BACCALAUREATE AND MASTER’S DEGREES
NEW PROPOSAL FORM: ONE-STEP PROCESS
(Submit One Copy)
REVISED FORMAL PROPOSAL
Institution: Kennesaw State University
1. Institutional Contact (President or Vice President for Academic Affairs): Vice
President for Research and Graduate Dean, Dr. Charles Amlaner
Date: March 31, 2011
School/Division: College of the Arts
Department: School of Music
Departmental Contact: Dr. Harry E. Price
Name of Proposed Program/Inscription:
Degree: Master of Music
Major: Music Education, Conducting, Performance
CIP Code:
Anticipated Starting Date: Fall 2012
1. Program Description and Objectives:
Kennesaw State University, the College of the Arts (COTA), and the School of Music (SOM)
propose a new academic program leading to awarding a Master of Music degree, with emphases
in either conducting, music education, or performance. The 35-semester hour program includes
an 11-hour academic core that includes a Music Entrepreneurship class requiring an externship,
and a thesis or final recital. The thesis requires an independent presentation of ideas related to the
specific degree or final recital that is at least 60-minutes of repertoire deemed appropriate for
graduate level performance. Additionally, all masters’ students will take an oral examination
given by a graduate faculty committee. Depending on focus, the concentrations include applied
music, courses related to the concentration, conducting, music theory, music history, and
literature.
a. Objectives of the program
The student learning objectives for this program are based on the knowledge, skills, and
abilities as indicated by KSU and the SOM faculty, and are consistent with the graduate
standards identified by the National Association of Schools of Music (NASM). Depending on
whether the student’s program focus is on performance, conducting, or music education, the
specific concentration varies. NASM criteria form the basis on which the SOM has been an
approved Baccalaureate Degree-Granting Institution since 1984. The NASM’s standards are
critical and have been fully considered for the master’s degree put forth in this proposal. The key
is to have the graduates be experts in music education, performance, or conducting at the
master’s level.
All students in the MM program will have a basic understanding of the advanced skills
required by taking the core program coursework, which includes introduction to scholarship, a
graduate music theory course, a graduate music history course, and music entrepreneurship,
focusing on promoting their performance or that of the group they lead. Work in this area will
also result in the students being involved with community activities as well as those on campus.
In the areas of focus, the students following either the performance or conducting
concentration will have applied lessons, pedagogy and literature classes, small and large
ensemble expectations, and a graduate recital or theses. Students in music education will have a
variety of courses, such as methods, Music Education Seminar, and a final project that is similar
KSU MM page 2 of 47
to a thesis, but will also have the core of other requirements. All students will be involved in
entrepreneurship.
In the end, the masters’ students will demonstrate advanced competencies across broad music
areas and within the specific specializations of performance, conducting, or music education.
They will also develop the crucial skills necessary to promote themselves and their programs, in
today’s global market.
b. Needs the program will meet
A master’s in music degree at KSU, a suburban university that can address the needs of
commuters, non-traditional, and traditional students, will provide a level of education that is
needed in our area. This degree represents a level of education that is practically required for
someone following music education, performance, or conducting pursuits today. It is useful for
career advancement and the development of our students’ skill sets. The master’s degree allows
for honing of individual pursuits for those who wish to pursue their area of focus. This degree
also addresses students who want to achieve higher educational levels. In its young existence,
students completing the SOM program at Kennesaw State University have attended excellent
graduate schools and conservatories of music, including Florida State University, Indiana
University, New England Conservatory, Peabody Conservatory, Shenandoah Conservatory,
University of Illinois (Urbana-Champaign), University of Michigan (Ann Arbor), and University
of Texas, Austin, Texas.
The degree implementation methods we have planned will allow people who are currently
employed to be able to remain so while pursuing this degree, as well as, accommodate those
wanting to be full-time students. Our location makes it feasible to take some of the classes during
the year and a full load in the summer. However, we will have flexibility within the program so
KSU MM page 3 of 47
that individuals can pursue the degree during the academic year as well. This program will be
accessible to people in Northern Atlanta up through the state line. The growth in this region since
2000 has been quite remarkable and we need to make a program of this type available to the
citizens of this region. We must remember that Georgia’s increase has been by more than
1,500,000 people and that growth has been largely in the suburbs.
There are a large number of teachers near Kennesaw who would benefit from the master’s
degree. The state of Georgia has 3,600 people who are school music teachers and members of the
Georgia Music Educators Association. Additionally, 762 people are members of the Georgia
Music Teachers Association. Surrounding KSU, the local schools have considerable numbers of
teachers interested in the program. In Cobb, Gwinnett, and Polk Counties alone, there are
approximately 700 music teachers and hundreds more in the many nearby counties we would
serve. This large number does not even begin to include the countless private music teachers and
performers in this region, as well as elsewhere, who may be interested in a master’s degrees in
music for performers or conductors at Kennesaw State University with the talented faculty who
teach here. Finally, some of our past and present students would be likely to pursue the master’s
degree at Kennesaw, for its fine faculty, wonderful ensembles, excellent facilities, and
convenient proximity.
c. Brief explanation of how the program is to be delivered
The master’s degree in music will consist of work that will be delivered in a variety of ways.
However, music is a performance medium that requires people to participate on campus for good
musical interaction and feedback. For example, we will want students to participate in resident
performance ensembles working directly with the conductors and to study their instruments with
some of the best artist-teachers in the region. In addition to this, there are community groups who
KSU MM page 4 of 47
have offered to work with our SOM (Appendix A) providing placement opportunities (e.g.,
GYSO, CSO, KSUCAC, Capitol City Opera) for the masters’ students. Finally, there will likely
be some distance education involved in areas such as history or theory and possibly some of the
pedagogy and literature in time. All aspects of the degree are designed to meet the approval of
NASM and the music education will also be approved by NCATE..
With all of these course possibilities, we will still be able to offer the bulk of this instruction
without any dramatic changes in the number of faculty, largely due to graduate teaching
assistants teaching some classes that will allow the faculty to teach some of the graduate classes,
in addition to the cross listed courses. We do however hope to hire an ethnomusicologist in the
near future. Also, due to the increasing needs of the graduate program if approved, we would
also be working towards having a colleague who is a collaborative piano specialist.
d. Prioritization within the institution’s strategic plan
KSU’s strategic plan fits well with the plans for this program. It will provide graduate study
opportunities for a diverse adult student body in the northern suburbs of Atlanta and extending
into northwest Georgia. In addition to being a full-time student, the structure will also allow
graduate students to pursue their desired academic goals on a part-time basis due to a job, family,
or civic responsibilities. Adding this degree will allow many music students to pursue
professionally oriented music degrees. It will prepare students well for the advancement of
professional pursuits and KSU would consequently offer graduate degrees in all colleges of the
university. Expanding arrays of professional master’s degrees exist at KSU, and it is our goal to
continue to enhance these professional degrees.
We do not want to forget that COTA is a well-respected college, in which all of its programs
have earned national acceptance and official approval by the appropriate national accrediting
KSU MM page 5 of 47
organization. With recent facility expansions and new instrument inventory, the addition of this
professional degree in music is timely and will match and extend the new Master of Arts
Teaching degree offered in the Visual Arts program. It will also provide considerable public
service opportunities for students working with outside organizations to enhance student life and
learning activities and prepare them to be leaders in their fields.
2. Description of the program’s fit with the institutional mission and nationally accepted
trends in the discipline.
The proposed master’s degree fits well with the Kennesaw State University Mission, the
University System of Georgia Mission, and the National Association of Schools of Music’s
expectations for graduate degrees. It will offer students the opportunity for personal and
professional growth in music at an institution that respects students as people trying to further
develop themselves.
In terms of fit with all other units in the University System of Georgia, The School of Music
will provide “a supportive campus climate, necessary services, and leadership development
opportunities, all to educate the whole person and meet the needs of students.” We will be
providing opportunities for all acceptable students to pursue degrees in music performance,
