38 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.
Study of the basic elements and vocabulary of music, from pitch and rhythm to non- chord tones and second inversion chords. Practices for accuracy and fluency in use of materials in musical contexts. Includes analysis and composition. May be attempted a maximum of three times. Offered: Fall.
3 MUS 111 Musicianship: Ear Training I 1
Study of concepts and practice in dictation and sight- singing skills. Learning to identify and sing scales, intervals, basic rhythms, triads, and short melodic patterns. Melodic and rhythmic improvisation. May be attempted a maximum of three times. (1 credit hour) Offered: Fall.
3 MUS 201 Musicianship: Theory III 3
Offered as a topic of study within music, this course engages students in an artistic process where historical and cultural contexts are examined and considered. The course topic is approached in terms of both form and content, as students work toward an understanding of the relationship between the two. Also explored are music's values in and to society, which include the importance of arts education and advocacy within and beyond one's community. (3 credit hours) Offered: Fall, Spring, Summer.
Course content varies from year to year to meet the special interests, abilities, and needs of students. (1–4 credit hour Highlander Hub.
3 MUS 202 Musicianship: Form and 3 3 Analysis 1 MUS 211 Musicianship: Ear Training III 1 1 MUS 212 Musicianship: Ear Training IV 1 3 MUS 305 Analytical Techniques 3 3 MUS 306 Philosophy & Aesthetics of 3
Study of concepts and further practice in dictation and sight-singing skills. Learning to identify and sing chromatic materials and music. Melodic, rhythmic, and harmonic improvisation. May be attempted a maximum of three times. (1 credit hour) Fall. Courses| 219
Preparation for independent study and practice in dictation and sight-singing skills. Techniques and methods for sight- singing and dictation at a musically functional pace. Focus on tonal and modal materials, including classical and popular genres. Melodic, rhythmic, and harmonic improvisation. Song transcription. May be attempted a maximum of three times. (1 credit hour) Spring.
A survey of literature from 1450 to the present with an introduction to the main choral forms: mass, motet, cantata, oratorio, passion, chanson, and madrigal. Historical perspectives and performance practice will be discussed. Students will have the opportunity to review and s) analyze a large body of current choral repertoire for a variety of voicings and ability levels. (2 credit hours)
A study of various strategies for teaching music at the primary/elementary level. Topics will include: child growth and development as it relates to principles of music learning, effective classroom and rehearsal management, assessment strategies, and various philosophical approaches to primary/elementary music education (Orff, Kodaly, Dalcroze). Emphasis will also be placed on the role of elementary music instruction in the musical life of students, and the role of elementary/primary music instruction as related to the larger curricular environment.
7 MUS 224 Woodwind Methods I 2
Emphasis is placed on elementary performing ability on single-reed instruments (clarinet/saxophone) and flute sufficient to teach students effectively in elementary and secondary school performing groups. This course is designed for students in the METLI program, or for students who may have instructional duties with clarinetists/saxophonists/flutists at some point in their career. Topics include: developmental characteristics of beginning woodwind performers, age-appropriate instruction, integration of reading vs. playing, proper techniques for playing single-reed instruments, familiarity with scoringâ€"â€"including arranging for the woodwind family, basic maintenance/repair, and choice of equipment/reeds. (2 credit hours)
Emphasis is placed on elementary performing ability on double-reed instruments (oboe/bassoon) sufficient to teach students effectively in elementary and secondary school performing groups. This course is designed for students in the METLI program, or for students who may have instructional duties with oboists/bassoonists at some point in their career. Topics include: developmental characteristics of beginning woodwind performers, age- appropriate instruction, integration of reading vs. playing, proper techniques for playing double-reed instruments, familiarity with scoringâ€"â€" including arranging for the woodwind family, basic maintenance/repair, and choice of equipment/reeds. (2 credit hours)
Emphasis is placed on elementary performing ability on high-brass instruments (trumpet/horn) sufficient to teach students effectively in elementary and secondary school performing groups. This course is designed for students in the METLI program, or for students who may have instructional duties with trumpeters/hornists at some point in their career. Topics include: developmental characteristics of beginning brass performers, age- appropriate instruction, integration of reading vs. playing, proper techniques for playing brass instruments, familiarity with scoringâ€"â€"including arranging for the brass family, basic maintenance/repair, and choice of equipment.
