99 courses with the subject MUED, 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.
An orientation for first semester music education majors, including an overview of music education philosophy and contemporary issues in music education. (F,Y) Attributes: TE1 Credit
Second of four semesters of observations or participation in music teaching in a variety of settings and student development levels. Prerequisites: MUED 10100. (S-Y) Attributes: TE0.5 Credit
Primarily for the instrumental music education major, this MUED course focuses on healthy vocal production and pedagogy in school music settings. Basics of singing and vocal development will be covered, as will the pedagogical uses of the voice in instrumental music education settings and personal connections to vocal music. (F,S) 1 Credit
This course provides performance and pedagogy techniques for oboe and bassoon to prepare students as future music teachers and instrumental ensemble directors. (F,S) 2 Credits
Drum set secondary instrument study for percussion music education students. Exploration of drum set musicianship, technique, coordination, instrument setup/maintenance, repertoire development, and teaching methods. (IRR) 1 Credit
Orchestral and rudimentary snare drumming with like-hand and traditional hand holds. Standard rudimentary drum literature, teaching methods, and techniques for all percussive instruments. Maintenance and repair of instruments. (F,S) 2 Credits
This course is designed to provide string music education majors with strategies for teaching and playing string instruments as future music teachers and instrumental ensemble directors. Focus is placed on NYSSMA Levels 1 & 2 (beginning) performance standards for the violin, viola, cello, and double bass. (F,O,S) 2 Credits
Third of four semesters of observations of or participation in music teaching in a variety of settings and student developmental levels. Prerequisites: MUED 10200. (F-Y) Attributes: TE0.5 Credit
This course is designed to address topics relevant to success in contemporary music education and will include several areas of focus required by NYSED regulations. Current Topics in Music Education serves as the fourth of four classes in the music field-experience sequence. Prerequisites: MUED 20100. (S-Y) Attributes: TE0.5 Credit
This course is designed to provide the non-string music education major with strategies for teaching and playing string instruments as future music teachers and instrumental ensemble directors. (F,S) 1 Credit
This course is designed to help students develop knowledge of woodwind, brass, and percussion techniques as future music teachers and instrumental ensemble directors. (F,S) 2 Credits
This course provides performance and pedagogy techniques for brass instruments to prepare students as future music teachers and instrumental ensemble directors. (F,S) 2 Credits
This course provides performance and pedagogy techniques for woodwind instruments to prepare students as future music teachers and instrumental ensemble directors. (F,S) 2 Credits
Techniques and materials for teaching children to play classroom instruments, including Orff instrumentarium, soprano recorder, autoharp, and guitar. Prerequisites: Sophomore standing; MUED 10200. (F-S) Attributes: TE1 Credit
This course is a continuation of MUED 14700: String Methods I and is designed to provide string music education majors with strategies for teaching and playing string instruments as future music teachers and instrumental ensemble directors. Focus is placed on NYSSMA Levels 3 & 4 (intermediate) performance standards for the violin, viola, cello, and double bass. Prerequisites: MUED 14700. (S,F) 2 Credits
This course is a continuation of MUED 24700: String Methods II and is designed to provide string music education majors with strategies for teaching and playing string instruments as future music teachers and instrumental ensemble directors. Focus is placed on NYSSMA Levels 4 performance standards for the violin, viola, cello, and double bass. Prerequisites: MUED 24700. (F,S) 2 Credits
Emphasis is placed on planning, implementing, and evaluating an eclectic curriculum based on conceptual pedagogy. Study of the influences of Dalcroze, Orff, and Kodály. Projects in designing materials for large group, small group, and individualized instruction of pre-kindergarten through grade 6. Survey of adaptations necessary for the special learner in music in mainstreamed and inclusive settings. (F-S) Attributes: SL, TE2 Credits
Philosophical and pedagogical foundations for providing successful diverse musical experiences within the public schools. Special focus will be given to a broad range of musical genres and ensembles, including how to incorporate and support their inclusion into the traditional public school music program. The course will include experiential opportunities related to contemporary ensembles in the public school and will place added emphasis on world music. Prerequisites: MUED 20100. (S,Y) Attributes: TE1 Credit
Philosophical and pedagogical foundations for providing successful diverse musical experiences within the public schools. Special focus will be given to a broad range of musical genres and ensembles, including how to incorporate and support their inclusion into the traditional public school music program. The course will include experiential opportunities related to contemporary ensembles in the public school and will place added emphasis on jazz. Prerequisites: MUED 20100. (S,Y) Attributes: TE1 Credit