conducting, and education. This will take place in the open environment that Kennesaw State
University provides for all students. It is an excellent educational institution and a major focus of
these programs will be the applied nature of the degrees we are proposing.
As will be evident from the proposal, the different concentrations will have an applied focus.
All students will take a course in music entrepreneurship, which will focus on professional
development. In addition to the course content and skills, the areas will each have a number of
tasks that will require students to apply their skills. These include practical experiences in
community groups such as the Georgia Youth Symphony Organization, Cobb Symphony
KSU MM page 6 of 47
Orchestra, KSU Community and Alumni Chorus, and Capitol City Opera. Those in performance
and conducting will also learn how to promote themselves, their recital, and recital CD. The
music education students will learn how to promote their programs in order to establish stronger
support for the programs’ continuance in the community. We believe that this commitment to
public service will provide “distinctive characteristics that have a magnet effect throughout the
region or state.”
The structure of the program will address the needs of a variety of students, honoring the fact
that many of them will pursue their academic goals on a part-time basis because of job, family,
and civic responsibilities. Consequently, some of the courses will be late in the afternoon and in
the summer. All of these factors speak to the point that “the university is committed to
continuous improvement in an increasingly diverse and constantly changing learning
community.”
This fits well with NASM, which has been designated by the United States Department of
Education as the agency responsible for music’s accreditation throughout the United States of
free-standing institutions. NASM establishes the minimum standards of achievement in music
curricula. It focuses on the purposes, structure, and content of the programs through creative
endeavor, inquiry, and investigation. At KSU, these efforts would focus music work in
performance or production that results in contributions to the body of knowledge and practice in
the field. Here, the focus would be on practice-oriented degrees; that are for “the preparation of
artists, pedagogues,” as well as others.
Interestingly, NASM specifically states “students should be encouraged to acquire the career
development and entrepreneurial techniques necessary to advance themselves according to their
area of specialization and their own career objectives.” This is exactly the direction of the
KSU MM page 7 of 47
Master’s of Music degree we are proposing. As indicated previously, it focuses on student’s
promotion of themselves as performers, conductors, and educators. Further, NASM states, “most
of those who are in graduate degrees in music are or will be engaged in music teaching of some
type during the course of their professional careers. Institutions are therefore strongly
encouraged to give attention to the preparation of graduate students as teachers.” The proposed
masters students’ involvement with the community organizations, as well as those at KSU will
address this critical area.
3. Description of how the program demonstrates demand and a justification of need in the
discipline and geographic area and is not unnecessary program duplication.
There are considerable data that support this program as not providing unnecessary
duplication. However, even where there might appear to be duplication, since music is a limited
subject, it is clear that there is a desire for this program to exist at the School of Music at KSU,
given its location and program quality.
First, one of the items that makes this program unique is the music entrepreneurship class
requirements and the externship experiences we have planned. Attached to the proposal you will
find four letters indicating community organizations that support the master’s degree with
opportunities for students to work with them. The students will be working with these
professional community organizations in addition to the KSU ensembles and experiences. The
Georgia Youth Symphony Orchestra and Chorus represents approximately 400 school-aged
children, Cobb Symphony represents professional and semi-professional musicians, Capitol City
Opera is a professional performance association, and KSU Community Alumni Choir represents
community and alumni singers. As the master’s program develops, we will be exploring
additional partnerships with other local arts organizations.
KSU MM page 8 of 47
The masters’ students will also develop plans to promote themselves as artists, through a
variety of sources, including the web, hard copy media, and printed materials. One example,
during the graduate recital semester, the performer will actively engage an audience for their
performance, promote the recital, and the resultant CD. These aspects will help them understand
what musicians, regardless of focus, need to consider in developing support for themselves or
their school programs in the current economic environment; one that tends to look at the arts as
an expendable item. While we do not agree with this perspective towards the arts, given the clear
data indicating its value across learning, we need to address this issue rather than to ignore it.
While there are graduate music education programs that are available in the summer, our
program will allow students to pursue some of the master’s degrees full time, summers-only, or
in combination. The summer offering will provide courses for the performance and conducting
concentrations. Making this a possible track for music education majors will be attractive for
many school-based educators.
Of the concentrations proposed in this master’s degree, the one with the most employee data
is music education. Between 2000 and 2010, the state of Georgia saw a significant increase in the
number of music teachers from 3,642 to 4,676. This is an increase of 28% in the past ten years
and this strengthens the fact that a large number of teachers will be pursuing masters’ degrees. In
the south, there has been an increase in music teachers from 27,437 to 29,329. Georgia’s
population also increased by 18.3% (8,186,453 to 9,687,653) between 2000 and 2010 and this
change will likely continue, which also leads to an increased need for teachers. This population
increase means that there is an increase in the number of performers and conductors. The bulk of
the population changes have been suburban, like the counties surrounding Cobb. In reference to
northern Atlanta and Georgia, there are a number of teachers interested in music education alone.
KSU MM page 9 of 47
At present (2010), 3.5% of the teachers in Georgia are music teachers. This number is in the
bottom half of the states, consequently, it will not likely go lower; if anything, when the
economy improves it should increase.
Nationally, some 11,000 music educators leave the workforce each year, but the graduation
rate is approximately 3900. Clearly, there is a need for more teachers. Due to the low graduation
rate, it is also the focus of the KSU School of Music that students admitted to this program are
superior. This is crucial for student success and continuing in the field.
For performers and conductors, the data from National Arts Index 2010, “Americans for the
Arts”, shows that new non-profit arts organizations have grown annually, with an increase of
3,000 during the 2007-09 recession years. The number of students with arts experience taking the
SAT has increased from 15% to 20% over ten years. Arts employment has remained strong, with
a growth every year from 2000 to 2008, from 509,000 to 676,000 for self-employed artistentrepreneurs. Interestingly, all of this occurs with a decrease in public spending on the arts. In
the Cobb areas alone, the data indicate the number of people employed in the arts are in 893
companies with 16,883 employees.
In addition to these data, the KSU School of Music completed a survey with over 160
respondents. The initial respondents were professionals in the Atlanta area and a subsequent
survey request was sent to students. The first question was, “Do you think the KSU School of
Music should offer Master of Music degrees in performance, music education and/or
conducting?” The response was overwhelmingly positive, with approximately 160 (97%) saying
yes, with the rest saying no or maybe. Of the respondents, over 100 said they desired music
education, more than 50 indicated performance, and over 40 said they were interested in
conducting (more than one response was possible). Over 120 people said they would consider
KSU MM page 10 of 47
pursuing the degree at KSU; a large number of the rest already had their masters’ degrees.
Further, the respondents said they would recommend KSU if it did offer a masters degree, with
140 saying yes, over 20 saying maybe, and only a couple responded “no”.
The results of all of these data indicate that there is a keen interest in a master’s degree at
KSU. This survey did not include all the possible participants who might be interested, but was a
sample of individuals (both current professionals and undergraduates) who might be taking the
degree in the future.
4. Brief description of institutional resources that will be used specifically for the program
(e.g., personnel, library, equipment, laboratories, supplies & expenses, capital expenditures
at program start-up and when the program undergoes its first comprehensive program
review.
To begin this program, we have qualified faculty among our tenured, tenure-track,
contracted, and part-time faculty. They are a talented and gifted group who are excited by the
possibility of this program occurring in the not too distant future. We are extremely fortunate to
have part-time faculty who are members of the Atlanta Symphony Orchestra (often as principal
players on their instruments) and other respected performance organizations. Also, our music
education specialists are colleagues with a wealth of experience that our students will find quite
attractive and these features will help recruit people to enroll at KSU. There is need for an
ethnomusicologist, which we would hope to employ by the second year of the program, in order
