the third-year music

education methods courses. Each of these involves two class meetings per week in a public-school

music class. Initial contact will be made by the professor in each course before the end of the

previous semester (the program coordinator notifies WCE of placements by the end of the previous

semester). You may request placement sites before the professor makes initial contact with the

schools. Other guided opportunities for applied learning can arise through New Horizons Band,

community Orff ensemble, UNCW Community Music Academy, and more. You are encouraged to

take advantage of these.

Recital Requirement

Take MUS 393 during your final semester of applied lessons (this is not actually a “junior

recital”). The program must be approved by an appointed faculty panel prior to your registering

for the course (see Music Student Handbook). A minimum of 20 minutes of music is required. A

minimum of one chamber music piece is required.

Year 4 Overview

During the Senior year, Music Ed majors need to complete:

An application to graduate to the Registrar – Due by the middle of the semester before graduation

One semester of:

Applied lessons

Ensemble

Measurement and Evaluation in Music Education, MUS 331

Diction, one semester (Voice-Guitar-Piano)

Vocal Pedagogy I (Voice-Guitar-Piano)

Junior Recital, MUS 393

+EDN 340 or 356, Teaching Reading

Student-Teaching Internship, ENG 409

Any remaining general University Studies requirements:


A Historical & Philosophical Approaches course


+Proposed Change: Reading for K-12 Teachers may not be required beginning in the catalog year

2022-2023.

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Core Music Courses

Music Ed Courses


Senior Year


Credits Wind &

Percussion


&

Piano

Credits Wind &

Percussion


& Piano

1 Applied Music 396 12 EDN 409 Student Teaching Internship

(EBC, CR)

0 Applied Seminar

1 MUS 393 Recital

1 Ensemble (180, 183, 185, 186, 187)

0 / 3 / 0 N/A N/A MUS 370

Vocal

Pedagogy

I

N/A

1 MUS 331 Measurement and Evaluation in

Music Education

3 +EDN 340 or 356 Reading for K-12 Teachers

3 University Studies 5*


13 13 16 13 12 12 12 12


2022-2023.

MUS 393 (a half recital) should be performed in your seventh (final) semester of lessons. A

passing score of 162 on the Praxis 2 Subject Assessment Test #5114 Music: Content & Instruction

- is required for licensure, but not graduation. Students are required to take the Praxis 2 prior to

student-teaching. The Department of Music will pay for each student to take this test once, pending

funding availability. See the Music Ed Coordinator for details.

Your EDN 409 Student Teaching will typically be supervised by the music education professor in

your area of interest. Placements are made through consultations with you, the supervisor, the

public-school teacher, and the program coordinator. It is necessary to apply to student teach

through the Watson College of Education Associate Dean’s Office early in the preceding semester.

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During the student teaching semester (EDN 409), you will complete the EdTPA (Teacher

Performance Assessment) project. A TaskStream account is required for submission of this and

other projects. No additional coursework is permitted during the student teaching semester since it

is considered a fulltime position. Special permission may be granted by your university supervisor

and the WCE associate dean in extenuating circumstances.

The Student Teaching Internship

The overarching design of the student teaching internship is earning an initial K-12 Music Teaching

License. Students will utilize the following evaluation tools during their internship:

• CPAST or Candidate Preservice Assessment of Student Teaching – an intern evaluation form

completed with the input of the intern, the partnership teacher, and the supervisor, to reflect

the intern’s performance during a minimum of three formal observations during the internship

• Coaching Plans – a minimum of five weekly plans during the internship identifying the intern’s

strengths, areas for growth, and evidence of progress

• Lesson Plans – weekly lesson plans, as assigned by the partnership teacher for specific classes

during the internship

• EdTPA Portfolio – a comprehensive, formal portfolio to reflect the intern’s Planning,

Instruction, and Assessment of Student Learning, completed during the first several months of

the internship and submitted for external review.

For additional details, see internship-related documents posted at the Watson College of Education

Office of Professional Experiences.

