Current Issues in Graduate Music Education Programs

1963 ◽  
Vol 49 (5) ◽  
pp. 37-52 ◽  
Author(s):  
Neal E. Glenn
Keyword(s):  
Music Education ◽  
Education Programs ◽  
Music Education Programs

Admission and Assessment of Music Degree Candidates

2019 ◽  
Vol 29 (2) ◽  
pp. 10-21
Author(s):  
Phillip Payne ◽  
Jeffrey Ward
Keyword(s):  
Music Education ◽  
Music Educators ◽  
Music Programs ◽  
Survey Study ◽  
Assessment Practices ◽  
Education Programs ◽  
Current State ◽  
Candidate Assessment ◽  
Assessment Measures ◽  
Music Education Programs

The purpose of this survey study was to examine current admissions processes and assessment practices for music programs of National Association of Schools of Music member institutions. Representatives from 95 institutions responded to a researcher-designed questionnaire. Music education programs were perceived as being comparable to performance programs on admissions standards. We describe the current state of candidate assessment practices from matriculation through degree conferral, consider a range of assessment measures including gateway or barrier instruments, and pose critical questions about the use of such assessments to determine whether music education candidates are appropriately qualified to become P–12 music educators.

Accrediting Agencies

2019 ◽  
pp. 187-203
Author(s):  
Carla E. Aguilar ◽  
Lauren Kapalka Richerme
Keyword(s):  
Music Education ◽  
Student Teaching ◽  
Field Experience ◽  
Music Educators ◽  
National Association ◽  
Education Programs ◽  
Educator Preparation ◽  
Schools Of Music ◽  
Music Education Programs

This chapter provides an overview of two agencies that accredit collegiate music education programs: the Council for the Accreditation of Educator Preparation (CAEP) and the National Association of Schools of Music (NASM). Examining points of overlap and divergence, it explains that CAEP relies on NASM for recommendations about music content and that the CAEP standards go into greater depth about student teaching and field experience requirements than the NASM Handbook. While music educators must adhere to certain hard policies demanded by these agencies, they have discretion regarding how they create and adjust soft policies in order to meet those ends. The chapter offers that music educators might use accreditation processes to reflect on their values and to spur innovations while resisting standardization across universities.

Innovative Music Education Programs

1967 ◽  
Vol 53 (9) ◽  
pp. 50-52
Author(s):  
Ronald B. Thomas
Keyword(s):  
Music Education ◽  
Education Programs ◽  
Music Education Programs

Bimusicality and Beyond

2020 ◽  
pp. 154-178
Author(s):  
Elizabeth A Clendinning
Keyword(s):  
Social Skills ◽  
Music Education ◽  
Motor Coordination ◽  
Cross Cultural ◽  
Music Pedagogy ◽  
Listening Skills ◽  
Education Programs ◽  
Steel Pan ◽  
Artistic Collaboration ◽  
Music Education Programs

The chapter examines roles for gamelan in music pedagogy outside ethnomusicology. First, the pedagogical benefits of teaching gamelan are compared to those of teaching African drum ensembles and steel pan, two other non-Western classical percussion traditions that are commonly taught in American colleges. Then, the benefits of teaching gamelan within percussion education, composition, and music education programs are considered as teachers who employ gamelan in their classroom discuss how they use the instruments. Pedagogical benefits for students include improving motor coordination, physical technique, focus, and cognition; improving their listening skills; and expanding their concepts of artistic collaboration or group social skills, in addition to instilling real possibilities for cross-cultural professional artistic collaboration.

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