University of North Carolina Wilmington
Department of Music
Bachelor of Music in Music Education Handbook (revised 11/2/15)
TABLE OF CONTENTS
Overview of each year
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Seminars
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Ensemble requirements
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Recital requirement
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Field experiences
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Professional learning activities (electronic evidence #6) .
Learning module on students with special needs .
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Instructional design project (electronic evidence #3)
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Impact on student learning project (electronic evidence #5)
School improvement plan analysis (electronic evidence #7)
Additional electronic evidences
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Professional dispositions for teacher candidates .
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NC standards for music teacher candidates
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NC professional teaching standards summary
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Curriculum checklists
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University of North Carolina Wilmington
Department of Music
Bachelor of Music in Music Education Handbook
This document describes the requirements for the music education degree and the North Carolina
teaching license in K-12 Music. Familiarize yourself with it and be sure to discuss any concerns
with your advisor.
In addition to completing the prescribed courses with a g.p.a. of 2.7 or higher, earning a
minimum grade of “C” in each required course, and passing specified proficiencies and tests
(piano, Praxis Core, Praxis II) there is a learning module and projects (electronic evidences) that
need to be completed for each candidate to earn the bachelor’s degree and the initial NC teaching
license.
Year 1 Overview
In the first year guitarists and pianists must take a singing placement test to determine if
MUS 146 Voice Class is necessary before taking a choir class. See the Director of
Choirs.
There are no courses specific to the music education major during the first year. This
time is for advancing your musicianship through theory classes, applied lessons, piano
classes and ensembles. However, there are specific university studies courses that are
required for admission to the Watson College of Education. Be sure to take any specific
university studies courses listed in the first year of your particular curriculum checklist.
You are required to sing or play in the lab ensemble for conducting class each semester of
your residency (one 50-minute period each specified week).
Participation in all music education seminars is expected. Membership in the National
Association for Music Education (NAfME) is encouraged, starting in year one.
If you were not accepted into the BM in Music Education program at your initial audition
you must re-audition by the end of your first year. This must be done at one of the
department’s established audition events. Be sure your applied teacher knows about this
and completes the appropriate form.
Year 2 Overview
By the end of this year you are expected to complete the requirements for entering the
Watson College of Education (WCE) and formally becoming a music education major.
These requirements include earning a grade of “C” or higher in: MUS 300 and MUSL
300, EDN 200 and EDNL 200, and the specified university studies courses in English,
Math and Lab Science; and passing an upper level qualifying jury in your applied music
area, piano proficiency, and possibly Praxis Core – reading, writing and math tests (see
your particular curriculum checklist for more information). The application for the WCE
can be accessed through the academics page in MySeaport. Requirements and deadlines
for admission can be found at www.uncw.edu/ed/requirements.html .
Year 3 Overview
You will need to open a TaskStream account which must be maintained throughout the
remainder of your degree studies since it will serve as Web-based storage for your
electronic evidences. Go to http://uncw.edu/ed/portfolio for guidance.
Membership and participation in the UNCW Collegiate Chapter of the National
Association for Music Education (NAfME) is required from this point on. The chapter
number is 526; join online at www.nafme.org. Participation in NAfME is integral to the
“Professional Learning Activities” electronic evidence #6 which will be started in the fall
of year 3. Details of this project are included in this handbook.
The Learning Module on Students with Special Needs is started in year 3 and must be
completed before student teaching. The product of this module will be entered as a folio
in TaskStream. It will be introduced in your two music education methods courses since
the content is related. A full description is in this handbook.
The “Instructional Design Project in General Music” will be completed in MUS 326 and
should be immediately entered in TaskStream as electronic evidence #3. Details will be
provided in the course materials for MUS 326.
Year 4 Overview
The “junior recital” should be performed the semester before student teaching if
graduation is expected after student teaching. A passing score of 162 on the Praxis II test
- #5114 Music: Content & Instruction - is required for licensure. It should be taken
before the student teaching semester.
During the student teaching semester (EDN 409) you will complete two projects –
“Impact on Student Learning Project” and “School Improvement Plan Analysis”. These
will be entered in TaskStream as electronic evidences. Details for these are included in
this handbook. No other coursework or employment is permitted during the student
teaching semester since it is considered a fulltime position. Special permission may be
granted by your university supervisor and the WCE associate dean in extenuating
circumstances.
Music Education Seminars
Seminars specifically for music education majors will typically be held twice each
semester, on a Friday at 3:30 p.m. Dates and locations are announced as early as
possible. Participation is required and attendance will be taken. Reserve the dates in
your schedule as soon as you know them.
Ensemble Requirements
You are required to enroll in the appropriate large ensemble for seven semesters of
residency. During EDN 409 Student Teaching you are not considered to be in residence
at UNCW. Appropriate ensembles are:




Winds and percussion – Symphonic Band
Strings – UNCW String Orchestra or Wilmington Symphony Orchestra
Guitar and piano – Concert Choir or Chamber Choir for a minimum of four
semesters and may substitute up to 3 semesters of chamber ensemble (playing the
major instrument) for additional large ensemble credits
Singers – Concert Choir or Chamber Choir
During every semester of residency all music education majors, instrumentalists and
singers, are required to participate one period (50 minutes) each specified week in the lab
ensemble for conducting class. If you have a class conflict, notify the instructor.
Instrumentalists are encouraged to sing in Concert Choir for at least one semester. MUS
146 Voice Class is another option. Good singing skills are fundamental to effective
music teaching in all settings at all levels.
Recital Requirement
Take MUS 393 during your final semester of applied lessons (this is not actually a
“junior recital”). The program must be approved by an appointed faculty panel prior to
your registering for the course (see Music Student Handbook). A minimum of 20
minutes of music is required. A minimum of one chamber music piece is required.
Field Experiences
Work in schools with children - observing, assisting and teaching – officially begins in third year
courses. MUSL 326, MUSL 373, and MUSL 377 are taken concurrently with the third year
music education methods courses. Each of these involves one class meeting per week in a public
school music class. Initial contact will be made by the professor in each course before the end of
the previous semester (the program coordinator notifies WCE of placements by the end of the
previous semester). You may request placement sites before the professor makes initial contact
with the schools. For a full range of experiences you will be placed in grade levels other than
those in which you intend to student teach.
Placements in the method courses’ field experiences will include diverse music classrooms in
urban schools for focused observation assignments. You will write observations which
address the nature of the learning environment with regard to respect, support, inclusion
and flexibility. You will also provide a transcript of an interview with a teacher which
addresses such things as collaborations with specialists, building of partnerships with families,
and meeting the challenges of the influences of factors such as race and ethnicity on a student’s
learning. Finally, you will write a reflection summarizing what you learned about diversity in
the music classroom and telling how you might successfully meet the challenges of teaching
diverse learners in your future career.