Assurances

There are three assurances required by the end of your student teaching internship, reported in

your Taskstream portfolio:

Assurance 1 – Certification of Teaching Capacity form

Assurance 2 – Professional Development Activities

Assurance 3 – Permission Forms for EdTPA – scanned and uploaded in one PDF document

If needed for virtual observations: Observation Videos – Video 1

Observation Video – Video 2

Observation Video – Video 3

Assurance 1: Certificate of Teaching Capacity is completed at the end of your internship in

consultation with your partnership teacher and internship supervisor. It is the final form that

represents your work in this placement

Assurance 2: Professional Development Activities (part of the Assurances Portfolio required

for licensure, uploaded to Taskstream during the student-teaching internship)

https://uncw.edu/ed/professionalexperience/internship.html#prep

https://uncw.edu/ed/professionalexperience/internship.html#prep

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Teachers lead in schools and in their profession. This role is developed through teachers

engaging in collaborative professional learning activities and by developing

professional relationships. Through the required elements, candidates demonstrate the

establishment of a pattern of identifying and seeking out pertinent professional

development opportunities through their professional organization, universities and

elsewhere. The activities of the UNCW Collegiate Chapter of NAfME will help

candidates to develop a model for supportive professional relationships in the

profession. To help establish a habit of pursuing professional growth, all teacher

candidates in music will complete the following professional development

requirements:

You should complete this paper no later than the end of the semester prior to you student

teaching semester. During the internship, your supervisor will evaluate this work using

the following rubric prior to your uploading it to Taskstream.

1. Membership in the UNCW collegiate chapter of the National Association for Music

Education (NAfME) for at least the final two years of residency is required.

Documentation is membership verification and evidence from student chapter

activities.

2. Attendance and participation in at least two sessions of the Music Education

Speaker Series per semester is required. Documentation is the attendance roster and

responses to session surveys. These PD hours are not included in item 3 below.

3. Each music education teacher candidate will attend at least one professional

conference, such as the North Carolina Music Educators Association (NCMEA)

Conference, or two professional-level seminars or workshops which focus on music

education issues, such as those sponsored by a university or school district. To

satisfy this requirement any event must be approved by your advisor.

Documentation includes certificates of attendance, session descriptions, and/or

short written reflections. The PD requirement for NCMEA Conference sessions is 6

hours per yearly conference or the equivalent number of hours in other PD

workshops focused on music education.

4. In addition, each music education teacher candidate will write one 750 – 1,000

word document reflecting on all of these PD experiences. Your reflections should

explain your personal and professional growth:

i. as a teacher

ii. as a musician

iii. as a future leader in the profession

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Accomplished Proficient

(minimum required) Developing

Membership in

NAfME and

participation in the

UNCW Music

Education Seminar

Documented membership

in NAfME for more than

final two years;

participation in seminars

has been exceptional

Documented

membership in NAfME

for final two years;

participation in seminars

has been consistent

Documented membership

in NAfME for less than

two years; attendance at

seminars has been

inconsistent

Documentation of

attendance and

description of

professional

conference or two

workshops

Documentation of attendance

at more than the minimum of

conference sessions or

workshops.

Descriptions are thorough

and insightful.

Documentation of either

one professional

conference or two

workshops is provided;

descriptions of sessions

are

complete.

Documentation of only

one workshop or less than

one day at conference;

descriptions of sessions

are minimal or

missing.

Reflection on

potential impact

of professional

development

activities

Reflections are thorough;

show exceptional insight

regarding potential

influence of activities on

future teaching and

leadership.

Reflections are complete;

including mention of

potential influence of

activities on future

teaching and leadership.

Reflections lack details,

little or no mention of

influence on future

teaching and leadership.

Assurance 3: Permission Forms for EdTPA. These are necessary for you to use student data

in the internship placement for your EdTPA submission. Before beginning video recordings

and document collection from students, interns need to obtain and scan EdTPA permissions

forms from the class they have chosen for this requirement. Once collected, scan and upload

all permission forms from the class in one PDF to TaskStream. See your supervisor, the

EdTPA coordinator in the Watson College of Education, or the WCE EdTPA Student

Information website for details.

https://uncw.edu/ed/edtpa/students.html

https://uncw.edu/ed/edtpa/students.html

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Professional Dispositions for Teacher Candidates

Embedded in the North Carolina and Interstate Teacher Assessment and Support Consortium

standards for teachers are assumptions that teachers are caring and competent. The National

Council for Accreditation of Teacher Education defines teacher dispositions as: “Professional

attitudes, values, and beliefs demonstrated through both verbal and non-verbal behaviors as

educators interact with students, families, colleagues, and communities. These positive behaviors

support student learning and development.” From these new expectations the Watson College of

Education (WCE) developed dispositional expectations for teachers with four main categories to

guide teacher candidate development. These categories promote a new, broader understanding

of teacher professionalism as defined by commitment, responsibility, caring and action on behalf

of all students.