to offer a wider and deeper set of offering for this program. Also, as stated, we would want a
collaborative pianist eventually.
We have listed Graduate Teaching Assistantships that will build up across the first five years
of the program. Along with these, we hope to get out-of-state tuition waivers for selected
students who would be interested in attending the program from another state. Graduate teaching
assistantships will not only help us attract excellent people to the program, but they will also
KSU MM page 11 of 47
provide some undergraduate instruction that will allow the current faculty to teach graduate
courses and provide necessary lessons.
We anticipate two graduate teaching assistants in the first year, adding three a year, until we
reach 14 assistants in the fifth year. The anticipated order would be one in music education and
one in orchestral conducting in the first year, we would then add piano, choral conducting, and
percussion, followed by history, instrumental conducting, and music education. The final two
years would add one in theory, voice, and guitar, and finally strings, music education, and
woodwinds or brass. They would each initially go through the course being offered by Center for
Excellence in Teaching & Learning (CETL), to help them develop their teaching skills and
prepare them to teach in the SOM.
The Performing Arts Library (PAL) and the Sturgis Library have the resources for adding the
master’s degree. PAL is in the Wilson Building and primarily collects scores, media items,
composers’ collected works, and advanced music reference items, while the main library holds
most of the ML (Literature of music) and MT (Instruction of music) classes of books on musical
topics. Its physical collection is adequate based on faculty requests. It has had a farsighted
leadership that created standing orders for selected sets of composer’s collected works, and it has
twenty-five composers represented along with other musical monuments and historical
anthologies. Most recently, it has expanded the collection of parts for standard chamber works
and small instrumental ensembles, partly due to the SOM transferring over 300 sets from various
programs, to improve accessibility. Furthermore, private donations, funding from the SOM, and
the PAL budget have increased scholarly performance editions when available.
SOM constituents have access to a growing collection of electronic databases directly and
indirectly related to the study of music, including Classical Music Library, Classical Music
KSU MM page 12 of 47
Scores, Oxford Music Online, Garland Encyclopedia of World Music, Humanities International
Complete, Project MUSE, Oxford Reference Online (contains 10 music reference resources),
Music Index, International Index to Music Periodicals and RILM. PAL also maintains access to
JSTOR collections I-IX that encompass the database’s entire archival music-related content. The
university library supports an efficient system of document delivery for articles that are not
locally available. By early summer 2011, PAL also intends to purchase access to Naxos Music
Library and Naxos Fantasy Jazz and will acquire IPA Source for our vocalists shortly thereafter.
With the combined music collections of the Performing Arts Library and the Sturgis Library,
the libraries are capable of supporting the proposed masters–level classes. Through the continued
financial support of KSU’s main library, the School of Music, and the College of the Arts, it will
assure that the PAL’s holdings and services can remain on the same upward trajectory as KSU
and the SOM.
Given the current facilities, we will not need any special equipment or laboratories. The
supplies and other expenses will be minimal and there will be no capital expenses required.
5. Curriculum: List the entire course of study required and recommended to complete the
degree program. Provide a sample program of study that would be followed by a
representative student.
The following is an outline of the 35 credit hour degree with the three concentrations listed.
They all contain an 11 credit hour core, and then the core and elective for the major.
I. Core Classes for all areas
MUSI 6010 Introduction to Scholarship in Music
MUSI 6310 Graduate Music History
MUSI 6210 Graduate Music Theory
MUSI 7010 Music Entrepreneurship (second year)
11
3
3
3
2
Conducting
II. Additional Core Classes for Conducting
MUAP 6631, 6632, 7731, 7732 Conducting Applied Lessons
17
8
KSU MM page 13 of 47
MUSI 6643, 6646, 6647, 6648, 6649 Large Ensembles (choice of one, 4 times)
Literature (MUSI 6415 or 6318)
MUSI 6710 Graduate Conducting Seminar
MUSI 7740 Master’s Recital
MUSI 7710 Master’s Thesis
III. Electives Selected per Committee Decision
MUAP 6631, 6632, 7731, 7732 Applied Studio (choice of one)
MUSI 6419 Advanced Choral Literature
MUSI 6440 Choral Pedagogy
MUSI 7950 Directed Study (Literature, Pedagogy, Curriculum, Assessment)
MUSI 6417 Oratorio Literature
MUSI 7020 Psychology of Music
MUSI 3380/6680 Small Ensembles
MUSI 6318 Symphonic Repertoire
MUSI 6415 Vocal Literature I
MUSI 7900 Special Topics in Music
4
2
1
1
1
7
2
3
2
1-9
2
2
1
2
2
1-3
Music Education
II. Additional Core Classes for Music Education
MUED 7810 Contemporary Issues in Music Education
MUED 6810 Applied Project in Music Ed (comparable to Thesis)
MUED 3308/6808 Music Education for Exceptional Students
Methods Course (MUED 3302/6802 or MUED 3303/6803)
12
3
3
3
3
III. Electives Selected per Committee Decision
MUED 6440 Choral Pedagogy
MUED 3302/6802 Choral Methods
MUED 3303/6803 Instrumental Methods
MUED 3334/6334 Foundations of Music Education
MUED 3370/6370 Marching Band Techniques
MUED 6805 General Music Materials/Strategies Middle Grades
MUSI 6710 Graduate Conducting Seminar
MUED 4435/7435 Instrumental Pedagogy and Literature
MUED 6860 Instrument Techniques
MUED 6804 General Music Materials/Strategies Early Childhood Birth-8
MUSI 6643, 6646, 6647, 6648, 6649 Large Ensembles (choice of one)
MUSI 3380/6680 Small Ensembles
MUSI 7020 Psychology of Music
MUSI 7900 Special Topics in Music
MUSI 7950 Directed Study (Literature, Pedagogy, Curriculum, Assessment)
ECE 7700 Scientific Foundations of Early Childhood Education
INED 7720 Classroom Behavioral Strategies
INED 7781 Cultural Issues for ESOL Teachers
12
2
3
3
2
1
3
1-2
3
1-9
3
1
1
2
1-3
1-9
3
3
3
KSU MM page 14 of 47
Performance
II. Additional Core Classes for Performance
MUAP 6631, 6632 Applied Music
MUAP 7731, 7732 Applied Music
7740 Master’s Recital
9
4
4
1
III. Electives Selected per Committee Decision
MUSI 3333/6533 Accompanying
MUSI 6510 Advanced Keyboard Skills
MUSI 6710 Graduate Conducting Seminar
MUSI 7950 Directed Study (Literature, Pedagogy, Curriculum, Assessment)
MUSI 6520 Fretboard Harmony
MUSI 6420 Instrumental Literature and Chamber Repertoire
MUSI 4435/7435 Instrumental Pedagogy and Literature
MUSI 6643, 6646, 6647, 6648, 6649 Large Ensembles (choice of one)
MUSI 6415/7413 Vocal or Piano Literature I
MUSI 6417 Oratorio Literature
MUSI 6433/7430 Voice or Piano Pedagogy
MUSI 6434 Voice Pedagogy Lab
MUSI 7020 Psychology of Music
MUSI 3380/6680 Small Ensembles
MUSI 7900 Special Topics in Music
MUSI 3318/6318 Symphonic Repertoire
MUSI 6415 Vocal Literature I
12
1
2
1
1-9
2
3
3
1
2
2
2
1
3
1
1-3
2
2
All Masters’ Students
Students may select any other graduate courses in the School of Music or at KSU, if agreed
upon by the committee.
a. Clearly differentiate which courses are existing and which are newly developed
courses. Include the course titles as well as acronyms and credit hour
requirements associated with each course.
The courses that already exist in the SOM are MUSI 7900 and 7950, MUED 6860 (was
6660), and MUAP 6631-4 and 7731-34 for studio instruction. Other than these, everything
else listed below is either a cross-listed or one of 25 new courses, which include an applied
music education project, a master’s recital, and a thesis.
KSU MM page 15 of 47
b. Append course descriptions for all courses (existing and new courses).
Course
Number
MUSI
6010
(NEW)
MUSI
6210
(NEW)
Course Title
Introduction
to
Scholarship
in Music
Analysis and
Performance
Credit
Hr(s)
3-0-3
Course Description
3-0-3
MUSI
6310
(NEW)
Music of the
Baroque Era
3-0-3
MUSI
7010
(NEW)
Music
Entrepreneur
ship
2-0-2
MUAP
6631,
6632,
6633,
6634,
7731,
7732,
7733,
7734
(EXISTING)
Applied
Music
Performance
1-0-2
Course
Prerequisites
Admission to
graduate
study in music
Req &
Conc
REQ
– ALL
This course provides a survey of
approaches to musical meaning, shows
different perspectives on meaning in
works from common-practice music,
and discusses the relationship between
analytical techniques and performer’s
interpretive choices. Beginning with an
examination of concepts of conflict and
resolution in common-practice music,
the course will cover various interpretive
approaches to this music.
In this course students will study the
genres, forms and styles of the Baroque
period, ca. 1600-1750. Beginning with
an introduction to the Baroque
aesthetic, this class will cover secular
vocal music (madrigal, cantata, and
opera), sacred vocal music (mass,
oratorio, and cantata) and instrumental
music (keyboard genres, sonata, and
concerto), and will conclude with a
preview of the galant style. Within each
category or genre, attention will be
given to historical context, style,
performance practice, drama, staging
and text. Materials for study will be
drawn from scores, recordings, and
primary and secondary source
materials.
Students will work on an internship
project, learn aspects of what it is like to
have a successful career in music in the
21st Century, and build the skills beyond
musicianship that will contribute to
success in the music field.
Passing grade
on the
graduate
music theory
entrance
exam and
admission to
graduate
study in music
REQ
– ALL
Passing grade
on the
graduate
music history
entrance
exam and
admission to
graduate
study in music
REQ
– ALL
Admission to
graduate
study in music
REQ
– ALL
Applied music encompasses the areas
of instrumental and vocal performance
as well as composition, orchestration
and conducting. It is offered for two
hours of credit in the form of private
lessons.
Admission to
graduate
study in music
PERF,
COND
MUED
Graduate music students will encounter
the use of reference, research, and
