42 courses with the subject MMED, 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.
MMED 602Sociological Foundations of Music Education3
45.0 hours 600 level graduate course An intensive reading, research, and discussion course in the sociology of music education’s role in society. Students develop a basic understanding of the sociological functioning of music in society and how education in music should, but often does not, meet the greater society’s needs. Socialization in performing groups, group identity, and sociology of schools is studied. Current trends in US music education will be analyzed from a sociological perspective. Students will also develop basic sociological research and reporting skills. This course may be offered on-line. This course is not repeatable for credit.
MMED 603Curriculum and Assessment in Music Education3
45.0 hours 600 level graduate course The course covers the development, writing, and evaluation of curriculum as a dynamic interactive process based on research. Students develop curriculum writing and evaluation skills through critical review of various curricula, analyses of curriculum models, and developing their own curricula. Measurement and assessment of learning, which is the crucial dynamic element in curricula, is covered in depth. Upon completion of the course, students should be able to critically analyze curricula, design curricula, and develop appropriate assessment tools for various music learning situations. This course is not repeatable for credit.
MMED 605Historical and Philosophical Foundations In Music Education3
45.0 hours 600 level graduate course This is an intensive course of study of the historical and philosophical foundations of music education. This course will encapsulate both the history of music education in the United States from the Colonial period to modern times, and a philosophical emphasis on twentieth and twenty-first century thought and movements in American music education. These movements and philosophies will be analyzed in terms of their impact and effectiveness and why some have succeeded where others failed. An analysis and synthesis of ideas and events will reveal historical cycles, socio-political ramifications, and periodic reintroduction/revision of previous approaches. Current trends in American music education will be analyzed from both historical and philosophical perspectives, while making evident to learners the connections of philosophical theories and theorists, and their significance through the history of music education. This course is not repeatable for credit.
MMED 606Integration of Technology in Music Education3
45.0 hours 600 level graduate course This course provides intensive study for learning computer programs that support the music education classroom and for understanding the effective means to authentically integrate technology in K-12 music education. This course will be based upon the seven areas of music technology developed by the Technology Institute for Music Educators (TI:ME), the National Education Technology Standards developed by the International Society for Technology in Education (ISTE), and supported by the National Conference (MENC). The purpose of this course is to provide tools and resources to students that will enable them to become active agents in the growth of their technological skills that are needed to support learning in 21st century classrooms. This course is not repeatable for credit.
45.0 hours 600 level graduate course Knowledge of instrument repair can stretch your budget dollars. Learn how to fix those little problems yourself. Replace springs, loosen stuck slides and even do some dent work. Preventive maintenance and emergency repairs can save time and money. What to bring: Bring a variety of school instruments for repair or use the instruments supplied. Upon successful registration for the course, each participant will receive an email containing detailed information on what instruments, tooling, and project materials are needed for the class. All tooling, parts, supplies and ‘older instruments’ (for practice repairs) are provided. The course is structured so each participant has time to learn and practice the repair procedures and then they may perform the detailed repairs and maintenance procedures to their own and/or school owned instruments, while under the supervision of the instructor. This course is not repeatable for credit.
45.0 hours 600 level graduate course This course builds upon the foundations that were taught in the level 1 course. Additional and more advanced repair techniques will be taught. Like the level 1 course, this is a hands-on course. You will need your own repair kit so bring your own or one may be supplied (a list of the tools needed will be supplied when you register). Upon successful registration for the course, each participant will receive detailed information on what instruments, tooling, and project materials are needed for the class. The instructor will also provide contact information so you may direct any questions directly with the source. All tooling, parts, supplies and ‘older instruments’ (for practice repairs) are provided. The course is structured so each participant has time to learn and practice the repair procedures and then they may perform the detailed repairs and maintenance procedures to their own and/or school owned instruments, while under the supervision of the instructor. What to bring: Please bring to class a high quality student line flute, clarinet, alto saxophone, and trumpet which are in average to good shape, and like instruments in average to poor shape. Prerequisites MMED*611 This course is not repeatable for credit.