Philosophical and pedagogical foundations for providing successful diverse musical experiences within the public schools. Special focus will be given to a broad range of musical genres and ensembles, including how to incorporate and support their inclusion into the traditional public school music program. The course will include experiential opportunities related to contemporary ensembles in the public school and will place added emphasis on ethnic fiddling. Prerequisites: MUED 20100. (S-Y) Attributes: TE1 Credit
A thorough review of professional expectations and requirements for music educators entering into professional teaching contexts that involve school-aged children pre-K-12th grade. Prerequisites: MUED 10100. (F,S) 1 Credit
An examination of diversity, equity and inclusion in music education with special attention paid to public education in K-12 contexts. Topics address age-appropriate classroom music selection, pedagogical approaches, curriculum planning, assessment strategies, and arts integration. Students explore a balance of research and practice with an emphasis on expanding their skills and understandings for inclusive music education practices aimed to serving diverse populations. (F,S) 2 Credits
Designed to develop proficiency in manual and aural skills. Prerequisites: MUTH 22400. (F) Attributes: TE2 Credits
Music Education General Musicianship Requirements
Designed to develop proficiency in manual and aural skills. Prerequisites: MUTH 22400. (F) Attributes: TE2 Credits
20 Music Education General Musicianship Requirements
This course explores topics relating to the implementation of a successful school orchestra music program, including rehearsal techniques for teaching NYSSMA Levels 1-6 orchestral repertoire, philosophical issues, national and state standards, administrative duties, evaluation, assessment, recruitment techniques, ensemble classroom management, and advocacy/parent relations. The course also serves as a forum for field experience questions and issues. Corequisites: MUED 37100. Prerequisites: MUED 24700. (F) Attributes: TE3 Credits
A survey of elementary and junior high school ensemble materials. Students perform on instruments other than their major one and may, at the discretion of the instructor, be given opportunities to conduct rehearsals. Class meeting: Two hours per week. Prerequisites: Junior standing; MUED 30100 or MUED 30300. (S,B) 1 Credit
A survey of elementary and junior high school ensemble materials. Students perform on instruments other than their major one and may, at the discretion of the instructor, be given opportunities to conduct rehearsals. Class meeting: Two hours per week. Prerequisites: Junior standing; MUED 30100 or MUED 30300. (S,E) 1 Credit
Taught in tandem with the junior vocal student teaching experience at Immaculate Conception School. The pedagogical principles, philosophical issues, and the state and national standards that were introduced during the prerequisite courses are continued at a more advanced level and applied with children from preschool through grade 8 in the music classroom. Prerequisites: Junior standing; MUED 24600; MUED 26700. Corequisites: MUED 36900. (F) Attributes: TE1 Credit
Emphasis is placed on implementing a successful school instrumental music program, including philosophical issues, national and state standards, administration, evaluation, assessment, recruitment techniques, ensemble classroom management, and advocate/parent relations. Also a forum for field experience questions and issues. Prerequisites: Junior standing; secondary instruments through the sophomore year. 1 credit. (S) Attributes: TE1 Credit
In this course, students will examine specific approaches to general music teaching in the context of content, lesson, and curriculum development. Classroom management and logistics, teaching language, and strategies for student engagement are a part of this course. Additionally, students will also learn to play a selection of classroom instruments and the appropriate pedagogies for teaching these instruments to children. Prerequisites: MUED 10100 and MUED 26700. Corequisites: MUED 37100. (F,S) 3 Credits
The study and practical application of materials and techniques for teaching choral music in elementary, middle, and high school. Special consideration is given to music for the changing-voice choir. Additional topics include observation, discussion, practice, and planning of choral programming, choral classrooms, and choral programs. (F,S) Attributes: TE3 Credits
Junior year. Observation of experienced teachers, followed by biweekly teaching experience under supervision in a local lab school (Immaculate Conception School). Prerequisites: Junior standing; MUED 20200; MUED 24600; MUED 26700 with a minimum grade of C+. Corequisites: MUED 36100. (F) Attributes: TE2 Credits
Observation of experienced teachers, followed by weekly teaching experience under supervision in elementary contexts. Jr. Standing. Successful completion of secondary Instruments through sophomore year depending on track: Prerequisites: MUED 36400 or MUED 37500 or MUED 34700. (F) Attributes: TE2 Credits
Emphasis is placed on implementing a successful school instrumental music program, including philosophical issues, national and state standards, administration, evaluation, assessment, recruitment techniques, ensemble classroom management, and advocate/parent relations. Students learn techniques for teaching woodwind, brass, and percussion instruments in private, small group and large ensemble settings. Also a forum for field experience questions and issues. Corequisites: MUED 37100. Prerequisites: MUED 10100; MUED 23000; MUED 23100. (F) Attributes: TE3 Credits
