Course Form (revised 5/1/12)
(Instructions: http://www.umt.edu/facultysenate/documents/forms/courseform_instructionsX.aspx)
I. Summary of Proposed Changes
Dept / Program
Music/B.M. specialization in
Prefix and Course # MUSI 411
Instrumental Performance
Course Title
Woodwind Pedagogy
Please check one or more
X New course  Delete course
of the following:
Course Changes
 Course Title  Description  Learning Outcomes
 Prerequisites  Cross-listing  Other
 Credits
from _________ to________
 Number / Level from _________ to________
 Repeatability
from _________ to________
Justification / explanation (required for ALL proposals) For new courses please provide rationale for why
the course is needed, how it fits with exiting curriculum and whether there are curricular adjustments.
This course was developed as a result of our accreditation review and a requirement for accreditation by the
National Association of Schools of Music. The N.A.S.M. Commission report and School of Music response
follows:
N.A.S.M. Commission Report and School of Music Response 4-27-12
4.
It is not clear how all students in the Bachelor of Music in Performance programs (Brass, Percussion,
Woodwinds) acquire orientation to and experience with the fundamentals of pedagogy (see NASM Handbook
2010-2011, item IX.A.3.a.). The Optional Response indicates that new required courses are being developed
in woodwind pedagogy and brass pedagogy, and that the brass and percussion areas offer pedagogy
instruction through their master classes (see Optional Response, page 19). The response should explain how
the music unit ensures that all studios consistently offer pedagogy instruction and/or report on changes made
in the degree requirements to cover the fundamentals of pedagogy for all woodwind, brass, and percussion
students.
N.A.S.M. Standards
Guidelines. Curricula to accomplish this purpose that meet the standards just indicated normally
adhere to the following structural guidelines: study in the major area of performance, including
ensemble participation, pedagogy courses, independent study, and recitals, should comprise 25-35% of
the total program;
IX.A
3. Essential Competencies, Experiences, and Opportunities (in addition to those stated for all degree
programs):
a. Comprehensive capabilities in the major performing medium including the ability to work
independently to prepare performances at the highest possible level; knowledge of applicable solo and
ensemble literature; and orientation to and experience with the fundamentals of pedagogy.
SCHOOL OF MUSIC RESPONSE:
All students in the Bachelor of Music in Instrumental Performance will be required to take a 2 credit class in
pedagogy. Currently, string principals are required to take such a course. In September of 2012, a course in
woodwind, brass and percussion Pedagogy will be submitted for approval to the University Curriculum
Committee’s annual call for curriculum proposals. The woodwind pedagogy, brass and percussion courses
will cover teaching methods and will be taught faculty specialists in the areas of flute, oboe, clarinet, bassoon
or saxophone, trumpet, horn, low brass and percussion. These will be upper-division courses and will discuss
procedures and materials in individual and class instruction, philosophies, repertoire and individual and group
techniques used in the teaching of woodwinds and brass/percussion. The course, typically taken in the senior
year, will be part of approved upper-division music requirements and will be prescribed in the Bachelor of
Music degree program.
N.A.S.M. COMMISSION ACTION REPORT-July 3, 2012
The Commission requests a status report of the new pedagogy class that is to be added to the Bachelor of
Music in Performance Programs (Brass, Woodwind and Percussion). The report should include
documentation that this has been approved by the institutional internal curriculum procedures and revised
curricular charts that reflect the addition of this new course (see NASM Handbook 2011-2012, item IX.A.3.a)
Has the Department gone through common course Review?
X Yes  No In process
II. Syllabus/Assessment Information Required for new courses, learning outcome changes and
course change from U to UG.
Important: please spell out learning goals and learning outcomes clearly in the syllabus.
Learning Goals are a list of what students should know, understand, or be able to do at the end of
the course, including essential information and knowledge or skills relevant to the subject area.