Other guided opportunities for applied learning can arise through New Horizons Band,
community Orff ensemble, UNCW Community Music Academy, and more. You are
encouraged to take advantage of these.
Your EDN 409 Student Teaching will be supervised by the music education professor in your
area of interest. Placements are made through consultations with you, the supervisor, the public
school teacher, and the program coordinator. It is necessary to apply to student teach through the
Watson College of Education Associate Dean’s Office early in the preceding semester.
REQUIREMENTS FOR LICENSURE
ELECTRONIC EVIDENCES AND WEB FOLIOS IN TASKSTREAM
Professional Learning Activities (Electronic Evidence #6)
Teachers lead in schools and in their profession. This role is developed through teachers
engaging in collaborative professional learning activities and by developing professional
relationships. To help establish a habit of pursuing professional growth, all teacher
candidates in music will complete the following professional development report:
Membership in the UNCW collegiate chapter of the National Association for
Music Education (NAfME) for at least the final two years of residency is
required. Regular participation in the Music Education Seminars is required. In
addition, each music education teacher candidate will attend at least one
professional conference, such as the North Carolina Music Educators Association
(NCMEA) Conference, or two professional-level seminars or workshops which
focus on music education issues, such as those sponsored by a university or
school district. To satisfy this requirement any event must be approved by your
advisor. Documentation of this professional development will consist of a paper
including the following components:
1. Details of one professional development activity supported through the
NAfME collegiate chapter.
2. Description of all sessions attended at the state-level conference or
approved university/school district professional development sessions.
3. Reflection on how these professional development activities will
potentially influence the candidate’s teaching and leadership within the
school and community.
Through the required elements, candidates demonstrate the establishment of a pattern of
identifying and seeking out pertinent professional development opportunities through
their professional organization, universities and elsewhere. The activities of the UNCW
Collegiate Chapter of NAfME will help candidates to develop a model for supportive
professional relationships in the profession.
Timetable:
It is recommended that this paper be completed well in advance of student
teaching. Evaluation will be made by your music education faculty advisor using
the following rubric. As with all electronic evidences, it should be approved
before uploading it to Taskstream.
Accomplished
Documented
membership in NAfME
for more than final two
years; participation in
seminars has been
exceptional
Documentation of
Documentation of
attendance at more than
attendance and
the minimum of
description of
conference sessions or
professional
workshops.
conference or two
Descriptions are
workshops
thorough and insightful.
Reflections are
thorough; show
Reflection on
potential impact exceptional insight
regarding potential
of professional
influence of activities on
development
future teaching and
activities
leadership.
Membership in
NAfME and
participation in
the UNCW Music
Education
Seminar
*Proficient
Documented
membership in
NAfME for final two
years; participation in
seminars has been
consistent
Documentation of
either one professional
conference or two
workshops is
provided; descriptions
of sessions are
complete.
Reflections are
complete; including
mention of potential
influence of activities
on future teaching and
leadership.
Developing
Documented
membership in
NAfME for less than
two years; attendance
at seminars has been
inconsistent
Documentation of only
one workshop or less
than one day at
conference;
descriptions of sessions
are minimal or
missing.
Reflections lack
details, little or no
mention of influence
on future teaching and
leadership.
Learning Module on Students with Special Needs in Public School Music Classes
(Required Portfolio, not an Electronic Evidence)
Through searching print and internet sources and doing field observations and interviews
gain the knowledge needed to be prepared to include students with special needs in your
music classes in the public schools K-12. Compile the following into one document, and
after evaluation by your methods professors, upload to TaskStream as a web-folio.
1. A list of key terms and their definitions that relate to teaching music to learners with
special needs.
2. An explanation of ways that a teacher can learn about a student with special needs
who is in his/her classroom.
3. A statement describing the law and how it impacts inclusion of learners with special
needs in the music classroom.
4. A list of strategies and techniques for teaching music to children with a wide range of
exceptionalities in a general music classroom and a performance ensemble setting.
5. A written observation, with reflection, of a music teacher, special education teacher,
or possibly a music therapist working with learners with special needs in a music
lesson.
6. A personal reflection and summary on inclusion of students with special needs in
your future music classes.
Include references for #1-5. There is a library research guide for this project. The web
address is:
http://library.uncw.edu/guides/clone_music_education_learning_module_special_needs_stud
ents (Or from the library homepage click on “find”, “research guides”, “music”)
Timetable:
Typically this learning module will be completed in the junior year, concurrent with
methods courses. It must be completed and accepted by either of your music
education methods professors by the end of the semester before student teaching. A
draft will be due at least two weeks before the last day of classes so that any revisions
that might be needed can be completed before the deadline.
Evaluation can be made by either of your music education methods professors using the
following rubric:
Factual
Information
Observation
Summary &
reflection
Accomplished
*Proficient
Developing
Includes factual elements
#1-5 completed with
exceptional details; five
or more highly
appropriate references
from scholarly sources.
Completed written music
lesson observation and
reflection with
exceptional details and
insight.
Shows exceptional
insight in the personal
reflection on inclusion of
special learners in
candidate’s future classes.
Includes factual elements
#1-5 completed; five or
more appropriate
references.
Omissions or errors in
the factual elements #1-5.
Completed written music
lesson observation and
reflection.
Omissions in the written
music lesson observation
and/or reflection.
Completed personal
reflection on inclusion of
special learners in
candidate’s future
classes.
Omissions in the personal
reflection on inclusion of
special learners in
candidate’s future
classes.
Instructional Design Project in General Music (Electronic Evidence #3)
In MUS 326 General Music Method, all candidates learn established pedagogical approaches
for teaching music to the general population of elementary school students. They also learn
appropriate materials, methods and learning outcomes for the various development levels of
students and types of learners. By the conclusion of MUS 326 students will have designed a
set of 4-6 lessons for one elementary grade level. They are instructed as follows:
The following aspects are fundamental to any quality lesson plan for K-5 music class.
Each lesson must:
 Address at least one learning outcome in music based on the NC Standard Course
of Study (www.ncpublicschools.org/curriculum/artsed/scos/)
 Be based on one or more of the research-based classroom music pedagogies (that
of Kodály, Orff, Gordon, Dalcroze and others)
 Use methods and materials that are appropriate for the students’ developmental
level and that address a diverse student population, including auditory-, visual-,
and kinesthetic-dominant learners
The set of lessons must also include at least one example that enhances music learning in
each of the following:
 Interdisciplinary learning (Using published research link music learning outcomes
with learning outcomes in another subject such as mathematics, social studies,
history, etc.)
 Technology-assisted instruction (The many possibilities for this include softwarebased activities for students, internet based activities, electronic keyboards, etc.)