The WCE dispositions incorporate the professional standards as described in the Code of Ethics

for North Carolina Educators and the Code of Professional Practice and Conduct for North

Carolina Educators http://www.fcschools.net/departments/teachingcodeofethics.pdf

Program Dispositions serve three purposes:

1) Inform candidates of dispositional expectations

2) Help students identify areas for further development

3) Assist faculty in candidate assessment

Through coursework and field experiences, the teacher candidates in WCE have opportunities to

develop the following dispositions.

1. Commitment to Personal and Professional Qualities

a) Integrity (honesty, ethics and character)

b) Caring

c) Tolerance

d) Critical thinking and problem solving

e) Creativity and innovation

f) Consideration and thoughtfulness

g) Language appropriate to context and audience

h) Attendance, punctuality and responsiveness

i) Professional attire and appearance

2. Commitment as a Learner

a) Engages actively in class

b) Completes assignments to the best of one’s ability

c) Takes responsibility for one’s learning by showing initiative in responding to

assignments, projects and class activities both as a learner and a teacher

d) Accepts feedback readily and is receptive to new ideas

e) Gives thoughtful consideration to different viewpoints

f) Contributes ideas and demonstrates initiative when working in groups and teams, comes

to classes and meetings prepared

http://www.fcschools.net/departments/teachingcodeofethics.pdf

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g) Collaborates with peers, colleagues and other teachers to create a professional learning

community

3. Commitment as an Educator to the Success of all Students

a) Reflects about one’s own cultural identity and experiences

b) Examines and seeks to overcome biases and stereotypes

c) Shows respect for and sensitivity to students’ varied perspectives and cultures

d) Takes responsibility for all students’ learning and holds high expectations for all students

e) Establishes an environment that is inviting, respectful, supportive and inclusive

f) Works collaboratively with families and significant adults in the lives of their students

g) Chooses methods and materials that engage all students in order to raise academic

achievement and strive to eliminate achievement gaps

4. Commitment to Professional Leadership*

a) Involves families and the community in the classroom and the school

b) Participates in initiatives to improve public education, including professional

associations, community service, boards, panels, agencies or special projects

c) Advocates for positive change in policies and practices affecting student learning and

lives

d) Seeks solutions to overcome social, political, cultural, economic, physical and cognitive

barriers that may prevent effective family and community involvement in the education

of their students

*Candidates will show evidence of some aspects of Category 4 during our preparation programs.

The intent is to show a pattern of commitment and professional behaviors that will grow beyond

our programs. This category will be assessed by candidates’ demonstrating their connections

across the classroom, school, community and society.

Statement of Responsibility

My signature below verifies that I have read the Watson College of Education Professional

Dispositions and recognize the importance of meeting these expectations. My performance on

these dispositions must meet or exceed program expectations. I understand that failure to

demonstrate appropriate dispositions may result in an intervention and/or may result in dismissal

from the Watson College of Education.

Candidate’s Printed Name

Candidate’s Signature Date _

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Procedure for Progress Reviews of Music Education Majors

To address multiple areas of student progress, the music education faculty will use tools in StarFish

and other resources to track student progress throughout the degree program, as described below.

1) The Professional Dispositions for Teacher Candidates will be presented and explained, along

with the following procedures for progress reviews. The professional dispositions document

will also be signed annually by all music education majors beginning in the sophomore year

as part of music education-specific courses.

2) The music education curriculum committee (Drs. Johnson, Kladder, and Peisner) will meet

prior to the advising period once a year to review the progress of each music education

major. Prior to this meeting the Music Education Program Coordinator will send an email

to all music faculty requesting any concerns be stated at that time.

3) The committee will briefly discuss each student and determine if there are concerns with

any individual regarding the expectations contained in the professional dispositions

document. Any student identified as demonstrating substandard adherence to the any

disposition will meet with the Music Education Coordinator to discuss the committee’s

concerns to identify the problem(s) and clearly state the steps required for the rectification

of the concern(s). Remedial steps will include frequent check-ins with corresponding

faculty to address the areas of concern. If properly addressed, the student will be notified

of a satisfactory resolution to the problem(s) at the next committee review.

4) Any student whose subsequent review shows continuing and/or additional concerns will

receive a notice to meet with the Music Education Coordinator and Music Department

Chair. At the meeting the problem(s) and the steps required for the rectification of the

concern(s) will be clearly stated. The advice of the committee will be written into a

contract for the student to sign. If any concerns are properly addressed the student will be

notified of a satisfactory resolution to the problem(s) following the next semester’s review

by the committee.