Learning Outcomes are measures of performance or behavior that indicate, to the teacher and the
students, that students understand the material, and what criteria differentiates among different
levels of understanding. Attach syllabus at the end of the document.
III. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Date
Requestor:
Maxine Ramey
9/21/2012
Phone/ email :
X4518
Maxine.ramey@um
ontana.edu
Program Chair(s)/Director:
Maxine Ramey
Dean(s):
Stephen Kalm
Approve
 Yes  No
 Yes  No
 Yes  No
 Yes  No
All other affected programs:
 Yes  No
 Yes  No
Are other departments/programs affected by this
modification because of
(a) required courses incl. prerequisites or corequisites,
(b) perceived overlap in content areas
(c) cross-listing of coursework
Signatory Comments (required for disapproval):
Please obtain signature(s) from the
Chair/Director of any such department/ program
(above) before submission
IV: To Add a New Course Syllabus and assessment information is required (paste syllabus into
section V or attach). Course should have internal coherence and clear focus.
Common Course Numbering Review (Department Chair Must Initial):
YES
NO
Does an equivalent course exist elsewhere in the MUS? Check all relevant disciplines if
XX
course is interdisciplinary. (http://www.mus.edu/Qtools/CCN/ccn_default.asp)
If YES: Do the proposed abbreviation, number, title and credits align with existing course(s)? Please indicate
equivalent course/campus. 
If NO: Course may be unique, but is subject to common course review. The course number may be changed
at the system level.
Short Title (max. 26 characters incl. spaces) Woodwind Pedagogy
Exact entry to appear in the next catalog (Specify course abbreviation, level, number, title, credits,
repeatability (if applicable), frequency of offering, prerequisites, and a brief description.) 
MUSI 411 Woodwind Pedagogy is offered intermittently. Prerequisite: upper-division standing in music and
consent of instructor. Procedures and materials in individual and class instruction are discussed.
Philosophies, repertoire, individual and group techniques used in teaching woodwinds
Complete for UG courses (UG courses should be assigned a 400 number).
Describe graduate increment - see procedure 301.30
http://www.umt.edu/facultysenate/procedures/default.aspx
Complete for Co-convened courses
Companion course number, title, and description (include syllabus of companion course in section V)
See procedure 301.20 http://www.umt.edu/facultysenate/procedures/default.aspx
New fees and changes to existing fees are only approved once each biennium by the
Board of Regents. The coordination of fee submission is administered by
Administration and Finance. Fees may be requested only for courses meeting specific
conditions according to Policy 940.12.1 http://mus.edu/borpol/bor900/940-12-1.pdf .
Please indicate whether this course will be considered for a fee.
If YES, what is the proposed amount of the fee?
Justification:
YES
NO
X
V. Change an Existing Course
1. Current course information at it appears in catalog
(http://www.umt.edu/catalog) 
2. Full and exact entry (as proposed) 
Bachelor of Music with a Specialization in
Instrumental Performance (B 5)