45.0 hours 600 level graduate course A new and exciting course for those who have successfully completed the Band Instrument Repair Courses I & II. Course III is a hands-on course that was designed for the music educator, who on a tight budget, wants to learn advanced repair techniques and secure his or her knowledge of repairs on personal or school-owned equipment. Instruction includes a review and update on current repair procedures, tooling and supplies. The class will focus primarily on the execution of repair techniques through independent study and practice. The instructor will provide individual consultation and review. Participants are required to supply all instruments used for repair in the course. A complete list of what type of instruments to bring will be sent to registrants. All tools, parts, supplies and workbook are supplied (we cannot provide major new parts). Prerequisites MMED*611 and MMED*612 This course is not repeatable for credit.
42.0 hours 600 level graduate course This course is designed to illuminate various approaches and techniques of playing and teaching guitar and ukulele. Guitar concepts learned will include, but not be limited to: Fretboard Basics, playing single-note melodies, basic chord shapes in the open position and in “Barre” form, picking techniques, strumming techniques, and how to strum rhythms in different styles and grooves. Students will learn basic songs with simple chord progressions, including: folk songs, Blues, three-chord rock. From the teaching lens, students will learn how to teach guitar to visual, cerebral, and conceptual learners. Songs studied will include idioms of rock n roll, RnB, folk, Blues, American standards, Reggae, and Latin-flavored guitar. Additionally, students will explore the basics of playing ukulele, including basic chord shapes and simple melodies. Learn how to transfer guitar techniques to the ukulele, so you can play and teach your favorite songs on both instruments. Students are responsible for bringing a guitar to the course each day that is in quality working order to best facilitate learning. The course fee includes a ukulele that students will receive in class. This course is not repeatable for credit.
MMED 627Secondary Vocal Music Rehearsal and Repertoire Strategies3
42.0 hours 600 level graduate course This course will provide students with an in-depth analysis, study and ensemble approach to vocal ensemble rehearsal strategies and repertoire at the secondary level (middle school and high school vocal music ensembles). Students will gain an understanding of effective rehearsal strategies for vocal ensembles, implementation of methodology to support student musical growth, assessment, and the opportunity within the vocal music arena to apply design methods and instructional pedagogy to the ensemble setting. It is an expectation that students will be immersed in singing to effectively apply strategies and understandings developed throughout the course. This course is not repeatable for credit.
42.0 hours 600 level graduate course This course is an introduction to the philosophy, principles, and practice of Dalcroze education, a process for teaching musicianship to students of any age or level of experience using three main approaches: eurhythmics (purposeful, creative rhythmic movement), solfège, and improvisation. Participants will learn and practice a selection of Dalcroze strategies and techniques and apply them to specific instructional settings. This course is not repeatable for credit.
MMED 652Modern Orchestra Classroom: Meeting the Needs of All, One Student at a Time3
42.0 hours 600 level graduate course The Modern Orchestra Classroom: Meeting the Needs of All, One Student at a Time. String educators are faced with external challenges that impact student musical growth such as course scheduling, state testing, and student conflicts. In addition, teachers need to address multiple capacities such as implementing new technology, working with diverse student populations, and using differentiation strategies to meet the needs of all learners. This course will address the challenges of serving the needs of all students while maintaining instructional integrity and curricular goals prescribed by district and state mandates. Each day a different topic will be covered in depth, as it relates to developing high quality string programs. Afternoon music reading sessions will be tied into the topic of the day, as will research based on practical and clinical application readings. Students will be expected to bring a string instrument and to participate in all aspects of playing daily throughout the course. This course is not repeatable for credit.
MMED 657Foundations of Teaching Strings for the Music Educator3
42.0 hours 600 level graduate course This course will focus on foundational methods of teaching, learning and assessing in the beginner and young strings classrooms. Rehearsal strategies, pedagogical necessities for developing correct playing habits, and the teaching and learning process for young string musicians are the integral elements of the course. Exploration of various string methods, including the Suzuki method and more modern methods, will be explored. Repertoire for beginner strings ensembles and young string ensembles and orchestras will complete the foundations of this course. Students will be required to play a stringed instrument during this course. This course is not repeatable for credit.