Junior Year. Observation of experienced teachers, followed by weekly primary-level teaching experience under supervision. The rehearsal lab is a supplement to the junior-level student teaching experience and is an extension of the rehearsal practice covered in the conducting course. The lab provides more opportunities for students to lead peers in large ensemble choral rehearsals, including choral warm-ups and rehearsal of distinctive choral repertoire in a wide range of styles and periods. The course includes the study of excellent repertoire appropriate for middle school and high school. Prerequisite: MUED 30100 and MUED 36900. Corequisite: MUED 30200. (S,Y) 2 Credits
Junior year. Observation of experienced teachers, followed by weekly teaching experience under supervision in elementary contexts. Prerequisite: MUED 30100 or 30300 and MUED 37100. Corequisite: MUED 30200 or MUED 30400. (S,Y) 2 Credits
Junior Year. Observation of experienced teachers, followed by weekly primary-level teaching experience under supervision. The rehearsal lab is a supplement to the junior-level student teaching experience and is an extension of the rehearsal practice covered in the conducting course. The lab provides more opportunities for students to lead peers in large ensemble orchestra rehearsals, including orchestra warm-ups and rehearsal of distinctive orchestra repertoire in a wide range of styles and periods. The course includes the study of excellent repertoire appropriate for elementary school, middle school, and high school. Prerequisite: MUED 30300 and MUED 37100. Corequisite: MUED 30400. (S,Y) 2 Credits
This course examines future possibilities in music education. In particular it focuses in on emerging practices in K-12 and community music contexts. Topics center on music teacher education, student learning in facilitated environments, learner-led and informal/non-institutionalized environments. Students will explore a balance of research and practice with an emphasis on pedagogical possibilities in innovative and inclusive music education. Prerequisites: MUED 10100. (IRR) 2 Credits
Students engage in the study and practice of conducting choral music for improved clarity of basic conducting technique, working on advanced techniques and more challenging music. In addition, the course includes score study that leads to more artistic conducting and the study of rehearsal techniques that lead to expressive singing and musical understanding. Students will work through repertoire from a variety of periods and styles with varied conducting challenges. Prerequisites: MUED 30200 or MUED 30400. (B,F) 2 Credits
Studies and practices aimed toward improved clarity of basic stick technique through the use of unequal motions (rhythmic and melodic). Practical exploration of rehearsal techniques, with an emphasis placed on clarity and efficiency in solving problems of balance, ensemble, intonation, and phrasing. Prerequisites: MUED 30400. (F-B,E,S-B) 2 Credits
An investigation of world musics in the context of cultural values and identities, with a focus on how to teach them to students in the public school setting. Prerequisites: MUED 36100, MUED 37500, or MUED 34700. (S-B, E) 2 Credits
The study and evaluation of materials appropriate for teaching elementary, junior high, and senior high school band. Included is the examination of method books, instructional materials, and music for wind band. Prerequisites: Junior standing; MUED 30300. (S) 2 Credits
A study of techniques employed by high school and college marching bands, including arranging, fundamentals, and charting procedures. Each student is required to chart an entire field band show. Includes extensive use of video. Prerequisites: Junior standing; MUED 37500 or MUED 35600, or permission of instructor. (S-B) 2 Credits
Senior year. A diversified half-semester, full-time teaching experience in a carefully selected public school; emphasis on the junior and senior high school levels. Prerequisites: Senior standing; MUED 38000 within a minimum grade of C+ (see "prerequisites/eligibility" for the music education senior student teaching experience, in the "Music Education Student Teacher Handbook"). (F-S) Attributes: TE6 Credits
Senior year. A diversified half-semester, full-time teaching experience in a carefully selected public school; emphasis on the secondary school levels. Prerequisites: Senior standing; MUED 38100 or MUED 38200 with a minimum grade of C+ (see "prerequisites/eligibility" for the music education senior student teaching experience, in the "Music Education Student Teacher Handbook"). (F-S) Attributes: TE6 Credits
Explore a full semester of full-time music teaching in a school. Working closely with the MUED department, placements are determined based on specific needs/preferences. Senior student teachers gain experience as a school music teacher under supervision and mentorship of an experienced cooperating teacher and college level supervisor. Emphasis will be on middle and high school music education. This is a capstone experience including significant student reflection and synthesis of prior coursework. (F,S) Attributes: CP12 Credits
An independent project in which the music education student reflects on the Junior Student Teaching experience and synthesizes the experience with all the other Integrative Core, Liberal Arts, and School of Music curricula. Prerequisite: Senior standing. Co-requisite: MUED 46800 or 46900. (F,S) Attributes: CP2 Credits