5) Following a meeting with the coordinator and chair, any student whose subsequent review

shows continuing and/or additional concerns beyond the signing of a contract with the

committee will be required to meet with the Associate Dean in the Watson College of

Education. Acceptance into the Watson College of Education or into student teaching will

be denied until all concerns are resolved satisfactorily. A new contract stating the required

steps for resolution may be drawn up at this time.

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Teaching Standards

North Carolina Standards for Music Teacher Candidates (2009)

The success of 21st century PreK-12 music programs depends upon the quality of music teacher

preparation. To ensure success, music teacher candidates must develop proficiency in

performance skills, theory and aural skills, improvisation and composition skills, and knowledge

of music history. Music teacher candidates must develop an understanding of varied music

cultures to promote global awareness. They must acquire an understanding of the importance of

music c and its power to cultivate creativity, aesthetic sensitivity, and critical thinking. Twenty-

first century music teachers must understand the importance of music technology in the

classroom. They must be advocates for music as an essential part of a dynamic culture. They

must be effective instructional program managers who have a thorough understanding of the

North Carolina Standard Course of Study goals and objectives in music.

Standard 1: Demonstrate essential skills of musical performance.

• Perform a varied repertoire of music on a primary instrument or through singing.

• Analyze, interpret, and evaluate music and musical performances.

• Demonstrate basic piano skills.

• Demonstrate basic vocal skills.

• Demonstrate basic instrumental skills.

• Demonstrate rehearsal techniques and error detection skills in conducting various

ensembles.

Standard 2: Possess comprehensive knowledge of music theory and demonstrate essential

aural skills.

• Improvise melodies, variations and accompaniments.

• Compose and arrange music within specified guidelines.

• Sight-sing and transcribe.

• Listen to, analyze and describe musical scores and compositions.

• Demonstrate an understanding of technology as a vital delivery system for teaching

and learning music.

Standard 3: Possess comprehensive knowledge of music history and use critical thinking

skills in the analysis of literature, performance styles, and genres of Western and non-

Western music.

• Relate history and culture to music.

• Make connections between music, other arts, and other disciplines.

• Design music-making experiences that promote musical and cultural inclusiveness.

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Standard 4: Possess an understanding of music through aesthetic experience and critical and

creative thinking.

• Demonstrate an understanding of the role of aesthetic experience in the enjoyment,

preference, and appreciation of music.

• Use critical thinking to make personal judgments about music through verbal and

written expression.

• Develop a personal artistic style for creating music.

Standard 5: Develop and manage a program inclusive of the goals, values, and purposes of

music education.

• Make decisions regarding budgeting, inventory, and their relationship to instructional

needs.

• Articulate the importance of advocating for and exhibiting high quality programs as

essential to the total school curriculum.

https://uncw.edu/ed/eemls/eyc/documents/specialty-area-standards.pdf

https://uncw.edu/ed/eemls/eyc/documents/specialty-area-standards.pdf

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Summary of the North Carolina Professional Teaching Standards (2013)

I. Teachers demonstrate leadership

• Lead in their classrooms

• Demonstrate leadership in the school

• Lead the teaching profession

• Advocate for schools and students

• Demonstrate high ethical standards

II. Teachers establish a respectful environment for a diverse population of students.

• Provide an environment in which each child has a positive, nurturing relationship with

caring adults

• Embrace diversity in the school community and in the world

• Treat students as individuals

• Adapt their teaching for the benefit of students with special needs

• Work collaboratively with the families and significant adults in the lives of their students

III. Teachers know the content they teach.

• Align their instruction with the NC Essential Standards

• Know the content appropriate to their teaching specialty

• Recognize the interconnectedness of content areas/disciplines

• Make instruction relevant to students

IV. Teachers facilitate learning for their students.

• Know the ways in which learning takes place, and they know the appropriate levels of

intellectual, physical, social, and emotional development of their students

• Plan instruction appropriate for their students

• Use a variety of instructional methods

• Integrate and utilize technology in their instruction

• Help students develop critical thinking and problem-solving skills

• Help students work in teams and develop leadership qualities

• Communicate effectively

• Use a variety of methods to assess what each student has learned

V. Teachers reflect on their practice.

• Analyze student learning

• Link professional growth to their professional goals

• Function effectively in a complex, dynamic environment

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VI. Teachers contribute to the academic success of students.

• The work of the teacher results in acceptable, measurable progress for students based on

established performance expectations using appropriate data to demonstrate growth.

http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-

standards.pdf

Standards to Note for Student-Teaching The following goals, based on the Professional Teaching Standards above, are particularly pertinent to your

Student Teaching experience:

1. Take responsibility for all students’ learning.

2. Use a variety of assessment approaches to evaluate progress and inform instruction.

3. Use a variety of teaching techniques and materials that address different learning styles in

order to enhance student learning.