 Problem-solving and critical-thinking activities (For example, inquiry-based
approach to learning music theory or history.)
 Cooperative learning activities (Examples include groups of students doing
internet-based research with a shared objective, preparing a performance as an
ensemble, or composing or improvising music together.)
 Addressing the needs of special learners (For example, plan the adaptation of
classroom instruments for specific physical challenges of students.)
 Increasing global awareness (For example, include the study of music of another
culture.)
These elements must be identified and labeled in each lesson plan.
This set of plans demonstrates the candidate’s ability to design instruction in the music
classroom that addresses 21st Century skills, knowledge, and dispositions, such as global
awareness, critical-thinking, collaboration, communication, and self-direction for all
students. Each plan is based on research-demonstrated effective methodology. The
required elements list assures that all of the competency’s descriptors will be accounted
for in the set of plans.
After evaluation has been made by your professor in general music methods using the
following rubric, upload the set of plans to Taskstream.
Learning Outcome
Pedagogy Basis
Age-Appropriate
and Diversity
Music Learning
Enhancements
Accomplished
One or more learning
outcome(s) from the
NC Standard Course of
Study is thoroughly
and clearly addressed
for each lesson.
One or more of the
lessons provides
exemplary activities
corresponding to one
of the four researchbased classroom music
pedagogies.
One or more of the
lessons provides ageappropriate and diverse
activities that
specifically reflect the
students’
developmental level
and learning modality.
The set of lessons
makes exemplary use
of the six musiclearning enhancements
found in the attached
checklist.
*Proficient
One learning outcome
from the NC Standard
Course of Study is
sufficiently addressed
for each lesson.
Each lesson provides
activities adequately
corresponding to one
of the four researchbased classroom music
pedagogies.
Each lesson provides
age-appropriate and
diverse activities that
adequately reflect the
students’
developmental level
and learning modality.
The set of lessons
makes satisfactory use
of the six musiclearning enhancements
found in the attached
checklist.
Developing
A learning outcome
from the NC Standard
Course of Study is
missing or not clearly
addressed for each
lesson.
The activities in one or
more lessons lacks do
not correspond to one
of the four researchbased classroom music
pedagogies.
One or more of the
lessons does not
provide ageappropriate and/or
diverse activities
reflecting the students’
developmental level or
learning modality.
The set of lessons does
not include one or
more of the six musiclearning enhancements
found in the attached
checklist.
Checklist - The set of lessons includes identified and labeled learning enhancements in each of
the following:
Interdisciplinary learning (Using published research link music learning outcomes with
learning outcomes in another subject such as mathematics, social studies, history, etc.)
Technology-assisted instruction (The many possibilities for this include software- based
activities for students, internet based activities, electronic keyboards, etc.)
Problem-solving and critical-thinking activities (For example, inquiry-based approach to
learning music theory or history.)
Cooperative learning activities (Examples include groups of students doing internet-based
research with a shared objective, preparing a performance as an ensemble, or composing or
improvising music together.)
Addressing the needs of special learners (For example, plan the adaptation of classroom
instruments for specific physical challenges of students.)
Increasing global awareness (For example, include the study of music of another culture.)
Impact on Student Learning Project (Electronic Evidence #5)
During EDN 409 Student Teaching, in one class of general music, chorus, band or orchestra,
the teacher candidate will:
1. In collaboration with the partnership teacher and the university supervisor, identify
learning objectives appropriate for the developmental level of the students, the particular
music education setting, and the allocated time for instruction. Take into account any
available information on past achievement of learning objectives in music education by
the students, cultural differences that might affect or have affected learning, and strengths
and weaknesses of individual learners. The learning objectives must be based on the NC
Essential Standards in Music and/or the NC Department of Public Instruction’s document
“Arts Education and 21st Century Skills”. Objective statements must contain a specific,
observable and measurable musical behavior.
2. Working with the university supervisor and the partnership teacher, develop assessments
for pre-, during-, and post-instruction based on those learning objectives. Be aware that
the sensitivity of these measurement tools is critical so that differences can be detected in
student skills and/or knowledge after a relatively short period of instruction.
3. Administer the pre-instruction assessment.
4. Analyze the data and, in collaboration with the partnership teacher and any pertinent
specialists, plan an instructional unit based on the data analysis. Data analysis should
focus on indications of strengths and weaknesses in musical skills and knowledge for the
group on average. Instructional plans should draw from research-supported principles
learned in methods courses. Plans should include strategies for accommodating learners
from different cultural backgrounds and with a possible dominance of either a visual,
aural or kinesthetic learning style. Remember that class length and frequency can vary
significantly between different music education settings and grade levels, so plan the unit
accordingly.
5. With the guidance of the partnership teacher each candidate will communicate regarding
their unit plan to the families of students in their classroom(s) via the music program’s
website. The website communication must include:
a. An introduction to yourself, including a personal philosophy statement on music
education
b. A summary of the unit plan learning objectives relative to the NC Standard
Course of Study in Music and “Arts Education and 21st Century Skills”
c. A summary of the results and your interpretation of the preinstructional/diagnostic data
d. A summary of post-instructional data including the achievement of stated learning
objectives
In addition to the communications above, candidates are also required to collaborate with
families during student teaching in the following ways to positively impact student
learning:
a. Participate in all parent-teacher conferences for students in their classroom(s).
b. Make personal contacts with parents whose children are under-performing
(academically or behaviorally) in class to discuss the performance and develop
strategies for addressing issues.
c. As appropriate, participate in boosters club and/or PTA/PTO meetings.
d. Interact with parents through all public concerts or performances.
The student will keep a log of all parent/family interactions to be signed by the
partnership teacher and included in the Impact on Student Learning project.
6. With guidance from your partnership teacher, administer an interest and resource
inventory on the parents of students in your classroom to determine any skills or interests
that could be utilized within your instructional unit. Identify at least one parent with an
interest in participating in the class or a skill set aligned with the unit. Contact the
parent(s) to ask for their participation in preparing for and/or delivering a selected portion
of the unit content. Collaborate with the selected parent(s) to implement the shared
educational experience. Include this parental involvement within the appropriate lesson
plan for the unit.
7. Begin teaching the series of lessons.
8. At an appropriate point near the middle of the instructional unit administer the formative
assessment. The best time would be when measureable achievement in skills &/or
knowledge is expected, and when there are still enough lessons remaining so that any
adjustments in teaching can produce a measureable result in skills &/or knowledge.
9. Analyze the data. Data analysis from this formative assessment should focus on
identifying strengths and weaknesses in the instructional method, procedures, and
materials, based on both individual and group achievement. Pay particular attention to
any indications of problems for individuals. In collaboration with the partnership teacher,
pertinent specialists, if any, and parents, adjust future instructional methods, procedures
and materials in response to the data analysis.