Study of conducting choral music with a variety of styles and interpretive techniques. Students have the opportunity to conduct several visiting high school or college choirs during class sessions. (B,F,Y) 2 Credits
Studies and practices aimed toward the improved clarity of basic stick technique through the use of unequal motions (rhythmic and melodic). Practical exploration of rehearsal techniques with an emphasis on clarity and efficiency in solving problems of balance, ensemble, intonation, and phrasing. 2 Credits
An in-depth investigation of principles and procedures for developing the public school wind band, including the study and evaluation of materials appropriate for teaching elementary, junior high, and senior high school band. Included is the examination of method books, instructional materials, and music for wind band. 2 Credits
Study, through lectures, class discussions, and student conducting, of basic principles and procedures in developing the choral ensemble and choral literature for various ensemble levels. Considerable attention is devoted to the care and teaching of the adolescent voice, both in the solo and the ensemble situation. 2 Credits
An investigation of principles and procedures for developing the public school orchestra, including the study and evaluation of materials appropriate for teaching elementary, junior high, and senior high school orchestra, as well as large group lessons. Included is the examination of method books, instructional materials, and music for orchestra. (Sum, IRR) 2 Credits
Study and evaluation of materials appropriate for teaching elementary, junior high, and senior high school general music. Included is the examination of method books, instructional materials, and music for general music. Study through lectures, class discussions, and student micro teaching of basic principles and procedures in developing the general music classroom. Considerable attention is devoted to the care and teaching of learner developmental stages. (U) 2 Credits
A study of techniques employed by high school and college marching bands, including arranging fundamentals and charting procedures. Each student is required to chart an entire field band show. Extensive use is made of film and videotape. 2 Credits
An in-depth study of the philosophy, psychology, and pedagogy of the Suzuki method. An in-depth study of the Suzuki repertoire contained in the Suzuki Association of the Americas (SAA) foundation unit, and units I and II with emphasis on both the pedagogical understanding and the performance skills of the pieces. A special study is made of techniques needed to teach preschool children. 3 Credits
Continuation of Suzuki Seminar I with emphasis on the repertoire and pedagogy continued in the SAA units III and IV. An analysis of how Shinichi Suzuki's approach to the technique fits into the broader historical development of instrument technique. 3 Credits
An in-depth investigation of world musics, including inherent cultural values and identities, with a focus on American public school curricula and pedagogies. 2-3 Credits
Designed for graduate students in programs that will likely lead to careers in higher education. Topics include: designing and organizing music courses (applied music as well as academic classes); research-based strategies for meeting the developmental needs of the undergraduate student; and growth in personal teaching practice through reflection. (F) 2-3 Credits
Designed for graduate students in programs that will likely lead to careers in higher education. Topics include: designing and organizing music courses (applied music as well as academic classes); research-based strategies for meeting the developmental needs of the undergraduate student; and growth in personal teaching practice through reflection. 1 Credit
Designed for graduate students in programs that will likely lead to careers in higher education. Topics include: designing and organizing music courses (applied music as well as academic classes); research-based strategies for meeting the developmental needs of the undergraduate student; and growth in personal teaching practice through reflection. 1 Credit
Designed for graduate students in programs that will likely lead to careers in higher education. Topics include: designing and organizing music courses (applied music as well as academic classes); research-based strategies for meeting the developmental needs of the undergraduate student; and growth in personal teaching practice through reflection. 1 Credit
Intensive review of techniques for playing and teaching woodwind instruments – flute, oboe, clarinet, saxophone, and bassoon. Pedagogical approaches and materials for teaching beginning through high school players, developing audiation skills, embouchure, range, endurance, flexibility, technique, breath control, and articulation, as well as equipment and literature choice. Strong emphasis is placed on playing as well as teaching these instruments. 2 Credits
Intensive review of techniques for playing and teaching brass instruments – trumpet, horn, trombone, euphonium, and tuba. Pedagogical approaches and materials for teaching beginning through high school players, developing audiation skills, embouchure, range, endurance, flexibility, technique, breath control, and articulation, as well as equipment and literature choice. Strong emphasis is placed on playing as well as teaching these instruments. 2 Credits
