71 courses with the subject MUS, each shown exactly as we captured it from the college's catalog, with every element we hold. Where the wording looks broken, that is our reading of the catalog, not the college's text.
MUS 101Introduction to the Art of Music,4
Introductory analysis of musical listening concepts (repertoire, performance practice, terminology, forms, timbres, dynamics, pitches, etc.) through various distinct course sections devoted to the study of a particular category of music. Categories studied include classical, jazz and other styles of music. Focus on the music category within historical, political, sociological and cultural perspectives.
A fundamental course in notation, rhythm and meter, scales, intervals, triads, seventh chords, and Roman numeral labeling and analysis. Throughout the core-theory curriculum, students are introduced to the styles, forms, and compositional procedures of music and analyze representative compositions as well as compose in various forms.
Development of fundamental skills introduced in Materials of Music I including two-part and four-part writing, counterpoint, and principles of diatonic harmony. Throughout the core-theory curriculum, students are introduced to the styles, forms, and compositional procedures of music and analyze representative compositions as well as compose in various forms.
A fundamental course to acquaint students of voice with correct standard English diction and to familiarize them with the International Phonetic Alphabet as a clear system of notating speech sounds. Open to all students registered for vocal instruction.
A continuation of the phonetic studies from MUS 121 - English Diction, with application of the International Phonetic Alphabet to the Italian language.
Group instruction in the basic principles of vocal technique, including breathing, posture and vocalization. Commensurate with LSN 161 - Private Voice Instruction. It may be counted toward the 1-credit courses required for private instruction.
The purpose of this course is to develop a strong foundation of work habits and basic skills in piano playing. Prerequisites: piano placement audition. It may be counted toward the 1-credit courses required for private instruction.
The purpose of this course is to continue developing the strong foundation of work habits and basic skills in piano playing already acquired during the previous course, Class Piano I. It may be counted toward the 1-credit courses required for private instruction.
A continuation of MUS 112 - Materials of Music II with emphasis on chromatic harmony. Throughout the music theory sequence, students are introduced to the styles, forms and compositional procedures of music and are required to analyze representative compositions as well as compose in various forms.
Introduction to the relationship between music and society, culture, history. Introduction to musicologies: the varied ways of exploring music cultures and the fundamental modes of inquiry into the field.
Students will gain experience in using music to effectively teach and engage students in language arts, science, math and social studies, while also boosting mental, emotional and social development. Students will also receive basic training in the rudiments of music so that they can better understand and integrate the subject matter into their teaching. Taken concurrently with EDUC 202, EDUC 318, EDUC 359, and PED 301.
The purpose of this course is to continue developing the strong foundation of work habits and basic skills in piano playing already acquired during the previous course, Class Piano II. It may be counted toward the 1-credit courses required for private instruction.
The purpose of this course is to continue developing the strong foundation of work habits and basic skills in piano playing already acquired during the previous course, Class Piano III. It may be counted toward the 1-credit courses required for private instruction. MUS 231 must be passed with a minimum grade of B in order to register an S grade for MUS 399.
MUS 232History of Western Music: Medieval to the Mid-19th Century,4
A survey of Western musical practice from the early medieval period to the mid-19th century. Focus is on the development of styles, genres, musical forms, media, social history, religious and liturgical contexts, and aesthetic perspectives.
This is an upper-level topic-driven course for sophomores through seniors, open to music major and non-majors with a strong interest in vocal performance. Students engage in advanced, performance-focused study of diverse vocal repertoire, including underrepresented works, within a rigorous, graduate-level classroom and performance environment. Topics vary each semester. Enrollment is capped at 15 students and offered based on student interest and evolving pedagogical and artistic priorities.
A study of post-tonal musical practice. Focus is on the development of styles, genres, musical forms, social history, aesthetic perspectives, and compositional procedures.
Students will develop and exercise teaching skills for success in the choral classroom. As a conductor/teacher, students will need the ability to reflect critically about their teaching by intentionally examining pedagogy, materials, and personal resources related to the teaching/learning transaction. Additionally, the course will acquaint students with the various types, genres, and voicings of quality choral literature appropriate for choirs of all ages.
Introduction to musical materials and processes in select and varied global musics. Attention to analysis, aural skills, and creative activity (composition, improvisation, realization) within these musics.
Courses covering various topics of interest in this particular discipline are offered regularly. Contact department or program chair for more information.
This course documents successful completion of the piano proficiency requirement. Successful completion of the piano proficiency requirements will be documented as a grade of S/U on the official transcript under the course MUS 399 - Piano Proficiency, no credit. E.
A study of a musical genre which varies by semester. Focus on musical practice and its surrounding contexts. Emphasis on research and writing or analysis.
A study of a musical period which varies by semester. Focus on musical practice and its surrounding contexts. Emphasis on research and writing or analysis.
A study of a musical topic which varies by semester. Focus on musical practice and its surrounding contexts. Emphasis on research and writing or analysis.
A study of analytical motivations, techniques and results, focusing on the major analytical methodologies and theoretical models in use today. Complementary study of musical forms from the Baroque through the present, including art and popular music.