bibliographical sources in music.
KSU MM page 16 of 47
MUAP
7740
(NEW)
Master’s
Recital
1-0-1
MUSI
7710
(NEW)
Master’s
Thesis
1-0-1
MUSI
6433
(crosslisted
with
MUSI
4433)
MUSI
6434
(NEW)
Voice
Pedagogy
2-0-2
Voice
Pedagogy
Lab
0-1-1
MUSI
6415
(NEW)
Vocal
Literature I
2-0-2
This class is designed to challenge the
student’s knowledge and performance
mastery of varied musical repertoire,
styles and techniques. Under the
direction of the student’s applied
teacher, repertoire will be chosen
appropriate to the student’s skill level
and professional goals. The class
culminates in a public performance of
the repertoire studied.
This seminar will function as a writer’s
group or independent study in order to
help you significantly advance the
process of conceptualizing, organizing,
and writing a research-based text. In
seminar we will read each other’s work,
discuss the concepts, method, and
mechanics of constructing and writing a
thesis, and provide comment to help
with the process.
Pedagogical methods, vocal physiology
and literature for training voices from
beginning to advanced levels.
Co-requisite:
must be
registered for
MUAP 7732
PERF,
COND
Admission to
graduate
study in music
COND
Admission to
graduate
study in music
PERF
The purpose of this class is to give
students the opportunity to apply the
knowledge and techniques learned in
Vocal Pedagogy MUSI 6433. Students
will be required to teach weekly, onehour private voice lessons to an
assigned student who is not already
enrolled in applied voice at KSU. Under
the direction and supervision of the
professor, and through the experiences
the students have teaching their
assigned student, they will learn to
manage real-life issues related to
private voice instruction and improve
their skills as voice teachers.
This course will provide Graduate
students with an in-depth study of
Italian, German, British and Spanish
song literature that will enhance and
refine the knowledge and skills already
acquired at the undergraduate level.
Through analysis and performance this
class will examine and become familiar
with compositional aspects and
performance practices of solo vocal
repertoire beginning in the Baroque
Period and progressing chronologically
through the Classical, Romantic, &
Twentieth Century.
Completion of
MUSI 6433
with a B or
higher.
PERF
Admission to
graduate
study in music
and one
semester of
undergraduat
e vocal
literature
PERF
KSU MM page 17 of 47
MUSI
7416
(NEW)
Vocal
Literature II
2-0-2
MUSI
6417
(NEW)
Oratorio
Literature
2-0-2
MUSI
6318
(crosslisted
with
MUSI
3318)
MUSI
6680
(crosslisted
with
MUSI
3380)
Symphonic
Repertoire
2-0-2
Small
Ensembles
0-2-1
MUSI
6643
(crosslisted
with
MUSI
3343)
Jazz
Ensemble
0-4-1
This course will provide Graduate
students with an in-depth study of
French, Russian, Slavic and American
song literature that will enhance and
refine the knowledge and skills already
acquired at the undergraduate level.
Through analysis and performance this
class will examine and become familiar
with compositional aspects and
performance practices of solo vocal
repertoire beginning in the Baroque
Period and progressing chronologically
through the Classical, Romantic, &
Twentieth Century.
This course will provide graduate
students with the ability to identify
stylistic traits of major oratorio
composers and to aurally recognize
specific oratorio compositions. They
will gain knowledge of poets/texts used
by oratorio composers and have the
ability to perform a variety of oratorio
roles and song selections.
This course will present orchestral
literature from pre-classical to present
including symphony, concert overture,
incidental music, program symphony
and tone poem.
Admission to
graduate
study in music
and one
semester of
undergraduat
e vocal
literature
PERF
Admission to
graduate
study in music
PERF
Admission to
graduate
study in music
PERF
May be repeated for graduate credit.
Small ensembles provide the
opportunity for music majors and
interested non-majors to receive
experience in a variety of performancebased chamber ensembles. The focus
of the ensemble (classical or jazz guitar
ensemble, jazz combo, flute ensemble,
percussion ensemble, trombone
ensemble, low brass ensemble, mixed
chamber, gospel choir, men’s chorus,
women’s chorus, etc.) will be listed on
the student’s transcript as part of the
course title.
May be repeated for graduate credit.
The School of Music offers two large
Jazz Ensembles that perform both onand off-campus in concert. The
ensembles perform a variety of styles
within the jazz idiom including traditional
swing, bop, Latin, Afro-Cuban, and
funk.
Admission to
graduate
study in music
ALL
Audition
ALL
KSU MM page 18 of 47
MUSI
6646
(crosslisted
with
MUSI
3346)
MUSI
6647
(crosslisted
with
MUSI
3347)
MUSI
6648
(crosslisted
with
MUSI
3348)
MUSI
6649
(crosslisted
with
MUSI
3349)
MUSI
6652
(crosslisted
with
MUSI
3352)
MUSI
6533
(crosslisted
with
MUSI
3333)
MUSI
7413
(crosslisted
with
MUSI
4413)
Chamber
Singers
0-6-1
May be repeated for graduate credit.
Study, rehearsal and performance of
choral literature. Membership in
Chamber Singers is by audition only.
Audition
ALL
Wind
Ensemble
0-6-1
May be repeated for graduate credit.
Study, rehearsal and concert
performance of literature for wind
ensemble. Membership in the Wind
Ensemble is by audition only.
Audition
ALL
Symphony
Orchestra
0-6-1
May be repeated for graduate credit.
Study, rehearsal and concert
performance of literature for orchestra.
Membership in the Symphony
Orchestra is by audition only.
Audition
ALL
Chorale
0-3-1
May be repeated for graduate credit.
Study, rehearsal and concert
performance of literature for choir.
Audition
ALL
Opera
Theater
0-6-1
Techniques for the singing actor studied
through the production of scenes or fulllength operas from the dramatic
repertory
Audition
PERF
Accompanyin
g
1-0-1
May be repeated for graduate credit.
The study of and practical application of
accompaniment techniques.
Admission to
graduate
study in music
PERF
Piano
Literature I
2-0-2
The course is designed for piano majors
in both undergraduate and graduate
degrees to understand keyboard solo
literature from JS Bach to Beethoven.
Brief survey on representative
composers and their works will be
discussed during the class meetings via
lecture, discussion, presentations,
listening and playing.
Admission to
graduate
study in music
PERF
KSU MM page 19 of 47
MUSI
7414
(crosslisted
with
MUSI
4414)
Piano
Literature II
2-0-2
The course is designed for piano majors
in both undergraduate and graduate
degrees to understand keyboard solo
literature from JS Bach to Beethoven.
Brief survey on representative
composers and their works will be
discussed during the class meetings via
lecture, discussion, presentations,
listening and playing.
Beginning, elementary, and
intermediate-level teaching materials
and methods for piano.
Admission to
graduate
study in music
PERF
MUSI
7430
(crosslist
ed with
MUSI
4430)
MUSI
7431
(crosslisted
with
MUSI
4431)
MUSI
6510
(NEW)
Piano
Pedagogy I
2-0-2
Admission to
graduate
study in music
PERF
Piano
Pedagogy II
2-0-2
Review beginning, elementary, and
intermediate-level teaching materials
and methods for piano. Discussion on
specific topics on piano pedagogy and
practice actual teaching.
Admission to
graduate
study in music
PERF
Advanced
Keyboard
Skills
2-0-2
Admission to
graduate
study in music
PERF
MUSI
6520
(NEW)
Fretboard
Harmony
2-0-2
Admission to
graduate
study in music
PERF
MUSI
7435
(crosslisted
with
MUSI
4435)
MUSI
6419
(NEW)
Instrumental
Pedagogy
and
Literature
3-0-3
This course is designed to provide
graduate piano students with an
opportunity to develop the various
functional keyboard skills. These
include studying sight-reading, playing
choral score, orchestral score and score
with certain types of clefs,
harmonization with chord symbols,
transposition and study of earlier
keyboard techniques such as reading
figured bass. Combination of group and
individual meetings will cover various
exercises that will enhance them.
This course is for graduate guitar
majors who need comprehensive
knowledge of how harmony and
structure apply to their instrument.
Chord structures, scales, and modes
will be studied.
This course is designed to teach a
comprehensive approach to teaching an
instrument applicable to beginning
through advanced students, and to
develop an overview of a student’s
specific instrumental repertoire
Admission to
graduate
study in music
PERF
Advanced
Choral
Literature
3-0-3
Advanced Choral Literature is the study
of choral genres, composers,
performances practices, compositional
techniques, style, and interpretation of
choral literature.
Admission to
graduate
study in music
COND
KSU MM page 20 of 47
MUSI
6440
(NEW)
Choral
Pedagogy
2-0-2
MUSI
6710
(NEW)
Graduate
Conducting
Seminar
1-0-1
MUSI
6420
(NEW)
Instrumental
Literature
and Chamber
Repertoire
3-0-3
MUSI
7900
(EXISTING)
Special
Topics in
Music
1-3
MUSI
7950
(EXISTING)
Directed
Study
1-9
In this course, students will gain the
following skills and knowledge: ability to
structure and correct the rehearsal
process; ability to identify and correct
faults for every age group of singers;
knowledge of choral literature and
pedagogy appropriate for every age
group; ability to perform a variety of
choral selections.
Fundamental elements of conducting
including score reading, cueing,
expression, interpretation and rehearsal
skills with an emphasis on applying
these techniques in practical conducting
experiences involving choral and
instrumental ensembles.
Instrumental Literature and Chamber
Repertoire is the study of instrumental
genres, including large orchestral/wind
and chamber works, composers,
performances practices, compositional
techniques, style, and interpretation of
instrumental literature.
Selected special topics of interest to
students and faculty.
Covers special topics and seminars
external to regular course offerings.
Admission to
graduate
study in music
COND
MUED
Admission to
graduate
study in music
ALL
Admission to
graduate
study in music
COND
Admission to
graduate
study in
education and
permission of
advisor,
instructor,
department
chair, and
director,
graduate
study in
education.
Admission to
graduate
study in
education and
permission of
advisor,
instructor,
department
chair, and
director,
graduate
study in
education.
ALL
ALL
KSU MM page 21 of 47
MUED
6805
(NEW)
General