10. Contact the parents of any students who are showing significant weaknesses in
performance at this mid-point assessment and provide strategies that could be used at
home to support their child’s growth (e.g., practice timer, review strategies, attendance at
local concerts, online resources, etc.). Make follow-up communications with the parents
as needed throughout the remainder of the unit.
11. Complete the series of lessons using any adjustments.
12. Administer the post-instruction assessment.
13. Analyze data. The analysis of data from this summative assessment should focus on how
well the group on average achieved the learning objectives. Evaluate and write a
reflection on your teaching effectiveness based on each of the three data analyses.
Address whether or not adjustments significantly improved student learning and what
was learned that will inform your future teaching.
14. With the guidance of the partnership teacher communicate to families and interested
community members the group results with regard to the achievement of the learning
objectives, either through the music program’s website or announced at a public
performance.
The evidence will include:
1.
2.
3.
4.
5.
6.
7.
8.
Overview of the project – why is it needed? What will you be doing?
Set of learning objectives and a description/plan for sessions/lessons
Three assessments and the data collected (without student names)
Written summaries of the interpretation of the data each time an assessment was
made
Written descriptions of all adjustments made to the plans following the midinstruction (formative) assessment
Copies of the website posting(s) and/or a transcript of the information provided at the
public performance
Reflective narrative on the effectiveness of methods, procedures and materials, and
the use of the assessments
Log of all parent/family interactions.
This evidence has candidates design assessments for a music class and collect data for
diagnostic, formative and summative purposes. Working with colleagues and specialists the
candidate makes initial plans and later adjusts methods and materials to improve student
learning, taking into consideration cultural issues and learning styles of individuals. The
candidate also reflects on the effectiveness of his/her teaching and makes plans for future
teaching.
Candidates will consult parents, when appropriate, in making adjustments to teaching. They
will communicate to families and the community their teaching objectives and their
interpretation of the data collected at the conclusion of the teaching unit.
After evaluation has been made by your university student teaching supervisor using the
following rubric, upload the completed document to Taskstream.
Accomplished
Learning objectives,
plans and methods
are explained with
Learning objectives,
exceptional clarity
lesson plans,
and should answer
methodology and
the research
assessment tool
question;
descriptions
Assessment tool is
clearly and
thoroughly
explained
Collected data are All data are
submitted; Analysis
submitted;
of data is explained
Summary of
with exceptional
analysis and
insight
interpretation of
data at three points
Plan for parental
communications and
Plan for and
involvement is
transcript of
exceptionally well
communications
with parents; Log of conceived;
documentation of
any parental
involvement is clear
involvement
and thorough
Findings are
reported with
exceptional clarity,
including any
Findings report
adjustments made as
a result of midpoint
data analysis
Reflective narrative Detailed and
on effectiveness of insightful analysis of
methods, materials, the effects on
and procedures on student learning
outcomes
student learning
*Proficient
Learning objectives,
plans and methods are
adequately explained
and should answer the
research question;
Assessment tool is
adequately explained
Developing
Explanation of methods
for assessment and
analysis of data are
somewhat explained;
implementation plan
lacks some detail and
will only partially
answer the question
All data are submitted; Data are submitted but
Analysis of data is
incomplete; Analysis of
adequately explained
data is not adequately
explained, some
important details are
lacking or unclear
Plan for parental
Plan for parental
communications and
communications and
involvement is
involvement lacks
adequate;
details; documentation
documentation of
of involvement lacks
involvement is
details
adequate
Findings are reported
adequately, including
any adjustments made
as a result of midpoint
data analysis
Findings are reported,
but some important
details are missing or
unclear
Adequately detailed
analysis of the effects
on student learning
outcomes
Analysis of the effects
on student learning
outcomes lacks some
important details or is
unclear
School Improvement Plan Analysis (Electronic Evidence #7)
This evidence addresses the analysis of a school improvement plan. During the student
teaching semester candidates will follow guidelines to analyze their school’s School
Improvement Plan and several online reports pertinent to the school’s student
performance record.
In support of the mission: “to challenge with high expectations each child to learn,
to achieve, and to fulfill his or her potential”, public school communities in North
Carolina participate in a school-based management and accountability program.
School Improvement Plans are a key element in that program. As a future teacher
you will be a participant and this project is designed to prepare you to 1) identify
the characteristics or critical elements of a school improvement plan, and 2) have
the ability to use appropriate data to identify areas of need that should be
addressed in a school improvement plan, and identify resources in the school and
community to target these needs.
Procedures - During the Student Teaching Semester:
1.) Go to
http://www.dpi.state.nc.us/docs/accountability/educators/2004abcmanual.pdf to
access the School-Based Management and Accountability Procedures Manual.
Familiarize yourself with the procedures by completing Directed Questions Set
#1.
Set #1 – School-Based Management and Accountability Procedures Manual
1. List the groups comprising the membership of school improvement
teams.
2. How are these teams selected?
3. What are the three types of school improvement teams?
4. What are the authority and the responsibility of school improvement
team?
5. What is the process by which school improvement plans are created
and approved?
6. What is the role of the State Board of Education’s strategic priorities in
planning school improvement?
7. What is the role of professional development in the school
improvement planning process?
8. What are the three standards for professional development?
2.) Access your school’s School Improvement Plan (SIP) and read it. Answer
questions #1 and #2 of Set #2. Schedule and complete an interview with either a
member of the School Improvement Team, the school principal, or the principal’s
designee regarding the SIP. Ask question #3 & #4 during the interview.
Set #2 – School Improvement Plan
1. What are the objectives set by the school (or Local Education Agency)
as indicated in the SIP?
2. What strategies have been developed to pursue those objectives?
3. What were your responsibilities on the SIP team?
4. How would you assess progress towards attaining the objectives?
3.) Go to http://www.ncreportcards.org/src/ and access the School Report Card for
your school. Use the data presented there to answer Directed Questions Set #3.
Set #3 – School Report Card
1. Based on your school’s report card, identify one area of need that
could be addressed in your school’s SIP.
2. What data in the School Report Card did you use to identify this need?
3. If no need is clearly indicated, identify the strengths of your school
and reference the data that supports your conclusion.
4.) Go to http://ncteachingconditions.org/ and access the Working Conditions
Survey results for your school. Use the data presented there to answer Directed
Questions Set #4.
Set #4 – Working Conditions Survey
1. Based on survey results for your school, identify one or more areas of
need that could be addressed in your school’s SIP. Determine if it is
already addressed in the SIP.
2. What data in the Working Conditions Survey did you use to identify
these needs?
5.) Using the copy of your school’s SIP, analyze the plan and answer Directed
Questions Sets #5 and #6.