45.0 hours 600 level graduate course This course will present an overview of quality band literature from a variety of time periods, styles and genres (grades one through six). Students will focus on developing criteria in evaluating aesthetic value for band repertoire. They will also examine trends and best practices in grading and repertoire selection. This course is not repeatable for credit.
45.0 hours 600 level graduate course This course begins with an in-depth review of the construction and setup of all members of the violin family. Comprehensive hands-on sessions will help the participants gain confidence in various stringed instrument and bow repairs. Topics to be discussed include: bridge, peg, and sound post fitting, crack and seam hide glue repairs, loose fingerboards, salvaging old bows, etc. Participants will also become more effective in the classroom by learning tips to stretch repair budgets, the ability to make more informed instrument purchases, and how to determine repair vs. replacement. Tooling, parts and supplies are included. What to bring: Please bring instruments to be used during the class, stretch that budget even more! All participants are requested to bring a minimum of 2 violins, 1 viola, and 1 cello, any size and in any condition. There is no limit on the number of instruments you may bring…the more the better. This course is not repeatable for credit.
MMED 666Alternative Ensembles in the Music Education Class3
45.0 hours 600 level graduate course This course will explore diverse idioms of collaboration and performance through ensembles typically seen as “alternative” to the traditional opportunities students have received in the music education classroom. This course is geared toward the music educator looking to explore and understand the diverse means by which students can be creative and collaborative through music in school. Students will develop lesson plan ideas, rehearsal and performance skills, and the ability to lead and teach innovative ensembles. Students will learn how to construct, plan for, and arrange for diverse alternative ensembles as well as learn how to research and obtain grant monies, and program resources. Students will understand how a highly creative approach to gaining resources can create an amazing experience for students. Age-appropriate rehearsal and performance techniques, and classroom planning and resourcefulness are emphasized, along with how to obtain and select equipment, and how to compose and arrange music for ensemble success. Types of ensembles may include bucket drumming, rock band, ukulele, singer/songwriter solo and duo groups, and studio ensembles for rhythm section and horns. Participants will also learn how to use technology as part of the alternative ensemble experience. This course is not repeatable for credit.
42.0 hours 600 level graduate course String Instrument Repair, Level 2 will provide a comprehensive review of the construction and setup of all members of the violin family. Students will learn advanced techniques to diagnose and address diverse stringed instrument and bow repairs, beyond the basics of those learned in String Repair Level 1. Advanced topics that deepen knowledge of more complex issues and assessment of repairs dealing with bridge, peg, and sound post fitting, crack and seam hide glue repairs, loose fingerboards, and salvaging old bows will be the focus of the course. Tooling, parts and supplies are included. What to bring: Please bring instruments to be used during the class. All participants are requested to bring a minimum of 2 violins, 1 viola, and 1 cello, any size and in any condition. There is no limit on the number of instruments you may bring, in fact the more the better. This is a comprehensive, hands-on course that requires for students to have previously taken String Repair 1. Prerequisites IREP*661 or MMED*661 This course is not repeatable for credit.
45.0 hours 600 level graduate course Strings for the Non-String Player is an in-depth examination of the playing and teaching of string instruments in today’s classroom environment. Designed for the teacher with minimal string playing experience, the course will provide students with the theoretical and practical knowledge required for teaching elementary and secondary strings. The course will be organized into daily sessions of class lessons, in-depth discussions, instrument specific technique programs, and ensemble training. Topics discussed will include: String Program Set-up and Organization; Lesson Implementation; Assessment; Method Book /Orchestral Literature Review; Rehearsal Techniques; Tuning and Intonation Development, and Advanced Right and Left Hand Technique for the secondary level player. Students will exit the class playing a string instrument, with knowledge of string teaching methods, techniques and literature, and lesson plans to apply string pedagogy to their specific teaching situations. What to bring: Please bring a violin, a viola, and a cello. Basses will be supplied. This course is not repeatable for credit.
45.0 hours 600 level graduate course Specifically designed for the band director or music teacher who is not a percussionist, this course will review basic skill sets in each of the primary instrument families, present a variety of teaching strategies and offer new insights into passing this knowledge onto your student drummers. Writing for these instruments at the elementary and intermediate level will be explored. What to bring: Bring a pair of concert snare drum sticks (Vic Firth SD1 or equivalent), a practice pad with stand, a set of 4 matched marimba mallets and a pair of general purpose timpani mallets. This course is not repeatable for credit.