4. Encourage an environment that is respectful, supportive, inclusive, and flexible.

5. Strive to understand how a student’s culture and background might influence his or her

school performance.

6. Think systematically and critically about student learning in your classroom – reflect on

what improves student achievement.

7. Seek to work collaboratively with families and significant adults in the lives of students.

Overcome obstacles for community involvement.

8. Incorporate the teaching of life skills in your teaching of music, including leadership, ethics, accountability, adaptability, personal productivity, personal responsibility, people

skills, and social responsibility. (These are some of the 21st Century Skills)

http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-

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Music Ed Curriculum Checklists for Students

In each curriculum checklist, below, you will find a detailed listing of coursework and other requirements

mapped out by semester. While there is some flexibility (depending on prerequisites and course availability),

following this path through the degree requirements is the best avenue for success. See your advisor, applied

instructor, and Music Education Coordinator if you have questions about navigating this pathway.

Note: In addition to completing the prescribed courses with a GPA of 2.7 or higher, earning a

minimum grade of “C-” in each required course, and passing specified tests (e.g., Praxis Core,

Praxis Subject Assessments), there is an EdTPA project during student teaching that needs to be

satisfactorily completed for each candidate to earn the initial NC teaching license.

Music Ed Curriculum Checklist: Winds & Percussion

Core Music Courses

Music Ed Courses


Freshman Year


Credits Credits








3 ENG 101 Writing & Reading 1 MUS 150 Survey of Western Art Music

3 UNI 101 Freshman Seminar (AIL) 4 Lab Science

2 PED 101 3 PSY 105 General Psychology (HIB)

3 MAT 101, 111, 112, 141, 142, or 151

15 17

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21

Sophomore Year


Credits Credits







1 MUS 244 Instrumental Techniques I 3 FNA 101 World Music and Dance (LGS,

AIL)


(LDN)

1 / 0 MUS 245

Instrumental

Techniques II

N/A


3 University Studies 1* 3 +University Studies 2*


17 16



*Non-specified University Studies courses include one in each of these categories:

· A Non-Lab Science (in a different discipline than the lab science course)

· A Historical & Philosophical Approaches course (a non-MUS course - PAR101 is recommended prior to

taking MUS351).

· Foreign Language – 1-3 courses (go to http://www.uncw.edu/fll/FLLAdvisingRequirements.html for

explanation).

Before the junior year, music education majors must also pass:

Piano proficiency exam (in MUS242)

Upper level qualifying jury in the applied music area

At this point formal admission to the College of Education and to the Teacher Education Program is

required to continue with the Music Education Curriculum. Requirements for Admission are:

Completion of the university requirements in English, mathematics and a science lab course with a grade

of “C-“ or better in each

Completion of EDN200 & EDNL200 with a grade of “C-“ or better in each

Passing scores on the Praxis Core Academic Skills for Educators as specified by the NC Board of

Education (Reading – 156, Writing – 162, Math -150, or any combined score of 468). Those with an SAT

combined score of 1100 (math & verbal) or ACT combined score of 24 are exempt from taking Praxis

Core. Those with SAT scores of less than 1100 or ACT of less than 24, but with SAT scores of 550 or

better (ACT 24) on verbal are exempt from Praxis Core Reading and Writing, SAT of 550 or better (ACT

24) on Math are exempt from Praxis Core Math. Go to ets.org to register and pay, then call 962-7444 to

schedule the computer-based Praxis tests.

http://www.uncw.edu/fll/FLLAdvisingRequirements.html

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22

Completion of four semesters with a cumulative grade point average of 2.7 or better

Completion of an application form for admission (Office of the Associate Dean, Watson College of

Education)

Junior Year


Credits Credits






3 History of Music I (IL, WI, HPA) 3 MUS 373 Instrumental Methods

2 MUS 320 Pedagogy of Beginning Band

Instruments

1 MUSL 373 Instrumental Field Experience

3 MUS 326 General Music Methods 1 MUS 325 Jazz Ensemble Techniques

1 MUSL 326 General Music Field

Experience


15 15

___ Membership in the student chapter of the National Association for Music Education (NAfME) in

conjunction with the North Carolina Music Educators Association (NCMEA).

____ Pre-approval for Junior Recital (MUS 393)




taking MUS351).


explanation).