Materials/Str
ategies for
Middle
Grades
3-0-3
MUED
6804
(NEW)
General
Materials/Str
ategies for
Early
Childhood B8
3-0-3
MUED
6810
(NEW)
Music
Education
Applied
Project
3-0-3
MUSI
7020
(NEW)
Psychology
of Music
3-0-3
MUED
7810
(NEW)
Contemporar
y Issues in
Music
Education
Foundations
of Music
Education
3-0-3
MUED
6834
(crosslisted
with
MUED
3334)
2-0-2
A course designed for the advanced
development of specific teaching skills,
techniques and materials supporting the
teaching of General Music in the middle
grades. The course provides
opportunities for curriculum design and
the incorporation of a wide variety of
methodologies into classroom
instruction, developmentally appropriate
to students in middle grades.
A course designed for the advanced
development of specific teaching skills,
techniques and materials supporting the
teaching of Early Childhood Music, Birth
to Age Eight. The course provides
opportunities for curriculum design and
the incorporation of a wide variety of
methodologies into classroom
instruction, developmentally appropriate
to young children.
This seminar will function as a writer’s
group or independent study in order to
help you significantly advance the
process of conceptualizing, organizing,
and writing a research-based text. In
seminar we will read each other’s work,
discuss the concepts, method, and
mechanics of constructing and writing a
thesis, and provide comment to
help with the process.
This course will study the functions of
the musical mind; knowledge and
intellectual skills related to mature
perception; implications for the teaching
of music.
An exploration of topics related to the
music classroom highlighting research
practices for the 21st century educator.
Admission to
graduate
study in music
MUED
Admission to
graduate
study in music
MUED
Admission to
graduate
study in music
MUED
Admission to
graduate
study in music
MUED
Admission to
graduate
study in music
MUED
An exploration of the interaction of
historical, social, and philosophical
forces and the development of music
education, and the justification of a
music education program in schools.
Issues of career opportunities in music
education are included.
Admission to
graduate
study in music
MUED
KSU MM page 22 of 47
MUED
6802
(crosslisted
with
MUED
3302)
Choral
Methods,
Materials,
and
Curriculum
3-0-3
MUED
6803
(crosslisted
with
MUED
3303)
Instrumental
Methods,
Materials,
and
Curriculum
3-0-3
MUED
6808
(crosslisted
with
MUED
3308)
Music
Education for
Exceptional
Students
3-0-3
MUED
6870
(crosslisted
with
MUED
3370)
MUED
6860
(EXISTING,
previous
ly MUED
6660)
Marching
Band
Techniques
0-4-1
Instrument
Techniques
1-0-1
The development of the specific
teaching skills, techniques and
materials to support the role of the choir
director and vocal music teacher. The
course prepares prospective
choral/vocal track music specialists for
all aspects of the role including
curriculum design, rehearsal
procedures, methodologies, and the
study of appropriate choral literature.
Field component, peer teaching and
laboratory conducting are required.
The development of specific teaching
skills, techniques and materials to
support the role of band director and
instrumental music teacher. The course
prepares prospective instrumental track
music specialists for all aspects of the
role including curriculum design,
rehearsal procedures, methodologies
and the study of appropriate band
literature. Field component, peer
teaching and laboratory conducting are
required. This course is a requirement
for all instrumental music education
majors.
This course focuses on characteristics
and abilities of individuals with
disabilities and the effect upon musical
learning and performance. Students
will develop materials and teaching
strategies in music appropriate to
students with special needs. Content
includes current legal, educational, and
therapeutic issues as they relate to the
teaching of music. The course includes
field experiences.
Practicum in organization and training
of marching bands. The study of drill
and the planning of movement,
formations and shows. Supervised
apprenticeship in public school settings.
Admission to
graduate
study in music
MUED
Admission to
graduate
study in music
MUED
Admission to
graduate
study in music
MUED
Admission to
graduate
study in music
MUED
Instrument techniques are a
requirement for all certification
programs in music education. They are
taken by advisement according to the
Instrument Techniques Requirement
Display. This display provides for the
necessary competencies in each of the
music education specializations.
Admission to
graduate
study in music
education
MUED
KSU MM page 23 of 47
ECE
7700
(EXISTING)
Scientific
Foundations
of Early
Childhood
Education
2-3-3
INED
7720
(EXISTING)
Classroom
Behavioral
Strategies
3-0-3
INED
7781
(EXISTING)
Cultural
Issues for
ESOL
Teachers
3-0-3
Students develop an understanding of
the research-based Conceptual
Framework of a proven Scientific
System of Education designed to serve
children from 2.5 to 6 years of age.
Students also learn the importance of
the Montessori Prepared Environment
which serves as the essential third
element for effective learning. Students
also discover that the Sensitive Periods
provide the most powerful times for
learning. In addition, they develop new
insights into the nature of child
development and learn that respect for
the child’s inner teacher serves as the
integrating principle for the effective
education of young children. This
course includes an extensive field
experience. Verification of professional
liability insurance is required prior to
placement in the field.
The primary focus of this course is for
candidates to develop skills in
implementing proactive strategies for
positive classroom management. The
basic application of the principles of
applied behavior analysis, functional
analysis, positive classroom ecology,
and positive behavior support for
classroom management will provide the
framework in developing these skills.
Candidates will learn and apply these
principles through the development of
an application project with a student
with problem behaviors. This course
also discusses family and cultural
influences on behavior as well as a
variety of different perspectives on
improving student’s behavior in
classroom and school settings and how
they relate to applied behavior analysis.
This course is designed to develop a
knowledge base about culture, its
influence on learning and teaching, and
its role in intercultural classroom
settings. In this course, prospective
ESOL teachers will examine major
theories related to educating a culturally
diverse student body, and teachers will
develop strategies for ensuring that
ESOL students develop knowledge of
mainstream culture as they become
proficient in English.
Admission to
Montessori
Graduate
Certificate
Program or
M.Ed.
Program.
MUED
Admission to
M.Ed.
program in
Inclusive
Education or
graduate
inclusive
education
add-on
program.
MUED
Admission to
M.Ed., MAT,
or ESOL
endorsement
program.
MUED
KSU MM page 24 of 47
c. When describing required or elective courses, list all course prerequisites.
The prerequisites are listed above for each course.
d. Provide documentation that all courses in the proposed curriculum have met all
institutional requirements for approval.
Included in two separate files are the cross-listed and new course proposals.
e. Append materials available from national accrediting agencies or professional
organizations as they relate to curriculum standards for the proposed program.
In Appendix B, is a section on selected NASM Standards as they relate to the master of
music degree we propose. We are pleased that our undergraduate degree just received approval
for reaccreditation and is one of only 15% of applicants that receive initial approval. The entire
handbook can be viewed (National Association of Schools of Music: Handbook 2011-2012),
using the following link: http://nasm-accredit.org/site/docs/Handbook/NASM_Handbook_201011.pdf.
Our undergraduate music education degree is approved as part of the National Council for
Accreditation of Teacher Education (NCATE) for KSU. However, music is listed as one of the
“Common Programs for Which NCATE Does NOT Have Standards,” however, we are working
with the College of Education for approval of the music education degree which does not have
anything to do with certification.
“Teacher candidates are expected to meet professional standards for the subjects that they
plan to teach as these have been defined in standards for students in P-12 schools and standards
for the preparation of teachers. Candidates are expected to meet professional standards of other
national accrediting organizations (e.g., the National Association of Schools of Music and the
National Association of Schools of Art and Design)” (Georgia Standards for the Approval of
Professional Education Units and Educator Preparation Programs (Effective 9/01/08)).
KSU MM page 25 of 47
f. Indicate ways in which the proposed program is consistent with national
standards.
As indicated in the previous section, the NASM standards are being met in the materials
being submitted for the MM degree. The music education track will alsop meet the COlegge of
Education requirement. Consequently, it is completely in accordance with the accreditation
requirements.
g. If internships or field experiences are required as part of the program, provide
information documenting internship availability as well as how students will be
assigned and supervised.
The class teacher and advisors will supervise the field experiences associated with this
degree. Several of the music education courses will require specific field experience assignments
per the instructor. The music entrepreneurship course, required by all candidates, will place
students with local arts organizations for professional, hands-on experience.
h. Indicate the adequacy of core offerings to support the new program.
A number of core offerings will be offered every year as well some in the summer. A few
will be every two years, but still well within the timeline a graduate student would expect. This
would allow all students access and timely course completion.
6. Admissions criteria. Please include required minima scores on appropriate
standardized tests and grade point average requirements.
General Policies