45.0 hours 600 level graduate course The Brass Instrument Technique Lab is designed for band directors to hone their technical and pedagogical skills on brass instruments. Students will learn elements of proper embouchure, breathing, and articulation as well as use, technical facility, and details specific to instruments in the brass family. This course will allow for students to deepen their skills and knowledge beyond their primary instruments to benefit their teaching and instruction in their classroom, lessons, and ensembles. Students will be involved in direct instruction on specific instruments daily, in rehearsal lab settings for jazz band and concert band, small brass ensemble playing, and whole group lecture. All students in the class, regardless of their primary instrument, will be playing instruments from the brass family. Trumpet, horn, trombone, and tuba will be covered. Instruments will be provided. This course is not repeatable for credit.
MMED 682Teaching Music Improvisation with the iPad3
42.0 hours 600 level graduate course This course is designed for elementary and secondary general music teachers and ensemble directors (vocal, strings, band and jazz ensemble) who want to enhance improvisation skills in their students and who have access to an iPad (iPad 2 or later, iPad Air, iPad Mini or iPad Pro) for use in the classroom/rehearsal as well as teachers who are working in a 1:1 iPad classroom. Participants will use GarageBand for iOS, iReal Pro and SmartMusic to create custom improvisation materials and discover existing resources, as well as how to share these materials with students via YouTube, Dropbox and/or Google Drive. Participants will learn the basic mechanics of improvising and the essential music theory elements needed to teach improvisation, including modal improvisation, the blues and simplifying chord progressions. No previous experience with improvisation is required. This course is not repeatable for credit.
45.0 hours 600 level graduate course Conductors will explore new ways of communicating musical ideas through conducting gestures. Participants will read through new choral literature from various publishers, appropriate for Middle School and Senior High choirs. Students will also re-think score preparation, and explore ways to rehearse with the goal of developing expressive singers. Students will have considerable podium time. This course is not repeatable for credit.
MMED 701The Art of Teaching Songwriting for the Music Educator3
42.0 hours 700 level graduate course This course provides music educators at all levels the opportunity to learn about the art of songwriting and how to teach songwriting to students. Students will gain an understanding of the basic elements of a well-crafted song, and the essential elements of melody and lyrics. Strategies for writing and teaching songwriting through traditional methods, current methods in the use of technology, and creating through beats will be explored. Music educators will experience an in-depth understanding of the many facets of songwriting and how to bring this art form into the classroom. This course is not repeatable for credit.
MMED 703The Art of Teaching Songwriting for The Music Educator, Level 23
42.0 hours 700 level graduate course The Art of Songwriting for Music Educators Level 2 provides music educators who have taken the course, The Art of Songwriting for Music Educators, the opportunity to deepen and refine their knowledge and understanding about the art of songwriting and how to teach songwriting to students. Students will explore and experience a more sophisticated understanding of the elements of a well-crafted song, and the essential elements of melody and lyrics. Advanced strategies and skills for writing and teaching songwriting through traditional methods, current methods in the use of technology, and creating through beats will be expanded upon. Music educators will employ innovative strategies that build upon the foundations established in the first course to continue to expand upon their creative capacities and those of their students. Prerequisites SWRT*701 or MMED*701 This course is not repeatable for credit.
MMED 713Advocating and Administrating: Inside Job Essentials3
45.0 hours 700 level graduate course Aspiring to Excel will address the importance of leadership and excellence in the education of students through music. The intention of this course is to stress the ‘whThis course will address the importance of leadership and excellence in the education of students through music. The intention of this course is to stress the ‘what to’s’ and the ‘how to’s’ of effective leadership. Scheduling, day to day organizational methods, accurate advocacy strategies, faculty cohesiveness, peer relationships, avoiding burnout, image building and departmental balance issues will be the focus of the course. Individual needs and issues of the participants will be analyzed along with the development of strategies to address them. A continuing commitment to excellence will be stressed in order for the music educator to begin focusing on what is right in a given situation, rather than what is wrong.at to’s’ and the ‘how to’s’ of effective leadership. Scheduling, day to day organizational methods, accurate advocacy strategies, faculty cohesiveness, peer relationships, avoiding burnout, image building and departmental balance issues will be the focus of the course. Individual needs and issues of the participants will be analyzed along with the development of strategies to address them. A continuing commitment to excellence will be stressed in order for the music educator to begin focusing on what is right in a given situation, rather than what is wrong. This course is not repeatable for credit.