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23

Senior Year


Credits Credits


(EBC, CR)

0 Applied Seminar

1 MUS 393 Recital

1 Ensemble (180, 183, 185, 186, 187)


Music Education

3 + EDN 340 or 356 Reading for K-12

Teachers


3

University Studies 6*

13 12


2022-2023.



Praxis Subject Assessment - Music: Content and Instruction (code #5114) is required during the

semester before student teaching. The minimum required score is 162. Go to ets.org to register and pay,

then call 962-7444 to schedule the computer-based Praxis test. A Junior Year Requirement.




taking MUS351).


explanation).


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24

Wind & Percussion

Freshman (fall-spring) 15 17

Sophomore (fall-

spring)

17 16

Junior (fall-spring) 15 15

Senior (fall-spring) 13 12

Total 120

Online Catalogue Listing:

http://catalogue.uncw.edu/preview_program.php?catoid=62&poid=11510&returnto=8325

Music Ed Curriculum Checklist: Strings

Core Music Courses

Music Ed Courses


Freshman Year


Credits Credits











3 MAT 101, 111, 112, 141, 142, or 151

15 17


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25

Sophomore Year


Credits Credits







1 MUS 244 Instrumental Techniques I 3 FNA 101 World Music and Dance (LGS,

AIL)


(LDN)

1 / 0 MUS 245

Instrumental

Techniques II

N/A


3 University Studies 1* 3 +University Studies 2*


17 16






taking MUS351).


explanation).

















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26



Education)

Junior Year


Credits Credits






3 History of Music I (IL, WI, HPA) 3 MUS 373 Instrumental Methods

2 MUS 320 Pedagogy of Beginning Band

Instruments

1 MUSL 373 Instrumental Field Experience

1 MUS 243 String Class

3 MUS 326 General Music Methods


Experience


16 14







taking MUS351).


explanation).


p.

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27

Senior Year


Credits Credits


(EBC, CR)

0 Applied Seminar

1 MUS 393 Recital

1 Ensemble (180, 183, 185, 186, 187)


Music Education


Teachers


3

University Studies 6*

13 12


2022-2023.









taking MUS351).


explanation).


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28

Strings


Sophomore (fall-spring) 17 16



Total 120



Music Ed Curriculum Checklist: Voice

Core Music Courses

Music Ed Courses


Freshman Year


Credits Credits











3 MAT 101, 111, 112, 141, 142, or 151

15 17


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29

Sophomore Year


Credits Credits







2 MUS 272 or 273 Diction for Singers 3 FNA 101 World Music and Dance (LGS,

AIL)


(LDN)

3 EDN 203 Psychology of Teaching (HIB)

1 EDNL 200 Field Experience


3 +University Studies 2*

15 15


that it will be required beginning in the catalogue year 2022-2023. *Non-specified University Studies courses include one in each of these categories:



taking MUS351).


explanation).


















Education)


p.

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30

Junior Year


Credits Credits






3 History of Music I (IL, WI, HPA) 3

MUS 377 Choral Methods

2 MUS 272 or 273 Diction for Singers 1

MUSL 377 Choral Field Experience



Experience


15 17







taking MUS351).


explanation).


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31

Senior Year


Credits Credits


(EBC, CR)

0 Applied Seminar

1 MUS 393 Recital

1 Ensemble (180, 183, 185, 186, 187)

3 MUS 370 Vocal Pedagogy I


Music Education


Teachers



16 12


2022-2023.









taking MUS351).


explanation).

Vocalists





Total 122





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32

Music Ed Curriculum Checklist: Guitar & Piano

Core Music Courses

Music Ed Courses


Freshman Year


Credits Credits








1 MUS 146 Class Voice (if needed) 1 MUS 150 Survey of Western Art Music

3 ENG 101 Writing & Reading



3 MAT 101, 111, 112, 141, 142, or 151

16 17

Sophomore Year


Credits Credits







2 MUS 272 or 273 Diction for Singers 3 FNA 101 World Music and Dance (LGS,

AIL)


(LDN)

3 EDN 203 Psychology of Teaching (HIB)

1 EDNL 200 Field Experience

3 ENG 201 Writing and Reading (AIL) 3 +University Studies 2*

15 15



*Non-specified University Studies courses include one in each of these categories: · A Non-Lab Science (in a different discipline than the lab science course)


taking MUS351).



p.

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33

explanation).


















Education)

Junior Year


Credits Credits






3 History of Music I (IL, WI, HPA) 3

MUS 377 Choral Methods

2 MUS 272 or 273 Diction for Singers 1

MUSL 377 Choral Field Experience



Experience


15 17




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34




taking MUS351).


explanation).