The degree applicants require that they hold a baccalaureate degree in music from an
accredited institution. Music education concentration applicants must be certified to
teach upon arrival.

Applicants must have earned an adjusted grade point average of 2.75 or higher in their
undergraduate study.
KSU MM page 26 of 47

Applicants must submit an application, transcript, and a minimum of two professional
letters of reference.

Applicants must audition to be considered for admittance into the MM program.

Where needed they will also be asked to provide a written document of a previous
scholarly paper.

Once accepted into the program, all students must take Music Theory, Aural Skills, and
Music History placement exams. Additional entrance exams may be required in their
area of specialization. If students are found to need remediation in any of the areas
assessed, they will be required to take (and pass with a B or higher grade) the
appropriate undergraduate course(s) for review.

Voice Performance, Conducting, General and Choral Music Education students are
required to take a piano proficiency test.

If students wish to be exempted from a required graduate course in the curriculum,
which is similar to an undergraduate course they took and passed with a grade of B or
higher, they may petition their area coordinator for permission to be exempted from
that curricular requirement. If the coordinator and the other two members of a
program committee grant an exemption, those credit hours will be moved to the
electives column.

Voice Performance Students must have completed two semesters of Italian language
studies and at least one semester of either French of German in their undergraduate
work.
KSU MM page 27 of 47

Students in Voice Performance majors are required to have completed a minimum of
two semesters, and Choral Conducting, General, and Choral Music Education one
semester, of lyric diction during undergraduate studies.

Before graduation, students must successfully complete a Master’s Comprehensive
Exam, which will be administered by their area coordinator and two other faculty
members.
This degree does not require any standardized test to be considered for admission. The
principal issue here is the audition (live or recorded) and undergraduate course requirements. If
needed, students might be asked to provide samples of scholarly writing to assess their
communication skills.
7. Availability of assistantships (if applicable).
The plan for assistantships is based on a plan spread over five years.