Set #5 – School Improvement Plan Relative to the Music Program
1. Identify at least one area of need addressed in your school’s SIP that
could impact students in music classes.
2. How might it impact students in music?
3. Develop and describe a class activity that you believe would target this
area of need.
Set #6 – Professional Development
1. In your review of the Procedure Manual you described three standards
of professional development. If you were to be employed as a teacher
in this school, on which of those three areas would you focus your
earliest professional development activities?
2. Explain why.
Compile your answers in a Word document titled “School Improvement Plan
Analysis”. Identify the school, partnership teacher, principal and interviewed
designee (if one) at the top of the document.
By accessing and analyzing these online documents candidates establish a process
whereby they can use these resources when they are in a teaching position at a school.
The evidence demonstrates a candidate’s ability to identify areas of need and to plan
changes in their teaching area to positively impact the school.
After evaluation has been made by your university student teaching supervisor and your
partnership teacher using the following rubric, upload the completed document to
Taskstream.
Answers to the
factual questions
in sets #1 - #5
Responses to the
perception and
opinion questions
in sets #5 & #6
Accomplished
All questions in sets
#1-4 were answered
thoroughly and with
exceptional insight.
All questions in sets
#5-6 were answered
thoroughly and with
exceptional insight.
*Proficient
All questions in sets
#1-4 were answered
completely and
accurately.
All questions in sets
#5-6 were answered
completely.
Developing
Not all questions in sets
#1-4 were answered or
some answers were
incomplete.
Not all questions in sets
#5-6 were answered or
some answers were
incomplete.
Additional Electronic Evidences:
#1 Transcript (unofficial copy, uploaded during the semester prior to student teaching)
#2 Upper level music jury (completed jury form with committee signatures, uploaded as soon as
available)
#4 Certification of Teaching Capacity (completed form at the end of student teaching)
Professional Dispositions for Teacher Candidates
Embedded in the North Carolina and InTASC standards for teachers are assumptions that
teachers are caring and competent. The National Council for Accreditation of Teacher Education
defines teacher dispositions as: “Professional attitudes, values, and beliefs demonstrated through
both verbal and non-verbal behaviors as educators interact with students, families, colleagues,
and communities. These positive behaviors support student learning and development.” From
these new expectations the Watson College of Education (WCE) developed dispositional
expectations for teachers with four main categories to guide teacher candidate development.
These categories promote a new, broader understanding of teacher professionalism as defined by
commitment, responsibility, caring and action on behalf of all students.
The WCE dispositions incorporate the professional standards as described in the Code of Ethics
for North Carolina Educators and the Code of Professional Practice and Conduct for North
Carolina Educators (http://www.fcschools.net/departments/teachingcodeofethics.pdf) .
Program Dispositions serve three purposes:
1) Inform candidates of dispositional expectations
2) Help students identify areas for further development
3) Assist faculty in candidate assessment
Through coursework and field experiences, the teacher candidates in WCE have opportunities to
develop the following dispositions.
1. Commitment to Personal and Professional Qualities
 Integrity (honesty, ethics and character)
 Caring
 Tolerance
 Critical thinking and problem solving
 Creativity and innovation
 Consideration and thoughtfulness
 Language appropriate to context and audience
 Attendance, punctuality and responsiveness
 Professional attire and appearance
2. Commitment as a Learner
 Engages actively in class
 Completes assignments to the best of one’s ability
 Takes responsibility for one’s learning by showing initiative in responding to
assignments, projects and class activities both as a learner and a teacher
 Accepts feedback readily and is receptive to new ideas
 Gives thoughtful consideration to different viewpoints
 Contributes ideas and demonstrates initiative when working in groups and teams, comes
to classes and meetings prepared
 Collaborates with peers, colleagues and other teachers to create a professional learning
community
3. Commitment as an Educator to the Success of all Students
 Reflects about one’s own cultural identity and experiences
 Examines and seeks to overcome biases and stereotypes
 Shows respect for and sensitivity to students’ varied perspectives and cultures
 Takes responsibility for all students’ learning and holds high expectations for all students
 Establishes an environment that is inviting, respectful, supportive and inclusive
 Works collaboratively with families and significant adults in the lives of their students
 Chooses methods and materials that engage all students in order to raise academic
achievement and strive to eliminate achievement gaps
4. Commitment to Professional Leadership*
 Involves families and the community in the classroom and the school
 Participates in initiatives to improve public education, including professional
associations, community service, boards, panels, agencies or special projects
 Advocates for positive change in policies and practices affecting student learning and
lives
 Seeks solutions to overcome social, political, cultural, economic, physical and cognitive
barriers that may prevent effective family and community involvement in the education
of their students
*Candidates will show evidence of some aspects of Category 4 during our preparation programs.
The intent is to show a pattern of commitment and professional behaviors that will grow beyond
our programs. This category will be assessed by candidates’ demonstrating their connections
across the classroom, school, community and society.
Professional Dispositions: Statement of Responsibility
My signature below verifies that I have read the Watson College of Education Professional
Dispositions and recognize the importance of meeting these expectations. My performance on
these dispositions must meet or exceed program expectations. I understand that failure to
demonstrate appropriate dispositions may result in an intervention and/or may result in dismissal
from the Watson College of Education.
Candidate’s Printed Name __________________________________
Candidate’s Signature ____________________________________ Date _________________
North Carolina Standards for Music Teacher Candidates
The success of 21st century PreK-12 music programs depends upon the quality of music teacher
preparation. To ensure success music teacher candidates must develop proficiency in
performance skills, theory and aural skills, improvisation and composition skills, and knowledge
of music history. Music teacher candidates must develop an understanding of varied music
cultures to promote global awareness. They must acquire an understanding of the importance of
music c and its power to cultivate creativity, aesthetic sensitivity, and critical thinking. Twentyfirst century music teachers must understand the importance of music technology in the
classroom. They must be advocates for music as an essential part of a dynamic culture. They
must be effective instructional program managers who have a thorough understanding of the
North Carolina Standard Course of Study goals and objectives in music.
Standard 1: Demonstrate essential skills of musical performance.






Perform a varied repertoire of music on a primary instrument or through singing.
Analyze, interpret, and evaluate music and musical performances.
Demonstrate basic piano skills.
Demonstrate basic vocal skills.
Demonstrate basic instrumental skills.
Demonstrate rehearsal techniques and error detection skills in conducting various
ensembles.
Standard 2: Possess comprehensive knowledge of music theory and demonstrate essential
aural skills.





Improvise melodies, variations and accompaniments.
Compose and arrange music within specified guidelines.
Sight-sing and transcribe.
Listen to, analyze and describe musical scores and compositions.