Intensive review of techniques for playing and teaching percussion instruments – snare drum, keyboard percussion, timpani, drum set, and hand drums. Pedagogical approaches and materials for teaching beginning through high school players, such as developing audiation skills, embouchure, range, endurance, flexibility, technique, breath control, and articulation, as well as equipment and literature choice. Strong emphasis is placed on playing as well as teaching these instruments. (U) 2 Credits
Advancing skills for playing and teaching string instruments of the violin-family – violin, viola, cello, and double bass. Presented are pedagogical approaches and materials for teaching beginning through high school players. Special attention is paid to developing posture, bowing, tuning, shifting, and vibrato skills, as well as to equipment and literature choices and to understanding similarities and differences between the instruments. Strong emphasis is placed on playing as well as teaching these instruments. 2 Credits
Examines multiple views of working with student voices of all ages (elementary through high school) in order to further their success in singing. Participants will learn advanced vocal production and pedagogy techniques to assist in their own growth as well. 2 Credits
Explores culturally inclusive musical repertoire and instrumentation through learning to play and teach guitar, bass, keyboard and drum set. Blends contemporary instrumental music making in a way that embraces a diverse array of pedagogies including scaffolding, facilitation, approximation and student-centered democratic processes. Through teacher-led demonstration as well as student-centered exploration, participants migrate along the binary of formal and informal through integrated instrumental musical performance, improvisation and composition opportunities. No prior experience with popular music or popular music instruments is required. 2 Credits
Hands-on work with all types of pitch (e.g., xylophone and ukulele) and non-pitch classroom instruments. Performance skills for the teacher as well as creative lesson planning (e.g., creating Orffestrations, assessment of musical skills, and opportunities for student musicianship) will be explored. (U) 2 Credits
Studies and practices aimed toward the improved clarity of basic baton technique. Practical exploration of rehearsal techniques with an emphasis on clarity and efficiency in solving problems of balance, ensemble, intonation, and phrasing. Conducting will be approached through the perspective of musical artistry and expression by both the conductor and the ensemble. 2 Credits
Techniques and strategies for teaching music with technology and performing music on instruments such as computers and iPads. The material covered will provide basic skills in utilizing technology to support music learning and performance. The musical and pedagogical approaches are geared towards both traditional and non-traditional music learners of all ages in ensemble and general music contexts. 2 Credits
Ensemble experience and exposure to early music literature. Several concerts are scheduled each semester. Class meeting: Two hours per week. (S) 0-1 Credits
1-2 Credits
1-2 Credits
This course focuses on using music in the elementary school classroom. Topics include cross-curricular use of music, repertoire, and materials for appropriate grade levels. (U) Attributes: TE1 Credit
Introductory instruction that leads to independent work required in P&P II and P&P III. Study includes the development of a process-product portfolio and a detailed investigation of personal pedagogical beliefs and practices based on coursework and teaching experience. Prerequisites: For matriculated music education graduate students, to be taken concurrently with MUTH 65200. 1 Credit
An independent planning, analysis, and reflective project facilitated by a member of the graduate music education faculty. Study includes the development of a process-product portfolio and a detailed investigation of personal pedagogical beliefs and practices based on the student's graduate music education coursework and teaching experience. P&P 2 will focus primarily on the process-folio. Prerequisites: For matriculated music education graduate students, to be taken concurrently with MUED 68000. Attributes: TE1 Credit
A continuation of the project started in MUED 65400, leading to a final presentation. Further development of a process-product portfolio and a detailed investigation of personal pedagogical beliefs and practices based on the student's graduate music education coursework and teaching experience. P&P 3 will primarily focus on the presentation with additional guidance on completing the process-folio. Prerequisites: For matriculated music education graduate students, to be taken concurrently with MUED 68200. Attributes: TE1 Credit
A mentored teaching experience for master of music education students teaching music in professional public, charter, private, or other real-world environments. In partnership with the student’s school teaching responsibilities, students develop, implement, and reflect on their pedagogical experiences. Students are mentored in guided curriculum planning, concert planning, lesson planning, lesson preparation, lesson implementation, and learner assessment. In collaboration with peers, students share their school year journey, evaluate one another, and provide a community of support where they collect artifacts for their process-folios, and develop new teaching ideas. (U) 1 Credit
A practical application of the techniques learned in Suzuki Seminars I and II in a "live" private school situation. Prerequisite MUED 57100, MUED 57200, MUED 75000. (F). 3 Credits