Year One - One each in music education and orchestral conducting

Year Two – One each in piano, choral conducting, and percussion

Year Three – One each in history, wind conducting, and music education

Year Four – One each in theory, voice, and guitar

Year Five – One each in strings, music education, and woodwinds or brass
These assistantships would cover the cost of nine credits for fall and spring term and an
honorarium of approximately $3,700 per term or $7,400 a year. This number was arrived at after
examining the range in Georgia of approximately $4,000 for Georgia State University to $10,800
for 13 hours at the University of Georgia.
The total assistantships planned would be 14 after five years of offering the master’s degree.
These would parallel the anticipated increase in enrollment over this time to 40 students. The
plan is that support for these would come from the Graduate School, the COTA, and the SOM.
KSU MM page 28 of 47
8. Student learning outcomes and other associated outcomes of the proposed program.
Students who graduate from this program will be expected to demonstrate the following:
A. Demonstrate professional competence in their area of focus before the faculty and
their peers.
B. Develop depth and breath of understanding in required subjects, including music
theory, music history, and music entrepreneurship.
C. Be involved with the community and develop their skills to promote themselves and
their programs.
D. Develop advanced capacities to work independently and make effective artistic,
intellectual, and professional judgments in their area of expertise.
E. Produce an acceptable final project working with a committee to monitor progress
and certify completion of the degree.
F. Demonstrate appropriate levels of knowledge and skills upon graduation, regarding
levels of artistic, intellectual, and disciplinary engagement with the subject matter
and projects related to the degree.
9. Administration of the program:
a. Indicate where the program will be housed within the academic units of the
institution.
The Master’s of Music program will be housed in the School of Music within the College
of the Arts at Kennesaw State University.
b. Describe the administration of the program inclusive of coordination and
responsibility.
There will be a School of Music Graduate Committee, who reviews and develops all
related graduate policies. A faculty member will chair this committee and the SOM Director
will be an ex officio member. The Assistant Dean for Admission and Student Enrollment,
KSU MM page 29 of 47
Director, and office staff of the SOM will manage the applications, with the faculty making
admission decisions. All admission decisions will require a committee of at least three
faculty members for admission.
In the fourth year, we hope to have a faculty member serve as the Graduate Studies
Director, responsible for graduate students. We also hope to hire a staff member to assist
with the duties related to graduate students. At this point, all graduate duties will rest with
these two people and the faculty member will serve ex officio on the Graduate Committee in
place of the Director.
10. Waiver to Degree-Credit Hour (if applicable): If the program exceeds the maximum
credit hour requirement at a specific degree level, then provide an explanation supporting
the increase in hours (Note: The maximum for bachelor’s degrees is 120-semester credit
hours and the maximum for master’s degrees is 36-semester credit hours).
Not applicable, since the master’s degree is 35 hours.
11. Accreditation: Describe disciplinary accreditation requirements associated with the
program (if applicable).
The NASM accrediting body requires us to send the degree to the organization’s
Commission on Accreditation after the state of Georgia’s approval. At that point, NASM will
review the proposal at its next meeting in either June or November for the program approval.
12. Projected enrollment for the program especially during the first three years of
implementation. Please indicate whether enrollments will be cohort-based.
The enrollment for the program has been calculated over a five-year period. We assume that
the first year will be small, with a class of approximately 10 students. In year two, we hope to see
considerable growth and double that number to 20. Year three would see a smaller increase,
since some of the students from the first year will graduate, anticipating approximately 25
students. In years four and five, we anticipate that the word will be disseminated to interested
persons and the student numbers would be 33 and then 40 total.
KSU MM page 30 of 47
Fall 2012
Fall 2013
Fall 2014
Fall 2015
Fall 2016
10
20
25
33
40
Enrollment
The students would initially be a cohort through their required classes and then diverge from
there to the three concentrations. They would take Introduction to Scholarship the first semester
along with either music theory or music history. In the second year, they would take the other
theory or history class and Music Entrepreneurship. All students will take these four classes
together, consequently creating a cohort by joint participation.
13. Faculty
a. Provide an inventory of faculty directly involved with the administration of the
program. For each faculty member, provide the following information:
Faculty Name
Rank
Highest
Degree
Degrees
Earned
Academic
Discipline
Harry E. Price
Professor
Ed.D.
Music Education
John Culvahouse
Professor
D.M.A.
B.M.E.,
M.M.E.
B.M., M.S.
Alison Mann
Assistant
Professor
Senior
Lecturer
Associate
Professor
Associate
Professor
Associate
Professor
Assistant
Professor
Ph.D.
Barbara Hammond
Michael Alexander
Leslie Blackwell
David Kehler
Soohyun Yun
Robert Henry
David Watkins
Helen Kim
Allyson Fleck
Artist-inResidence
in Piano
Professor
Emeritus of
Piano
Associate
Professor
Assistant
Professor of
Music
Ed.S.
D.M.A.
D.M.A.
D.M.A.
D.M.A.,
D.M.A.
B.Ed.,
M.Ed.
B.M.,
M.M.
B.M.,
M.M.
B.M.,
M.M.
B.M.,
M.M.
B.M.,
M.M.,
M.M.,
B.M.,
M.M.
Music Education,
Conducting
Music Education,
Conducting
Music Education
Conducting
Conducting
Conducting
Piano
Performance,
Pedagogy
Piano
Performance
Current
Workload
6.25 Fall
9 Spring
10 Fall
8.25 Spring
5.75 Fall
6 Spring
8 Fall
10.66 Spring
10.25 Fall
8.25 Spring
8.16 Fall
9.66 Spring
9.62 Fall
7.3 Spring
1.32 Fall
2.64 Spring
M.M.
B.M.
Piano
Performance
1.98 Fall
1.98 Spring
M.M.
B.M.
D.M.A.
B.M.,
M.M.
Violin
Performance
Viola
Performance,
Music Theory
11.22 Fall
9.58 Spring
5.32 Fall
8.66 Spring
KSU MM page 31 of 47
Catherine Lynn
Charae Krueger
Douglas Sommer
Elisabeth Remy Johnson
Mary Akerman
Trey Wright
Robert Cronin
Cecilia Price
Christina Smith
Artist-inResidence
in Viola
Artist-inResidence
in Cello
Artist-inResidence
in Double
Bass
Artist-inResidence
in Harp
Half-time
Assistant
Professor of
Guitar
Half-time
Lecturer of
Jazz Studies
and Jazz
Guitar
Artist-inResidence
in Flute
Artist-inResidence
in Flute
Artist-inResidence
in Flute
D.M.A.
B.M.,
M.M.
Viola
Performance
3.3 Fall
3.3 Spring
Artist
Diploma
B.M.
Cello
Performance
4.3 Fall
6.3 Spring
M.M.
B.M.
Double Bass
Performance
3.3 Fall
3.3 Spring
A.B.
A.B.
Harp
Performance
As needed
M.M.
B.M.
Classical Guitar
Performance
8.28 Fall
7.94 Spring
M.M.
B.A.
Jazz Guitar
Performance
6.62 Fall
6.62 Spring
M.M.
B.M.
Flute
Performance
1.98 Fall
1.98 Spring
D.M.A.
B.A.,
M.M.
Flute
Performance
1 Spring
None
Principal
flute
Atlanta
Symphony
Orchestra
Principal
oboe
Atlanta
Symphony
Orchestra
B.M.
Flute
Performance
2.64 Fall
2.64 Spring
Oboe
Performance
1.32 Fall
1.32 Spring
Oboe
Performance
1 Fall
Performer’s
Diploma
M.M.
B.M.
Clarinet
Performance
Bassoon
Performance
7.3 Fall
6.64 Spring
2.64 Fall
2.64 Spring
B.M.
B.M.
Jazz Studies,
Saxophone
Performance
13.24 Fall
13.24 Spring
B.M.
B.M.
Horn
Performance
3.64 Fall
4.3 Spring
Elizabeth Koch
Artist-inResidence
in Oboe
None
Dane Philipsen
Artist-inResidence
in Oboe
Assistant
Professor
Artist-inResidence
in Bassoon
Senior
Lecturer in
Saxophone
and
Director of
Jazz
Artist-inResidence
in Horn
M.M.
John Warren
Laura Najarian
Samuel Skelton
Thomas Witte
B.M.
KSU MM page 32 of 47
Thomas Hooten
Jennifer Marotta
George Curran
Thomas Gibson
Bernard Flythe
John Lawless
Adam Kirkpatrick
Eileen Moremen
Oral Moses
Valerie Walters
Jana Young
Russell Young
Edward Eanes
Tamara Livingston
Katherine Morehouse
Laurence Sherr
Benjamin Wadsworth
Amber Weldon-Stephens
Artist-inResidence
in Trumpet
Artist-inResidence
in Trumpet
Artist-inResidence
in Bass
Trombone
Artist-inResidence
in
Trombone
Artist-inResidence
in
Euphonium
and Tuba
Threequarter
Lecturer of
Percussion
Studies
Associate
Professor
Artist-inResidence
in Voice
Professor
Artist-inResidence
in Voice
Artist-inResidence
in Voice
Associate
Professor
Associate
Professor
Director of
Archives
Part-time
Instructor
Associate
Professor
Assistant
Professor
Instructor
M.M.
B.M.
Trumpet
Performance
1.98 Fall
2.64 Spring
M.M.
B.M.
Trumpet
Performance
5.62 Fall
5.62 Spring
M.M.
B.M.
Trombone
Performance
2.32 Fall
2.98 Spring
D.M.A.
B.M.,
M.M.
Trombone
Performance
7.26 Fall
5.94 Spring
Ed.S.
B.M.,
M.M.
Euphonium and
Tuba
Performance
1.32 Fall
6.32 Spring
B.M.
B.M.
Percussion
Performance
12.74 Fall
12.08 Spring
D.M.
B.M.,
M.M.
B.M.
Vocal
Performance
Vocal
Performance
9.9 Fall
9.92 Spring
12.3 Fall
11.3 Spring
B.M.,
M.M.
B.S.
Vocal
Performance
Vocal
Performance
11.94 Fall
12.6 Spring
3.98 Fall
4.64 Spring
M.M.
B.M.,
B.M.E.
Vocal
Performance
5.94 Fall
4.62 Spring
D.M.A.
B.M.,
M.M.