Demonstrate an understanding of technology as a vital delivery system for teaching
and learning music.
Standard 3: Possess comprehensive knowledge of music history and use critical thinking
skills in the analysis of literature, performance styles, and genres of Western and nonWestern music.



Relate history and culture to music.
Make connections between music, other arts, and other disciplines.
Design music-making experiences that promote musical and cultural inclusiveness.
Standard 4: Possess an understanding of music through aesthetic experience and critical and
creative thinking.



Demonstrate an understanding of the role of aesthetic experience in the enjoyment,
preference, and appreciation of music.
Use critical thinking to make personal judgments about music through verbal and
written expression.
Develop a personal artistic style for creating music.
Standard 5: Develop and manage a program inclusive of the goals, values, and purposes of
music education.


Make decisions regarding budgeting, inventory, and their relationship to instructional
needs.
Articulate the importance of advocating for and exhibiting high quality programs as
essential to the total school curriculum.
(2009)
Summary of the North Carolina Professional Teaching Standards
I. Teachers demonstrate leadership





Lead in their classrooms
Demonstrate leadership in the school
Lead the teaching profession
Advocate for schools and students
Demonstrate high ethical standards
II. Teachers establish a respectful environment for a diverse population of students.





Provide an environment in which each child has a positive, nurturing relationship with
caring adults
Embrace diversity in the school community and in the world
Treat students as individuals
Adapt their teaching for the benefit of students with special needs
Work collaboratively with the families and significant adults in the lives of their students
III. Teachers know the content they teach.




Align their instruction with the NC Standard Course of Study
(www.ncpublicschools.org/curriculum/artsed/scos/)
Know the content appropriate to their teaching specialty
Recognize the interconnectedness of content areas/disciplines
Make instruction relevant to students
IV. Teachers facilitate learning for their students.








Know the ways in which learning takes place, and they know the appropriate levels of
intellectual, physical, social, and emotional development of their students
Plan instruction appropriate for their students
Use a variety of instructional methods
Integrate and utilize technology in their instruction
Help students develop critical thinking and problem-solving skills
Help students work in teams and develop leadership qualities
Communicate effectively
Use a variety of methods to assess what each student has learned
V. Teachers reflect on their practice.



Analyze student learning
Link professional growth to their professional goals
Function effectively in a complex, dynamic environment
(2007)
The following goals, based on the Professional Teaching Standards, are particularly
pertinent to your STUDENT TEACHING experience:
1. Take responsibility for all students’ learning.
2. Use a variety of assessment approaches to evaluate progress and inform instruction.
3. Use a variety of teaching techniques and materials that address learning styles in order to
enhance student learning.
4. Encourage an environment that is respectful, supportive, inclusive, and flexible.
5. Strive to understand how a student’s culture and background might influence his or her
school performance.
6. Think systematically and critically about student learning in your classroom – reflect on
what improves student achievement.
7. Seek to work collaboratively with families and significant adults in the lives of students.
Overcome obstacles for community involvement.
8. Incorporate the teaching of life skills in your teaching of music, including leadership,
ethics, accountability, adaptability, personal productivity, personal responsibility, people
skills, and social responsibility. (some of the 21st Century Skills)
Bachelor of Music in Music Education: Instrumental Track
(119 s.h.; 124 s.h. required to graduate)
This track includes winds, percussion and strings; it does not include piano and guitar.
Freshman Year
___ MUS 111 Theory I
___ MUSL 111 Theory Lab
___ MUS 110 Intro Music Technology (IL)
___ MUS 196 Applied Music
___ MUS LAB Studio Seminar
___ MUS 185 or187 Ensemble
___ MUS 141 Class Piano I
___ ENG 100 or 101 Writing & Reading
___ UNI 101 Freshman Seminar (IL)
___ PED 101
TOTAL
2
1
1
1
0
1
1
3
3
2
15
___ MUS 112 Theory
___ MUSL 112 Theory Lab
___ MUS 196 Applied Music
___ MUS LAB Studio Seminar
___ MUS 185 or 187 Ensemble
___ Lab Science ____ ____
___ MUS 142 Class Piano II
___ PSY 105 General Psychology (HIB)
___ MAT 101, 102, 111, 112, 115 or 141
TOTAL
2
1
1
0
1
4
1
3
3
16
Sophomore Year
___ MUS 211 Theory III
___ MUSL 211 Theory Lab
___ MUS 196 Applied Music
___ MUS LAB Studio Seminar
___ MUS 185 or 187 Ensemble
___ MUS 241 Class Piano III
___ MUS 244 Instrumental Techniques I
___ University Studies* ____ ____
___ ENG 200 or 201 Writing & Reading (IL)
___ EDN 200 Teacher, School, Society (LDN)
___ EDNL 200 Field Experience
TOTAL
2
1
1
0
1
1
1
3
3
3
1
17
___ MUS 300 Applications of Theory
___ MUSL 300 Theory Lab
___ MUS 196 Applied Music
___ MUS LAB Studio Seminar
___ MUS 185 or 187 Ensemble
___ MUS 242 Class Piano IV
___ MUS 245 Instrumental Techniques II
___ University Studies* ____ ____
___ EDN 203 Psychology of Teaching (HIB)
___ FNA 101 World Music and Dance (LGS)
TOTAL
2
1
1
0
1
1
1
3
3
3
16
*Non-specified University Studies courses include one in each of these categories: Non-Lab Science (in a different
discipline than the lab science course), Quantitative and Logical Reasoning (in addition to the math course), Writing
Intensive course (suggest ENG110 or 111), Historical & Philosophical Approaches (non-MUS course). Foreign
Language – 1-3 courses (go to http://www.uncw.edu/fll/FLLAdvisingRequirements.html for explanation).
Before the junior year, music education majors must also pass:
___ Piano proficiency exam (in MUS 242)
___ Upper level qualifying jury in the applied music area
At this point formal admission to the School of Education and to the Teacher Education Program is required
to continue with the Music Education Curriculum. Requirements for Admission are:
___ Completion of the university requirements in English, mathematics and a science lab course with a grade of “C“
or better in each
___ Completion of EDN 200 & EDNL 200 with a grade of “C“ or better in each
___ Passing scores on the Praxis Core Academic Skills for Educators as specified by the NC Board of Education
(Reading – 156, Writing – 162, Math -150, or a combined score of 468). Those with an SAT combined score of
1100 (math & verbal) or ACT combined score of 24 are exempt from taking Praxis Core. Those with SAT scores
of less than 1100 or ACT of less than 24, but with SAT scores of 550 or better (ACT 24) on verbal are exempt
from Praxis Core Reading and Writing, SAT of 550 or better (ACT 24) on Math are exempt from Praxis Core
Math. Go to ets.org to register and pay, then call 962-7444 to schedule the computer-based Praxis tests.