Bachelor of Music with a Specialization in
Instrumental Performance (B 5)
First Year
First Year
MUSI 108A, 114A (MUS
MUSI 108A, 114A (MUS
108A, 110A) 162A Ensembles
1
1
108A, 110A) 162A
Ensembles
1
1
2
2
1
1
-
3
2
2
3
3
6
3
1
15
MSUI 105-106 (MUS 111112) Music Theory I, II
2
2
MSUI 105-106 (MUS 111112) Music Theory I, II
MUSI 135A-136A (MUS
115A-116A) Keyboard Skills I,
II
MUSI 135A-136A (MUS
1
1
115A-116A) Keyboard Skills
I, II
MUSI 202L (MUS 135L)
Introduction to Music
Literature
MUSI 202L (MUS 135L)
-
3
Introduction to Music
Literature
MUSI 140-141 (MUS 137138) Aural Perception I, II
2
2
MUSI 140-141 (MUS 137138) Aural Perception I, II
MUSI 195 (MUS 151) Applied
Study I
3
3
MUSI 195 (MUS 151)
Applied Study I
Electives and General
Education (WRIT 101)(ENEX
101)
Electives and General
6
3
1
1
5
5
Education (WRIT
101)(ENEX 101)
Second Year
5
Second Year
MUSI 108A, 114A (MUS
108A, 110A), 162A
Ensembles
1
1
MUSI 108A, 114A (MUS
108A, 110A), 162A
MUSI 205-206 (MUS 211212) Music Theory III, IV
Ensembles
2
1
1
2
2
1
1
-
0
-
0
2
2
3
3
3
3
3
3
2
MUSI 205-206 (MUS 211-
MUSI 235-236 (MUS 215216) Keyboard Skills I, II
212) Music Theory III, IV
1
1
MUSI 235-236 (MUS 215-
MUSI 296, sec. 1 (MUS 219)
Piano Proficiency Assessment
216) Keyboard Skills I, II
-
0
MUSI 296, sec. 1 (MUS
MUSI 296, sec. 2 (MUS 220)
219) Piano Proficiency
Upper-Division Required
Assessment
Performance
-
0
MUSI 296, sec. 2 (MUS
MUSI 240-241 (MUS 237238) Aural Perception III, IV
220) Upper-Division
2
2
MUSI 295 (MUS 251) Applied
Study II
MUSI 240-241 (MUS 2373
3
MUSI 301H-302H (MUS
324H-325H) Music History I, II
238) Aural Perception III, IV
MUSI 295 (MUS 251)
3
3
Electives and General
Education
Required Performance
Applied Study II
MUSI 301H-302H (MUS
3
3
1
1
5
5
324H-325H) Music History
I, II
Electives and General
Education
Third Year
1
MUSI 308, 314 (MUS 308,
310), 362 Ensembles
1
5
15
1
1
1
Third Year
MUSI 335 (MUS 302)
Instrumental Conducting
–
2
MUSI 322, 323, 362, MUST
1
1
MUSI 308, 314 (MUS 308,
310), 362 Ensembles
427 (MUS 350)Chamber
MUSI 335 (MUS 302)
Ensembles
Instrumental Conducting
MUSI 395 (MUS 351) Applied
MUSI 322, 323, 362, MUST
Study III
4
4
–
2
1
1
4
4
2
2
2
2
6
3
427 (MUS 350)Chamber
Ensembles
MUSI 356-357 (MUS 361362) Form and Analysis I, II
2
2
Upper division music electives
2
2
MUSI 395 (MUS 351)
Applied Study III
MUSI 356-357 (MUS 361-
Electives and General
Education
362) Form and Analysis I, II
6
3
1
1
6
5
Upper division music
electives
Electives and General
Fourth Year
Education
MUSI 308, 314 (MUS 308,
310) Ensembles
1
1
1
MUSI 322, 323, 362, MUST
6
15
1
1
1
1
-
0
-
2
4
4
2
2
Fourth Year
427 (MUS 350) Chamber
Ensembles
1
1
MUSI 308, 314 (MUS 308,
310) Ensembles
MUSI 388 (MUS 388) Concert
Attendance UM
-
0
MUSI 322, 323, 362, MUST
427 (MUS 350) Chamber
MUSI 499 (MUS 445) Senior
Recital/Capstone Pjt
Ensembles
-
2
MUSI 388 (MUS 388)
MUSI 495 (MUS 451) Applied
Study IV
Concert Attendance UM
4
4
MUSI 499 (MUS 445)
*Upper division music
electives
Senior Recital/Capstone Pjt
2
2
MUSI 495 (MUS 451)
Electives and General
Education
Applied Study IV
6
5
1
1
4
5
*Upper division music
*String principals also must take MUSI 490 (MUS
electives
409) String Pedagogy & Literature.