42.0 hours 700 level graduate course This course will focus on the essential elements of a successful concert band school program. Effective ensemble rehearsal strategies, pedagogical foundations, repertoire selection, assessment methods, and how to commission works will comprise the musicianship/musical aspects of the course. Recruitment and retention, staffing, scheduling, budgeting, inventory, and ensemble rehearsal and performance space will comprise the organizational understandings of the course. How to build relationships with music vendors and the selection of high quality instruments for student musicians of all ages will be addressed. Additionally, entrepreneurial strategies, networking, and advocacy resources will complete the awareness-building component of the course to support band directors in visioning, creating, and ultimately deploying the complete band program. Students will be expected to play a band instrument during this course. This course is not repeatable for credit.
MMED 716Rehearsal Strategies and Repertoire for Young Band3
42.0 hours 700 level graduate course This intensive course includes topics of interest and vital importance to music educators working with elementary and middle school concert band ensembles. Topics covered include leading effective small group lessons and large ensemble rehearsals; evaluating, choosing, and using methods; concert planning and selecting repertoire; recruitment, retention, and switching instruments; assessment; and managing student records. In-service teachers are encouraged to share their successful techniques as well. Participants should bring a primary and secondary instrument to use to try techniques presented and to play during ensemble repertoire reading sessions. This course is not repeatable for credit.
MMED 725Lights, Camera, Learning! Video Projects in Music Education3
42.0 hours 700 level graduate course Lights, Camera, Learning! Video Projects in Music Education. Let’s face it: from YouTube to Netflix to a host of other services, today’s learners are immersed in and respond to video! This timely course for music educators of all levels/areas will be divided between two significant uses for video in music education today: 1) Producing compelling videos for students such as video lecturettes, tutorials, and performances, etc. Maybe you want to make clear for students the motions to a classroom song, the choreography to a concert selection, or the recorder fingerings used in class. Perhaps you want to explain how to assemble a clarinet mouthpiece, oil one’s trumpet valves, or illustrate several key marching band fundamentals. Maybe you want to show students the basic features of an app, how to build major and minor scales, or the steps for a class project. All these and much more can be accomplished with today’s simple, intuitive video tools. 2) Using engaging video scoring activities with students to teach many important musical concepts. The lessons that can be conveyed through both simple and more sophisticated video scoring projects are myriad. Students of all levels can explore musical creativity and the interaction of drama and music/sound when they begin with a short video clip and add/edit either pre-recorded music and sound effects, loop-based multi-track arrangements, or more traditional notation-based underscoring. All of the above and much more can be accomplished with just a few accessible, intuitive apps/websites and some fairly ubiquitous hardware (i.e. computer/laptop, smartphone, iPad). The educational value of video projects in music education is so high and the tools to do so have never been more within the reach of even a novice. This course is not repeatable for credit.
45.0 hours 700 level graduate course GarageBand is an easy-to-learn musical workhorse with dozens of great uses for teachers and students. What’s more…it’s lots of fun! Want your students to enjoy composing original music or making arrangements? How about getting them excited about music history as they make podcasts rather than boring traditional reports? Wouldn’t it be great to see students have fun improvising, or creating a musical underscoring with sound effects for a video? Want to make quality recordings of individuals or an ensemble without a complicated microphone scheme? Want a great way to demonstrate musical concepts such as form, dynamics, articulation, tempo, and texture so students really understand? Need to prepare sound clips for a PowerPoint presentation or webpage, blog, or wiki? GarageBand does all this and much more! Perhaps that’s why many music teachers name this program as the technology tool they use most. In this course for general, vocal/choral, and instrumental music teachers at all levels, we’ll explore and experience the many uses for Apple’s GarageBand. Each year the program adds more features and functionality; so even if you’ve used GarageBand before there’s bound to be something that’ll make you see the program in a new way. The course will be taught in a Mac lab using GarageBand, but Windows-equivalent software and adaptations will be discussed. This course is not repeatable for credit.