___ Completion of four semesters with a cumulative grade point average of 2.7 or better
___ Completion of an application form for admission (Office of the Associate Dean, Watson College of Education)
Junior Year
___ MUS 306 Orchestration
___ MUS 396 Applied Music
___ MUS LAB Studio Seminar
___ MUS 185 or 187 Ensemble
___ MUS 285 Basic Conducting I (IL)
___ MUS 320 Pedagogy Beg Band Inst
___ MUS 326 General Music Methods
___ MUSL 326 Field Experience
___ MUS 351 History of Music I (WI)
TOTAL
2
1
0
1
2
2
3
1
3
15
___ MUS 396 Applied Music
___ MUS LAB Studio Seminar
___ MUS 185 or 187 Ensemble
___ MUS 286 Basic Conducting II
___ MUS 373 Instrumental Methods
___ MUSL 373 Field Experience
___ MUS 325 Jazz Ensemble Techniques
Or
___ MUS 243 String Class (string major only)
___ MUS 352 History of Music II (WI)
___ University Studies course* ___ ___
TOTAL
1
0
1
2
3
1
1
3
3
15
___ Praxis II test - Music: Content and Instruction (code #5114) is required and should be taken the semester before
student teaching. The minimum required score is 162. Go to ets.org to register and pay, then call 962-7444 to
schedule the computer-based Praxis test.
Senior Year
___ MUS 396 Applied Music
___ MUS LAB Studio Seminar
___ MUS 393 Recital
___ MUS 185 or 187 Ensemble
___ MUS 331 Measurement & Evaluation
___ EDN 356 Reading for K-12 Educators**
___ University Studies course* ____ ____
___ University Studies course* ____ ____
TOTAL
1
0
1
1
1
3
3
3
13
___ EDN 409 Practicum***
12
*Non-specified University Studies courses include one in each of these categories: Non-Lab Science (in a different
discipline than the lab science course), Quantitative and Logical Reasoning (in addition to the math course), Writing
Intensive course (suggest ENG110 or 111), Historical & Philosophical Approaches (non-MUS course). Foreign
Language – 1-3 courses (go to http://www.uncw.edu/fll/FLLAdvisingRequirements.html for explanation).
**To enroll in EDN 356 you must have completed MUS 326 for the instructional design content.
***To enroll in EDN 409 a student must have a grade of “C“ or better in all required professional education and music
courses, and a minimum 2.7 cumulative grade point average. An application is due the first month of the preceding
semester. All degree requirements must be completed if graduation is expected at the end of the semester.
Bachelor of Music in Music Education: Vocal Track (includes Piano & Guitar)
(118/121 s.h.; 124 s.h. required to graduate)
Guitar and piano majors must take a singing placement test at the beginning of their studies (see Director of Choirs).
For them MUS 146 might be required, depending on the result of the placement test. A minimum of four semesters
of MUS 186 is required for their major ensemble.
Freshman Year
___ MUS 111 Theory I
___ MUSL 111 Theory Lab
___ MUS 110 Intro Music Technology (IL)
___ MUS 196 Applied Music
___ MUS LAB Studio Seminar
___ MUS 183 or186 Ensemble
___ MUS 141 Class Piano I
___ ENG 100 or 101 Writing & Reading
___ UNI 101 Freshman Seminar (IL)
___ PED 101
___ MUS 146 Class Voice (if needed)
TOTAL
2
1
1
1
0
1
1
3
3
2
1
15/16
___ MUS 112 Theory
___ MUSL 112 Theory Lab
___ MUS 196 Applied Music
___ MUS LAB Studio Seminar
___ MUS 183 or 186 Ensemble
___ Lab Science ____ ____
___ MUS 142 Class Piano II
___ PSY 105 General Psychology (HIB)
___ MAT 101, 102, 111, 112, 115 or 141
TOTAL
2
1
1
0
1
4
1
3
3
16
Sophomore Year
___ MUS 211 Theory III
___ MUSL 211 Theory Lab
___ MUS 196 Applied Music
___ MUS LAB Studio Seminar
___ MUS 183 or 186 Ensemble
___ MUS 241 Class Piano III
___ MUS 272 or 273 Diction for Singers
___ ENG 200 or 201 Writing & Reading (IL)
___ EDN 200 Teacher, School, Society (LDN)
___ EDNL 200 Field Experience
TOTAL
2
1
1
0
1
1
2
3
3
1
15
___ MUS 300 Applications of Theory
___ MUSL 300 Theory Lab
___ MUS 196 Applied Music
___ MUS LAB Studio Seminar
___ MUS 183 or 186 Ensemble
___ MUS 242 Class Piano IV
___ EDN 203 Psychology of Teaching (HIB)
___ FNA 101 World Music and Dance (LGS)
___ University Studies* ____ ____
TOTAL
2
1
1
0
1
1
3
3
3
15
*Non-specified University Studies courses include one in each of these categories: Non-Lab Science (in a different
discipline than the lab science course), Quantitative and Logical Reasoning (in addition to the math course), Writing
Intensive course (suggest ENG110 or 111), Historical & Philosophical Approaches (non-MUS course). Foreign
Language – 1-3 courses (go to http://www.uncw.edu/fll/FLLAdvisingRequirements.html for explanation).
Before the junior year, music education majors must also pass:
___ Piano proficiency exam (MUS 242)
___ Upper level qualifying jury in the applied music area
At this point formal admission to the School of Education and to the Teacher Education Program is required
to continue with the Music Education Curriculum. Requirements for Admission are:
___ Completion of the university requirements in English, mathematics and a science lab course with a grade of “C“
or better in each
___ Completion of EDN 200 & EDNL 200 with a grade of “C“ or better in each
___ Passing scores on the Praxis Core Academic Skills for Educators as specified by the NC Board of Education
(Reading – 156, Writing – 162, Math – 150, or a combined score of 468). Those with an SAT combined score of
1100 (math & verbal) or ACT combined score of 24 are exempt from taking Praxis Core. Those with SAT scores
of less than 1100 or ACT of less than 24, but with SAT scores of 550 or better (ACT 24) on verbal are exempt
from Praxis Core Reading and Writing, SAT of 550 or better (ACT 24) on Math are exempt from Praxis Core
Math. Go to ets.org to register and pay, then call 962-7444 to schedule the computer-based Praxis tests.