A practical application of the techniques learned in Suzuki Seminars I and II in a "live" private school situation. Prerequisite MUED 57100, MUED 57200, MUED 75000, MUED 67300. (S). 3 Credits
An investigation and discussion of current theories of learning as they relate specifically to the teaching of music. This course includes the study of specific teaching strategies, research techniques, tests and measurements, and the nature of musical response. (U) 4 Credits
Research, presentation, and discussion of papers on topics of concern to music education. Topics include special music teaching techniques and philosophy, curricular developments, current research, and educational policy. Permission of instructor is required Prerequisite: MUED 68000. (U) Attributes: TE4 Credits
A professional experience relating to the music teaching and learning process. Under the supervision of a music education faculty member, the student chooses one or more specific pedagogical topics. A synthesis of the topics is demonstrated during actual teaching situations, during discussions at personal conferences, and in a final written summary report. 2 Credits
For the instrumental and vocal music educator seeking a comprehensive understanding of pedagogical techniques and materials appropriate for general music and choral programs in a K-8 music curriculum. 3 Credits
Materials, techniques, and curriculum for teaching music to the special learner in school music programs. 3 Credits
Detailed consideration of the functions of supervisors and directors of music education in administering music programs in elementary and secondary schools. 3 Credits
An exploration of relationships between music and other arts. Consideration of works of art in terms of social, political, religious, economic, and philosophical implications. Teaching the arts as a humanistic discipline. 3 Credits
Examines future possibilities in music education. In particular it focuses in on emerging practices in K-12 and community music contexts. Centers on music teacher education, student learning in facilitated environments, learner-led and informal/non-institutionalized environments. Explores a balance of research and practice with an emphasis on pedagogical possibilities in innovative and inclusive music education. (IRR) 2,3 Credits
This course focuses on the development of techniques or on recent trends in music education. One concept or development is studied to acquaint students with the practical, theoretical, and/or research techniques needed in effectively adapting new concepts of music teaching. 1OR 2 credits. (U, IRR) Attributes: TE1,2 Credit
Intensive course concentrating on recent trends in music education. One concept or development is studied in depth each semester in order to acquaint students fully with the practical, theoretical, and research techniques needed in effectively adapting new concepts of music teaching. 3 Credits
An intensive, one-week, workshop covering a topic in contemporary music education. Topics are designed to offer both the educational theory and practical skills to enhance music classroom teaching at the public-school level. (U) 1-2 Credits
This workshop, designed for the contemporary music educator and/or supervisor, examines effective leadership and its relationship to the successful music education program. (U) Attributes: TE0-2 Credits
This course involves the teaching of ways to incorporate national standards into the choral setting while enhancing the quality of the performance experience and the quality of sound of the ensemble. The Choral Music Experience course is designed to help participants learn an integrated approach to music education, combining the development of performance skills with the acquisition of musical knowledge. (Sum) Attributes: TE0-2 Credits
The course focuses on conducting technique, rehearsal techniques, and repertoire for wind ensembles. An important component of the course is the opportunity to conduct, with critique, a live ensemble on a variety of standard wind works. The course also includes discussion of current trends in music education including national standards as related to wind conducting/teaching. 0 - 2 cr. Attributes: TE0-2 Credits
Study of repertoire and pedagogic techniques within the intermediate levels of the Suzuki program. Prerequisite: MUED 57100 and MUED 57200. 0 Credits. (Su) 0 Credit
This comprehensive three-day program of seminars and workshops focuses on health and musical performance. A multidisciplinary faculty examines the physical and mental factors that affect both the musician and performance and discusses the care and prevention of music-related injuries. Participants choose sessions for health care providers or sessions for musicians. Areas of instruction include basic anatomy and physiology, exercise prescription, posture, stress, mental training and practice techniques, common injuries, Feldenkrais exercises, Alexander Technique exercises, learning styles (Neuro-Linguistic Programming), splinting, and biofeedback. Musicians demonstrate five major instrument groups (reeds, strings, keyboards, voice, and brass). Both a musician case study and a faculty recital are given. Musicians are invited to bring their instruments each day. To register for the workshop, you must complete the registration form in the Healthy Musician brochure, which is available on request from the summer sessions office. 0-1 credit. 0-1 Credits
0-1.5 Credits
Source: Ithaca College's catalog, linked per course · table learning_unit · CourseShelf publish 61