Senior Year


Credits Credits


(EBC, CR)

0 Applied Seminar

1 MUS 393 Recital

1 Ensemble (180, 183, 185, 186, 187)


Music Education


Teachers



13 12

+Proposed Change: Reading for K-12 Teachers may not be required beginning in the catalog year 2022-2023.









taking MUS351). · Foreign Language – 1-3 courses (go to http://www.uncw.edu/fll/FLLAdvisingRequirements.html for

explanation).



p.

DCJ 08-30-21

35

Guitar & Piano





Total 120



Music Ed Curriculum Checklist: Licensure Only

Core Music Courses

Music Ed Courses

For this option, the candidate needs to hold a

baccalaureate degree in music.

All applicants (except graduates of the UNCW music program) must pass the following:

• An audition on major instrument or voice (equivalent of upper-level qualifying jury). Contact the

appropriate studio instructor for repertoire recommendations. Also, see the Music Student Handbook.

• Music theory exam. Equivalent of MUS300 and MUSL300 final exam. Contact the Theory

Coordinator for details.

• Piano proficiency exam. See the Music Student Handbook for details.

• Two music history repertory listening exams. See the Music Student Handbook for details.

Following the administration of the above exams and an assessment of all transcripts, a Plan of Study will

be created for each applicant by the Music Education Coordinator in consultation with other music

faculty, as needed. Where deficiencies are evident, appropriate courses will be required.

All courses on this list must be completed or official evidence of equivalent courses shown. The following

music courses are offered only in the designated semester (See UNCW Undergraduate Catalogue for pre-

requisites):


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36

Instrumental Option (Winds and Percussion)


Credits Credits


2 MUS 285 Basic Conducting I 1 MUS 245 Instrumental Techniques II

1 MUS 244 Instrumental Techniques I 2 MUS 325 Jazz Ensemble Techniques (winds

& percussion majors only)

2 MUS 320 Pedagogy of Beginning

Band Instruments

3 MUS 373 Instrumental Music Methods

3 MUS 326 General Music Methods 1 MUSL 373 Instrumental Music Field

Experience

1 MUS 326 General Music Field

Experience

1 MUS 331 Measurement & Evaluation

1 MUS 243 String Class (string majors

only)

3 ++MUS 292 Foundations of Music Education

3 EDN 200 Teacher, School, & Society*

1 EDNL 200 Field Experience*

3 EDN 203 Psychology of Teaching*

3 +EDN 356 Teaching Reading for K-

12 Teachers**

12 EDN 409 Student Teaching

Internship**


2022-2023.

++Foundations of Music Education is offered as a trial course, Spring 2022, With the expectation


* Offered fall, spring, and sometimes summer semesters.

** Offered fall and spring. Requires admission to the Watson College of Education (see below for

requirements).

Admission to the College of Education and to the Teacher Education Program is required to take upper-

level EDN courses (EDN 356 and 409). Requirements for Admission are:












p.

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37


Education)

Additional Notes:

____ To enroll in EDN409 a student must have a grade of “C-“ or better in all required professional

education and music courses, and a minimum 2.7 cumulative grade point average. An application

is due in the first month of the preceding semester.




___ Membership in the student chapter of the National Association for Music Education (NAfME) is

required during the music education methods courses (MUS 326 and 373/377) and student-teaching (EDN

409).

Vocal Option (incl. guitar and piano)


Credits Credits

2 MUS 306 Orchestration 1 MUS 186 Concert Choir***

2 MUS 285 Basic Conducting I 2 MUS 286 Basic Conducting II

3 MUS 370 Vocal Pedagogy (singers

only)

3 MUS 377 Choral Music Methods

1 MUS 186 Concert Choir* 1 MUSL 377 Choral Music Field Experience

2 MUS 272 Diction for Singers I 1 MUS 331 Measurement & Evaluation

2 MUS 273 Diction for Singers II

3 MUS 326 General Music Methods

1 MUS 326 General Music Field

Experience

3 EDN 200 Teacher, School, & Society*

1 EDNL 200 Field Experience*

3 EDN 203 Psychology of Teaching*

3 +EDN 356 Teaching Reading for K-

12 Teachers**

12 EDN 409 Student Teaching

Internship**


2022-2023.

* Offered fall, spring, and sometimes summer semesters.

** Offered fall and spring. Requires admission to the Watson College of Education (see below for

requirements).