___ Completion of four semesters with a cumulative grade point average of 2.7 or better
___ Completion of an application form for admission (Office of the Associate Dean, Watson College of Education)
Junior Year
___ MUS 306 Orchestration
___ MUS 396 Applied Music
___ MUS LAB Studio Seminar
___ MUS 183 or 186 Ensemble
___ MUS 285 Basic Conducting I (IL)
___ MUS 272 or 273 Diction for Singers
___ MUS 326 General Music Methods
___ MUSL 326 Field Experience
___ MUS 351 History of Music I (WI)
TOTAL
2
1
0
1
2
2
3
1
3
15
___ MUS 396 Applied Music
___ MUS LAB Studio Seminar
___ MUS 183 or 186 Ensemble
___ MUS 286 Basic Conducting II
___ MUS 377 Choral Methods
___ MUSL 377 Field Experience
___ MUS 352 History of Music II (WI)
___ University Studies course* ____ ____
___ University Studies course* ____ ____
TOTAL
1
0
1
2
3
1
3
3
3
17
___ Praxis II test - Music: Content and Instruction (code #5114) is required and should be taken the semester before
student teaching. The minimum required score is 162. Go to ets.org to register and pay, then call 962-7444 to
schedule the computer-based Praxis test.
Senior Year
___ MUS 396 Applied Music
___ MUS LAB Studio Seminar
___ MUS 393 Recital
___ MUS 183 or 186 Ensemble
___ EDN 356 Reading for K-12 Educators**
___ MUS 331 Measurement & Evaluation
___ MUS 370 Pedagogy I*** (voice maj. only)
___ University Studies course* ____ ____
___ University Studies course* ____ ____
TOTAL
1
0
1
1
3
1
3
3
3
13/16
___ EDN 409 Practicum****
12
*Non-specified University Studies courses include one in each of these categories: Non-Lab Science (in a different
discipline than the lab science course), Quantitative and Logical Reasoning (in addition to the math course), Writing
Intensive course (suggest ENG110 or 111), Historical & Philosophical Approaches (non-MUS course). Foreign
Language – 1-3 courses (go to http://www.uncw.edu/fll/FLLAdvisingRequirements.html for explanation).
**To enroll in EDN 356 you must have completed MUS 326 for the instructional design content.
***Offered every other fall. It may be necessary to take this in the Junior Year.
****To enroll in EDN 409 a student must have a grade of “C“ or better in all required professional education and music
courses, and a minimum 2.7 cumulative grade point average. An application is due the first month of the preceding
semester. All degree requirements must be completed if graduation is expected at the end of the semester.
TEACHING-LICENSE-ONLY IN MUSIC EDUCATION
(Candidate holds a baccalaureate degree in music)
All applicants must pass the following:
___
___
___
___
Audition on major instrument or voice (equivalent of upper level qualifying jury). Contact the appropriate
studio instructor for repertoire recommendations. Also see the Music Student Handbook.
Theory exam. Equivalent of MUS 300 and MUSL 300 final exam. Contact the Theory Coordinator for
details.
Piano proficiency exam. See the Music Student Handbook for details.
Two music history repertory listening exams. See the Music Student Handbook for details.
Following the administration of the above exams and an assessment of all transcripts, a Plan of Study will be created
for each applicant by the Music Education Program Coordinator in consultation with the music faculty. Where
deficiencies are evident, appropriate courses will be required.
All courses on this list must be completed or official evidence of equivalent courses shown. The following music
courses are offered only in the designated semester (See UNCW Undergraduate Catalogue for pre-requisites):
Instrumental Option
Offered in fall semesters
Offered in spring semesters
___
___
___
MUS 244 Instrumental Techniques I
MUS 285 Basic Conducting I
MUS 331 Measurement & Evaluation
1
2
1
___
___
___
___
___
___
___
MUS 306 Orchestration
MUS 320 Pedagogy for Beg. Band Inst.
MUS 326 General Music Methods
MUSL 326 Field Experience
2
2
3
1
___
___
___
MUS 245 Instrumental Techniques II
MUS 286 Basic Conducting II
MUS 325 Jazz Ensemble Techniques or
MUS 243 String Class (string majors –
offered as needed)
MUS 373 Instrumental Methods
MUSL 373 Field Experience
1
2
1
3
1
Vocal Option (includes guitarists and pianists*)
Offered in fall semesters
___
___
___
___
___
___
___
___
Offered in spring semesters
MUS 285 Basic Conducting I
MUS 331 Measurement & Evaluation
MUS 272 Diction for Singers
MUS 273 Diction for Singers
MUS 370 Pedagogy I (singers only)
MUS 326 General Music Methods
MUSL 326 Field Experience
MUS 306 Orchestration
*MUS 186 Concert Choir (both sems.)
2
1
2
2
3
3
1
2
1
___
___
___
MUS 286 Basic Conducting II
MUS 377 Choral Methods
MUSL 377 Field Experience
*A minimum of four semesters in a choir is required for guitarists and pianists.
The following required courses are offered in both semesters and sometimes in summer sessions:
___
___
___
EDN 200 Teacher, School, Society
EDNL 200 Field Experience
EDN 203 Psyc. Found. Teaching
3
1
3
2
3
1
Prior to taking 300-level and higher EDN courses, formal admission to the School of Education and to the Teacher
Education Program is required. Requirements for admission are:
___
___
___
___
___
___
___
___
___
Completion of the university requirements in English, mathematics and a science lab course with a
grade of “C“ or better in each
Completion of EDN 200 & EDNL 200 with a grade of “C“ or better
Passing scores on the Praxis Core Academic Skills for Educators as specified by the NC Board of
Education (Reading – 156, Writing – 162, Math – 150, or a combined score of 468). Those with an
SAT combined score of 1100 (math & verbal) or ACT combined score of 24 are exempt from taking
Praxis Core. Those with SAT scores of less than 1100 or ACT of less than 24, but with SAT scores of
550 or better (ACT 24) on verbal are exempt from Praxis Core Reading and Writing, SAT of 550 or
better (ACT 24) on Math are exempt from Praxis Core Math. Go to ets.org to register and pay, then
call 962-7444 to schedule the computer-based Praxis tests.
Cumulative grade point average of 2.7 or better for coursework at UNCW
Successful completion of an audition, theory exam, and piano proficiency
Completion of an application form for admission (Associate Dean’s office – School of Education)
EDN 356* Reading for K-12 Educ.
3
Praxis II test - Music: Content and Instruction (code #5114) is required and should be taken the
semester before student teaching. The minimum required score is 162. Go to ets.org to register and
pay, then call 962-7444 to schedule the computer-based Praxis test.
EDN 409** Practicum (not offered in summer)
12
*To enroll in EDN 356 you must have completed MUS 326 for the instructional design content.
**To enroll in EDN 409 a student must have a grade of “C“ or better in all required professional education and
music courses, and a minimum 2.7 cumulative grade point average. An application is due the first month of the
preceding semester.