45.0 hours 700 level graduate course Orff Level III will focus on pedagogy of more complex music from Music for Children Volumes III & V as well as eclectic folk music and more complex musical elements, including syncopation, meter, permutations of l6th notes, melody, theme and variation, chaconne, irregular speech/poetry and iconic notation, with an emphasis on improvisation and drama. Recorder studies will explore a wide range of music, including Schulwerk source materials, traditional folk music, and historical and modern repertoire. Movement classes will include a more detailed study of Laban’s movement efforts, folk dances in complex meter, and more complex choreography synthesizing all dance elements studied thus far. Prerequisites MMED*739 This course is not repeatable for credit.
42.0 hours 700 level graduate course Curriculum Development in Orff Schulwerk. The purpose of this course is to support general music teachers as they develop an Orff Schulwerk-inspired curriculum for use in their unique professional settings. Participants will explore how to bring the playfulness, creativity and spontaneity of the Orff process into a structure suitable for the classroom.
Orff Levels I and II from any AOSA approved course. This course is not
MMED 748Orff Level I4
60 hours 700 level graduate course Pedagogy skills for teaching basic Orff Schulwerk will be explored and discussed through the use of Music for Children, Murray Volume I and pentatonic folk song material, movement and recorder. Level I teachers will actively learn to use speech, rhymes, poetry, playing pitched and unpitched percussion as well as singing, playing, and improvising in pentatonic for creating an active music curriculum in the school setting. Soprano Recorder pedagogy and skills, creating student-friendly compositions in an elemental style, and models for improvisation will be developed. This course is not repeatable for credit.
60 hours 700 level graduate course Level II will be a continuation and refinement of Level I content and will explore the aspects of complex rhythms and meter, movement accompaniment, transposed pentatonic, hexatonic, and other modal melodies including: Dorian, Phrygian, Aeolian, Ionian, Lydian and Mixolydian. Movement: form-based choreography and traditional folk dance will be used. The alto recorder will be used throughout and the wider ranges of the soprano recorder will be explored, with an emphasis on modal repertoire and improvisation. Music for Children Murray Volumes II & IV will be the foundation of the course. This course is not repeatable for credit.
MMED 751Creative Classroom Musicianship for Elementary General Music Education3
45.0 hours 700 level graduate course This course will focus on creative methods of teaching, planning, preparing and implementing effective general music classroom strategies and rehearsal methods in the elementary general music program. Students will be immersed in diverse learning methods and studies to activate new approaches to teaching musicianship and creativity. Students will learn innovative methods of vocal music rehearsal during classroom instruction, and how to evolve a high quality vocal music concert from classroom to stage. Students will also learn about methods to evolve a successful and thriving program supported by school administrators, community and parents. During this course various general music publishers will also provide clinics about their elementary general music materials, and how these methods make connections to our music education standards and common core curriculum. This course is not repeatable for credit.
MMED 760Digital Recording & Sound Systems for Music Education3
45.0 hours 700 level graduate course This course is designed for elementary and secondary music teachers and will focus on everything you need to know to make professional sounding recordings of your ensembles in rehearsal and performance and how to properly set up a sound system for concerts. You will learn how to record, edit, and master your recordings using Mac/Windows software. You will create master recordings that you can publish to CD and to the Internet. Mobile recording devices and apps for your iPad/iPod Touch/iPhone will also be included. This course will be taught in a MAC lab using current applications. No additional hardware or software is needed for participation in this course. You may bring your own iOS device (not required). No previous experience using computer recording software, mobile devices, or sound systems is required. This course is not repeatable for credit.
This course will focus on recording and producing music with ProTools, the industry-standard professional music production software. Participants will record audio with microphones, MIDI from the electronic keyboard, and make extensive use of software instruments. This course is designed for the elementary and secondary music educator interested in making professional sounding recordings of his/her ensembles and integrating music production into the music curriculum. Basic computer literacy is required for this course. This course is not repeatable for credit.