*** A minimum of four semesters in a choir is required for guitarists and pianists.

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38

Admission to the College of Education and to the Teacher Education Program is required to take upper-

level EDN courses (EDN 356 and 409). Requirements for Admission are:













Education)

Additional Notes:

____ To enroll in EDN409 a student must have a grade of “C-“ or better in all required professional

education and music courses, and a minimum 2.7 cumulative grade point average. An application

is due in the first month of the preceding semester.




___ Membership in the student chapter of the National Association for Music Education (NAfME) is

required during the music education methods courses (MUS 326 and 373/377) and student-teaching (EDN

409).

p.

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39

Music Ed Curriculum Checklists for Faculty and Advisors

Core Music Courses

Music Ed Courses


Freshman Year


Credits Wind &

Percussion


&

Piano

Credits Wind &

Percussion


&

Piano








0 / 0 / 1 N/A N/A N/A MUS

146

Class

Voice

(if

needed)

1 MUS 150 Survey of Western Art Music

3 ENG 101 Writing & Reading 4 Lab Science

3 UNI 101 Freshman Seminar (AIL) 3 PSY 105 General Psychology (HIB)

2 PED 101 3 MAT 101, 111, 112, 141, 142, or 151

15 15 15 16 17 17 17 17

p.

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40

Sophomore Year


Credits Wind &

Percussion


&

Piano

Credits Wind &

Percussion


&

Piano







1 / 2 MUS 244

Instrumental

Techniques I

MUS 272 or

273 Diction for

Singers

3 FNA 101 World Music and Dance (LGS,

AIL)


(LDN)

1 / 0 MUS 245

Instrumental

Techniques II

N/A


3 / 0 University Studies 1* N/A 3 +University Studies 2*


17 17 15 15 16 16 15 15




• A Non-Lab Science (in a different discipline than the lab science course)

• A Historical & Philosophical Approaches course (a non-MUS course - PAR101 is recommended prior

to taking MUS351).

• Foreign Language – 1-3 courses (go to http://www.uncw.edu/fll/FLLAdvisingRequirements.html for

explanation).





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41

At this point formal admission to the College of Education and to the Teacher Education Program

is required to continue with the Music Education Curriculum. Requirements for Admission are:

Completion of the university requirements in English, mathematics and a science lab course with a

grade of “C-“ or better in each



Education (Reading – 156, Writing – 162, Math -150, or any combined score of 468). Those with an

SAT combined score of 1100 (math & verbal) or ACT combined score of 24 are exempt from taking

Praxis Core. Those with SAT scores of less than 1100 or ACT of less than 24, but with SAT scores of

550 or better (ACT 24) on verbal are exempt from Praxis Core Reading and Writing, SAT of 550 or

better (ACT 24) on Math are exempt from Praxis Core Math. Go to ets.org to register and pay, then call

962-7444 to schedule the computer-based Praxis tests.



Education)

p.

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42

Junior Year


Credits Wind &

Percussion


&

Piano

Credits Wind &

Percussion


&

Piano






3 History of Music I (IL, WI, HPA) 3 MUS 373

Instrumental Methods

MUS 377

Choral Methods

2 MUS 320 Pedagogy

of Beginning Band

Instruments

MUS 272 or 273

Diction for

Singers

1 MUSL 373

Instrumental Field

Experience

MUSL 377

Choral Field

Experience

0 / 1 / 0 N/A MUS 243

String

Class

N/A 1 / 0 / 0 MUS 325

Jazz

Ensemble

Techniques

N/A N/A



Experience

0 / 3 N/A University

Studies 4*

15 16 15 15 15 14 17 17







to taking MUS351).


explanation).


p.

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43

Senior Year


Credits Wind &

Percussion


&

Piano

Credits Wind &

Percussion


&

Piano


(EBC, CR) 0 Applied Seminar

1 MUS 393 Recital

1 Ensemble (180, 183, 185, 186, 187)

0 / 3 / 0 N/A N/A MUS 370

Vocal

Pedagogy

I

N/A


Music Education

3 +EDN 340 or 356 Reading for K-12

Teachers



13 13 16 13 12 12 12 12


2022-2023.









to taking MUS351).


explanation).


p.

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44

Wind & Percussion Strings Voice Guitar & Piano

Freshman (fall-

spring)

15 17 15 17 15 17 16 17

Sophomore (fall-

spring)

17 16 17 16 15 15 15 15

Junior (fall-

spring)

15 15 16 14 15 17 15 17

Senior (fall-

spring)

13 12 13 12 16 12 13 12

Total 120 120 122 120




Documents

Music Education Handbook Updated 08-30-2021