As a continuation of Critical Analysis I, a study of analytical motivations, techniques and results, focusing on the major analytical methodologies and theoretical models in use today. Complementary study of musical forms from the Baroque through the present, including art and popular music.
A study of baton techniques, selection of voices, choir organization, the rehearsal, phonetics and literature. A choir is organized within the class for practical experience in conducting.
A course designed to acquaint the student with the song literature from the 17th century to the present. Interpretation, style and program building are studied.
Fundamentals of tone production and singing. This course is intended primarily for music education students with majors in instrumental music. It may be counted toward the 1-credit courses required in private instruction.
An introduction to music technology including audio recording/editing techniques, MIDI, and Digital Audio Workstations, as well as an exploration of the creative process. The course culminates with an original project incorporating technology.
This course acquaints students with basic principles and techniques of teaching voice, introduces the physiology of vocal production, and presents appropriate literature for beginning voice students. Prerequisites: two years of college vocal study or consent of instructor.
A course in teaching methods and available materials for piano instruction and a survey of the various pedagogical schools. Open to intermediate and advanced piano students.
A study of the literature written for the keyboard from the time of J.S. Bach to the present, involving listening, analyzing and performing. Also includes ongoing consideration of the great keyboard players of the past and present.
This course acquaints students with beginning to advanced solo literature for their instrument and develops a comprehensive knowledge of solo, chamber and orchestral string literature. This course is required for the Bachelor of Music-Performance major in strings and it is expected that students be enrolled in lessons concurrently while taking this class.
This course acquaints students with basic principles and techniques of teaching stringed instruments, explores advanced philosophies of string playing, introduces the physiology of playing, and presents appropriate literature for teaching beginning through advanced string students in the private studio or college setting. Although this course is required for the Bachelor of Music-Performance major in strings, anyone interested in learning more about strings pedagogy is welcome and encouraged to enroll.
MUS 478Woodwinds, Brass or Percussion Literature and Pedagogy,2
Will engage the student in the study of solo and chamber ensemble literature. It will combine historically significant works, prominent composers, and contemporary literature, while exploring the historical development of solo and chamber ensemble literature. Students will broaden their knowledge of pedagogical techniques. Each member of the class will research, study, and perform assigned selections for the class.
This course provides an opportunity for individual students to conduct in-depth study of a particular topic under the supervision of a faculty member. Contact the department or program chair for more information.
This course provides an opportunity for individual students to conduct research in a specific area of study, completed under the direction of a faculty mentor. Specific expectations of the research experience to be determined by the faculty. Repeatable for credit. Prerequisite: consent of instructor.
Examine and perform research in music education: reading data-based research, gaining bibliographical control of a topic, applying basic research materials and procedures, developing an understanding of quantitative (descriptive, behavioral, experimental) and qualitative methodologies in music education, and demonstrating the ability to discriminate between speculation and data-based information.
MUS 611History and Philosophy of Music Education,4
Explores the history of American music education and the philosophies that inform current practice. Emphasis is on the relationship between historical/philosophical thought and current music education issues.
Explore psychology of the human response to music including: the psychological, physiological, sociological and cultural effects of music and the other arts, factors that affect practice, performance and learning, artistic preference and abilities, acoustical and psycho-acoustical aspects of the brain related to music, and the ability to discriminate between databased information and speculation.
This course explores new directions in the fields of ethnomusicology and musicology as they relate to music education and the contemporary study of music. Topics include music and sustainability, music as social life, community-based music, and the use of early and global music in the music classroom.
This course explores compositional and analytical approaches as they relate to teaching and learning in music. While including a review of fundamental analytical methodology and creative processes in music, the courses contextualizes analysis and creativity within the practice of the K-12 music educator. Topics include songwriting, creating and analyzing multi-part music, strategies of arranging existing material for voices and instruments, and approaches to spontaneous music-making.
This course studies various technologies useful to music educators. Students will use these softwares to create musical projects and explore ways to incorporate these technologies into their classrooms/teaching.
This course deepens the professional educator's music literature study, analysis, and critical listening skills. They will choose which educational levels into which they choose to delve. As a course in educational methodology, topics will include definitions of quality repertoire, how to incorporate repertoire into curriculum design, scope/sequence of a yearly repertoire, pedagogical considerations, student assessment strategies, and educational resources for further study. This course can be repeated.
This course is designed to provide students with the advanced skills for successfully conducting an ensemble. The materials presented and concepts explored during this course cover advanced physical, scholarly, musical, and psychological aspects of conducting. Most classes will require active participation through conducting and performing together. Students will collectively form an ensemble to serve as the laboratory ensemble for individual conducting experiences in class. This course can be repeated.
This course will examine how one's teaching practices increase the value of experiences students receive in the choral classroom. We'll discuss fostering inclusive environments by examining new practices and how we address issues of gender, sexual identity, religion, and world music and the relevance of choral music in ever-evolving lives of singers and audiences. Our exploration will include assessment in the choral classroom and new methodologies that promote equitable grading policies and practices.
Continuing enrollment in Graduate Programs. This option is used for registration after completion of all course requirements or when not otherwise actively enrolled. This course may not be used to meet any program or graduation requirement.
The thesis or professional project will be a written work of publishable quality and will include documentation of literature review and evidence of extensive research to inform the work.