Electives and General
Education
6
5
1
4
15
*String principals also must take MUSI 490 (MUS
409) String Pedagogy & Literature. *Woodwind
principals must also take MUSI 411 Woodwind
Pedagogy.
3. If cross-listed course: secondary program & course
number
4. Is this a course with MUS Common Course Numbering?
http://www.mus.edu/Qtools/CCN/ccn_default.asp
If yes, please explain below whether the change will eliminate the common course status.
YES NO
5. If co-convened course: companion course number, title, and description
(include syllabus of companion course in section V) See procedure 301.20
http://www.umt.edu/facultysenate/procedures/default.aspx
6. Graduate increment if level of course is changed to UG.
Reference procedure 301.30:
http://www.umt.edu/facultysenate/procedures/default.aspx
Have you reviewed the graduate
increment guidelines? Please check (X)
space provided.
(syllabus must be attached)
7. Other programs affected by the change
8. Is there a fee associated with the course?
VI Department Summary (Required if several forms are submitted) In a separate document list course
number, title, and proposed change for all proposals.
VII Copies and Electronic Submission. After approval, submit original, one copy, summary of
proposals and electronic file to the Faculty Senate Office, UH 221, camie.foos@mso.umt.edu.
MUSI 411 2 cr
Woodwind Pedagogy
Section 1 flute, Margaret Schuberg Instructor
Section 2 oboe, Jennifer Cavanaugh, Instructor
Section 3 clarinet, Christopher Kirkpatrick/Maxine Ramey, Instructors
Section 4 bassoon, Jennifer Cavanaugh Instructor
Section 5 saxophone, Johan Eriksson, Instructor
General Course Description
This course is designed for Bachelor of Music in Instrumental Performance, to focus on the pedagogical
aspects of one woodwind instruments-flute, oboe, bassoon, clarinet and saxophone, specific to the
student’s performance medium. Each woodwind instructor will present the basic concepts required for
teaching his/her instrument, introduce the most used or significant reference works, explain the guidelines
for grade levels on that instrument, and survey the most important study and solo materials from
elementary to advanced. Professors of flute, oboe, bassoon, saxophone and clarinet will teach their own 2
credit section of this class, therefore offering comprehensive instruction of the major performance medium
as required by N.A.S.M.
This is a study of some of the most important literature, standard methods, and primary resource materials
for each woodwind instrument. Instructor presentations may be in lecture or seminar format, often through
recorded or live performance, and may also include panel discussion or individual presentations by the
students. Each woodwind instructor will present the basic concepts required for teaching his/her
instrument, introduce the most used or significant reference works, explain the guidelines for grade levels
on that instrument, and survey the most important study and solo materials from elementary to advanced.
OBJECTIVES and GOALS:






The requisite knowledge and skill for successful private and group instruction on woodwind
instruments, mainly, but not exclusively, concerning the students primary performance medium,
will be increased.
Students completing this course will be better prepared to guide young woodwind players through
their development
To understand the fundamental techniques of the student’s primary performance medium
To have a basic understanding of pedagogy specific to the student’s primary performance medium
To have an understanding of elementary, intermediate and advanced repertoire
To have a basic understanding of the history of the instrument
REQUIREMENTS: Reading from sources that apply to the student’s primary instrument
Complete annotated bibliography sources
Outline a course of study (methods) for the student’s instrument
Prepare and present reports on assigned topics
Final project that includes a compilation of topics notes and resources presented in course
TOPICS:
General philosophies of woodwind pedagogy
Teaching practice techniques and problem solving
Lesson structure and sequence of methods
Histories and acoustics of woodwind instruments
Simple repair, maintenance, and adjustments
Teaching fundamentals (where applicable):
Reed making and adjustments
Embouchure
Articulation
Technique
Dynamics and phrase endings
The process of register change
Altissimo
Intonation adjustment
Vibrato
Specialized techniques
A
ASSESSMENT:
Students will earn a traditional letter grade based on attendance, participation,
papers, projects and presentations.