Emphasis is placed on elementary performing ability on low-brass instruments (trombone/tuba) sufficient to teach students effectively in elementary and secondary school performing groups. This course is designed for students in the METLI program, or for students who may have instructional duties with trombonists/tubists at some point in their career. Topics include: developmental characteristics of beginning brass performers, age- appropriate instruction, integration of reading vs. playing, proper techniques for playing brass instruments, familiarity with scoringâ€"â€"including arranging for the brass family, basic maintenance/repair, and choice of equipment.
Course content varies from year to year to meet the special interests, abilities, and needs of students. (1–4 credit hours) Highlander Hub.
A holistic examination of major methods and trends in theoretical analysis, with a focus on the development of independent theoretical perspectives. Advanced methods of analysis include style analysis, form and structure analysis, and Schenkerian analysis, as well as recently developed methods. Works from the classical canon provide materials for study.
A survey of major philosophical writings about music, from Ancient Greece to the 20th Century. Treatises of music theorists and historians as well as writings by philosophers such as Plato, Pythagoras, Hemholtz, and Schopenhauer are included. The role of music in culture, including the aesthetic impetus for music making and music listening, are examined. Students are encouraged to engage in independent analysis, culminating in a substantial research project junior standing. Offered: Spring.
A study of various teaching techniques and a practical introduction to materials and procedures. Includes observation and teaching. Offered: Fall, Spring.
A study of music in the United States from the Pilgrims to the present, including both the cultivated and the vernacular traditions. Reading, listening, analysis, and a research project are required. (3 credit hours) instructor. Offered: Spring.
A study of the western fine arts tradition in music in ancient Greece, the Middle Ages, the Renaissance, and the Baroque Era. Reading, listening, analysis, and a research project are required. (3 credit hours)
3 MUS 326 Secondary Music Methods 2 3 14 credit hours of applied 14 music 7 credit hours of ensemble 7 3 A senior recital is required 14 credit hours of applied music: On major instrument. 7 credit hours of ensemble: In instrumental ensembles or 2 band.
3 MUS 351 Senior Study I 3 2 MUS 352 Senior Study II 3 3 MUS 337 Internship 2-3 3 20 hours of applied lessons in 20 1 either theory or composition or a combination, including 1 studies in music synthesis and
Continued development of conducting technique with emphasis on more complex styles and patterns. Other topics include developing an ideal sound, non-verbal communication, historical performance practice, issues of interpretation and score analysis. (2 credit hours)
A study of various strategies for teaching music at the
Full-time supervised, field-based experience in professional settings, such as music publishing, music retail, performing arts organizations, arts councils, and church music programs. For each credit hour granted students are expected to be involved in at least 45 hours of approved activity. The duration should normally occur over a minimum of three weeks. (2 to 3 credit hours) Offered: Fall, Spring, Summer.
Course content varies from year to year to meet the special interests, abilities, and needs of students. (1–4 credit hours) Highlander Hub. Offered: Fall, Spring.
When the Senior Study requirement is fulfilled with a two- course sequence, 351 is the first course. The courses involve individual study, with the guidance of a faculty supervisor, that provides experience in independent research and the preparation of a finished paper or product. (3 credit hours each) Proficiency Exam, junior standing, and successful completion of all areas of keyboard proficiency. For students pursuing a BA degree in Music, permission of the advisor is required. . Offered: Fall, Spring, Summer.
When the Senior Study requirement is fulfilled with a two- course sequence, 352 is the second course. The courses involve individual study, with the guidance of a faculty supervisor, that provides experience in independent research and the preparation of a finished paper or product. Ordinarily taken in the fall term of the senior year and preceded by 351 in the spring term of the junior year. (3 credit hours each) English Proficiency Exam, junior standing, and successful completion of all areas of keyboard proficiency. Offered: Fall, Spring, Summer.
8 hours of applied music 8 4 hours of ensemble 4 participation Keyboard proficiency must be demonstrated (ordinarily through MUS KBD). This must be completed before senior study. Music Education, B.M. for Teacher Licensure – Vocal/General Music The Major in Music Education for Teacher Licensure in Vocal/General Music consists of 60 credits in music and 29 credits of educator preparation. Required courses include: Major and Major-Related Courses
A chronological survey of the standard repertoire of each performance medium through score study, record listening, and performance. Offered as demand warrants. (1 credit hour) Offered: Fall, Spring, Summer.
A continuation of Music 401. (1 credit hour) Offered: Spring.
Source: Maryville College's catalog, linked per course · table learning_unit · CourseShelf publish 59