45.0 hours 700 level graduate course This course is designed for those who have little or no experience or formal training in drum set performance or practice. Teaching is directed towards enabling participants to acquire a facility for themselves, and in turn, to help them teach and coach their student drummers in developing better drumming skills and overall musicianship. You’ll learn about technique, styles (including rock, jazz, Brazilian, and Afro-Cuban), improvisation, reading, repertoire, and drum equipment. No equipment is required; you will be supplied with a pair of sticks, a method book, and a play-along CD. Each student will sit at their own professional drum set that includes all cymbals and hardware. This course is not repeatable for credit.
40.0 hours 700 level graduate course The course is designed for those who have attained some basic to moderate level of proficiency on the drumset, either as a result of having taken the first level of this course, or having played the drums previously. The teaching is directed towards primarily enabling students to acquire a more advanced level of ability for themselves, and also to improve the skills and knowledge required for group and private instruction and direction of students. Students study intermediate-to-advanced level of technique, styles, improvisation, reading, repertoire, and equipment, including electronic drums. No equipment is required; students will be supplied with a pair of sticks, a method book, and a play-along CD. Each student will sit at their own professional drum set that includes all cymbals and hardware. Prerequisites MMED*770 This course is not repeatable for credit.
MMED 777Live Sound Production for Music Educators3
42.0 hours 700 level graduate course This course will explore the technology and techniques necessary to produce concerts and live events from the perspective of the music educator. The knowledge students will gain can be applied to the primary venue/auditorium at their school. Students will gain an understanding of the intricacies of audio in regard to live sound production. This includes learning about signal flow, signal processing, live mixing, microphones and live recording. This course will introduce an over-arching set of techniques and principles that students can transfer and utilize in their home schools and with their performance ensembles. This course is not repeatable for credit.
MMED 781Live Sound Production for Music Educators, Level 23
42.0 hours 700 level graduate course This course will expand upon concepts of foundational technology and techniques necessary to produce concerts and live events from the perspective of the music educator. Students will explore advanced audio engineering and live sound production strategies to maximize the quality of live and recorded student events and performances. A more sophisticated understanding of concepts such as signal flow, signal processing, live mixing, microphones and live recording will enhance the basics covered in Live Sound Production for Music Educators, Level 1. This course will refine the over-arching strategies learned in the first course to maximize live sound production in their home schools and with their performance ensembles. Prerequisites MMED*777 or PMED*777 This course is not repeatable for credit.
MMED 790Thesis/Project Development: Music Education3
45.0 hours 700 level graduate course The Music Education Thesis is the culmination of learning and professional growth established as an outcome of MM studies in Music Education and demonstrates mastery of the course of study through a well-designed and developed thesis. This final product is to be designed and focused to achieve outcomes that are based upon the synthesis of understandings acquired from courses in the content coursework, and through knowledge gained from the Foundational courses. The student’s synthesis of knowledge and skills will be exemplified through the creation of an original, creative, and thoughtful presentation. This course is not repeatable for credit.
45.0 hours 600 level graduate course The Music Education Thesis is the culmination of learning and professional growth established as an outcome of MM studies in Music Education, and demonstrates mastery of the course of study through a well-designed and developed thesis. This final product is to be designed and focused to achieve outcomes that are based upon the synthesis of understandings acquired from courses in the content coursework, and through knowledge gained from the Foundational courses. The student’s synthesis of knowledge and skills will be exemplified through the creation of an original, creative, and thoughtful presentation. Prerequisites MMED*790 This course is not repeatable for credit.
45.0 hours 700 level graduate course The Music Education Project is the culmination of learning and professional growth established as an outcome of MM studies in Music Education, and demonstrates mastery of the course of study through a well-designed and developed thesis. This final product is to be designed and focused to achieve outcomes that are based upon the synthesis of understandings acquired from courses in the content coursework, and through knowledge gained from the Foundational courses. The student’s synthesis of knowledge and skills will be exemplified through the creation of an original, creative, and thoughtful presentation. This course is not repeatable for credit.