B.M.,
M.M.
B.M.,
M.M, M.S.
B.A., M.A.
Opera and
Musical Theatre
Musicology
7.66 Fall
8.16 Spring
10.5 Fall
10.5 Spring
M.M.
D.M.A.
M.M.
Ph.D.
Ph.D.
Ph.D.
D.M.A.
Ph.D.
Ed.S.
B.A.,
M.M.
B.M.,
M.A.,
B.M.,
M.Ed
Ethnomusicology
Ethnomusicology
Music Theory,
Composition
Music Theory
Music Therapy
10.64 Fall
9.3 Spring
9 Fall
11 Spring
3 Spring
Explanation of how workload will be impacted by the new program:
KSU MM page 33 of 47
This proposal is feasible given a number of factors. With the large number of faculty that we
have and the relatively small enrollment (40 after five years), the distribution of work is
feasible, especially with the following additional issues helping to make the offerings possible.
As of next year, the schedules will be reduced for some faculty, as some classes are moving to
alternate years or once a year, rather than offering every year or every term. As you will see
from the proposal, we will teach a number of cross-listed courses. This will not require a new
class, just the changes necessary to add requirements for masters’ students. Some of these
courses will be offered in the summer, thus not changing the load for the year. In at least one
case, but possibly a few others, we will be hiring part-time faculty to make room for the fulltime faculty to teach graduate courses. Also, as we establish the program, we anticipate the
masters’ students will be doing some teaching, thus relieving some of the faculty for graduate
teaching. We will be expanding part-time faculty to relieve full-time faculty for graduate
teaching. Making these adjustments in the schedule will allow us to serve the graduate and
undergraduate music students.
Expected responsibilities in the program: Teach graduate and cross-listed courses:
Initially, the Assistant Dean’s office will handle applicants’ materials and faculty committees
will provide advising. We will create a Graduate Committee to address issues specific to the
graduate students. In the fourth year, we will appoint a colleague as Graduate Studies
Coordinator and hire a staff member to absorb all graduate responsibilities. As mentioned
before, the cross-listing of courses will require some work, but the classes are already in place.
Faculty teaching the specific core classes of 11-hours required by all students, will have room
in their teaching schedules, including the Director, Harry Price, and Drs. Michael Alexander,
Edward Eanes, and Laurence Sherr, or Ben Wadsworth. Other than the increase in individual
KSU MM page 34 of 47
private studio sizes, there will be a few classes added to faculty scheules with the appropriate
credentials.
Total Number of Faculty: ______44_____
b. If it will be necessary to add faculty in order to begin the program, give the
desired qualifications of the persons to be added, with a timetable for adding new
faculty and plan for funding new positions.
While we appear to have the necessary faculty to begin this program, we will need to add an
ethnomusicologist to enhance the depth and breath of our music historiography in the near
future. We hope to hire this person during the first year of the program and have him/her in place
for year two. We do have room for studio instruction in most areas, but if some areas have high
enrollments, we hope that graduate assistants will provide teaching support for undergraduate
courses. Finally, eventually, we would need to hire a collaborative pianists do to the increased
demands of the program.
14. Fiscal, Facilities, Enrollment Impact, and Estimated Budget
a. Provide a narrative that explains how current institutional resources will be
expended specifically for this program. Provide a narrative that explains how the
institution will fiscally support the establishment of the new program through the
redirection of existing resources and acquisition of new resources. Indicate whether
the institution will submit a request for new funds as part of its budget request. The
narrative also needs to explain the basis of the institution’s projections with regard
to anticipated EFT, head count, student enrollment, estimated expenditures, and
projected revenues.
The master’s of music degree requires relatively no additional resources from the state. This
degree is a continuation of the existing undergraduate programs, with the addition of a
conducting concentration. Our exceptional faculty will contribute to the demands of a master’s
degree. The studio faculty has a broad depth of expertise with multiple international
performances, principal players in the Atlanta Symphony Orchestra, as well as other regional
performing ensembles. Additionally, our academic faculty has a range of experience at the
KSU MM page 35 of 47
international, national, regional, and local levels that current and new students will benefit from.
We anticipate that this collaboration between master’s students and the faculty will be rewarding
for both groups and contribute to the undergraduate experience as well.
Using the standard load calculation that is provided by NASM, each studio student will equal
an FTE of .66. We have 30 part-time and full-time studio faculty members to meet the demands
of graduate applied instruction. A number of classes will be cross-listed, and this will not have a
significant affect on the faculty who teach them. The remaining new classes will be divided
among faculty, some of which will be offered once every two years or as needed. Also, a number
of the classes in the music education concentration will be offered in the summer, as will most of
the core classes.
As seen in the chart below, the only additional hires are for a new faculty ethnomusicologist
and the graduate teaching assistants added over a five- year period. Fortunately, the KSU main
library and music library are in good condition. This was confirmed during the NASM
Accreditation review we completed and the creation of an additional annual budget of $27,000
per year for maintenance and purchases. Additionally, the School of Music contributes to music
purchases each year.
In year four, we will need to assign a faculty member to oversee the program and add an
Administrative Assistant I to help manage the system. There will be a few travel expenses for the
faculty member overseeing the graduate program. Fortunately, with the recent construction in the
COTA and the SOM, we can handle this new degree with no construction or major facility
changes. At present, we believe that KSU will be an institution of choice for a Masters of Music
degree for students in northern Atlanta and neighboring states.
First Year
FY 2013
Second Year
FY 2014
Third Year
FY 2015
Fourth Year
FY 2016
Fifth Year
FY 2017
KSU MM page 36 of 47
I. ENROLLMENT PROJECTIONS
Student Majors
Shifted from other programs
New to the institution
Total Majors
Course Sections Satisfying Program
Requirements
Previously existing (including cross
listing)
New
Total Program Course Sections
Credit Hours Generated by Those
Courses
Existing enrollments
New enrollments
Total Credit Hours
DEGREES AWARDED
II. EXPENDITURES
Personnel – reassigned or existing
positions
Faculty
Part-time Faculty
Graduate Assistants
Administrators
Support Staff
Fringe Benefits
Other Personnel Costs
Total Existing Personnel Costs
Personnel – new positions
Faculty
Part-time Faculty
Graduate Assistants
Administrators
Support Staff
Fringe Benefits
Other personnel costs
Total New Personnel Costs
Start-up Costs (one-time expenses)
Library/learning resources
Equipment
Other
Physical Facilities: construction or major
renovation
Total One-time Costs
0
10
10
0
20
20
0
25
25
0
33
33
0
40
40
15
18
22
22
22
9
24
16
34
18
40
18
40
18
40
0
180
180
0
360
360
0
450
450
0
594
594
0
720
720
0
4
6
10
13
EFT Dollars
EFT Dollars
EFT Dollars
EFT Dollars
EFT Dollars
0
0
0
0
0
0
0
0
0
3,000
0
0
0
0
0
3,000
0
6,000
0
0
0
0
0
6,000
0
6,000
0
5,000
0
0
0
11,000
0
6,000
0
5,000
0
0
0
11,000
0
0
14,800
0
0
0
0
23,800
51,000
0
37,000
0
0
17,000
0
108,000
51,000
0
59,200
0
0
17,000
0
133,200
51,000
0
81,400
0
24,000
24,200
0
191,600
51,000
0
103,600
0
24,000
24,200
0
231,800
0
0
0
0
700
0
0
700
0
0
700
0
0
0
0
0
0
0
0
0
0
700
700
700
0
Operating Costs (recurring costs – base
budget)
KSU MM page 37 of 47
Supplies/Expenses
Travel
Equipment
Library/learning resources
Other
Total Recurring Costs
100
0
0
0
0
100
100
0
0
0
0
100
100
1,400
0
0
0
1,500
100
1,400
0
0
0
1,500
100
1,400
0
0
0
1,500
GRAND TOTAL COSTS
23,900
108,800
1135,400
193,800
215,300
III. REVENUE SOURCES
Source of Funds
Reallocation of existing funds
New student workload
New Tuition (not including mandatory fees)
Federal funds
Other grants
Student fees ($200 per term for lessons)
Other
New state allocation requested for budget hearing
3,000
4,000
5,000
5,000
5,000
40,550
0
0
2,000
0
0
81,000
0
0
5,000
0
0
101,250
0
0
6,000
0
0
133,650
0
0
10,200
0
0
162,000
0
0
12,000
0
0
45,550
90,000
112,250
148,850
179,000
Nature of Funds
Base budget
One-time funds
GRAND TOTAL REVENUES
Sources for this report
www.kennesaw.edu/mission.shtml
Various KSU website
NASM Handbook 2010-11 (December 1, 2010). Reston, Virginia.
www.schooldata.com
www.dol.state.ga, Workforce Information and Analysis, Georgia Department of Labor
KSU MM page 38 of 47
Facilities Information for New Academic Programs
Proposed Location for the Program: ________School of Music______
Floor area required for the program (gross and net square feet): ____0________
Type of spaces required:
 Number of classrooms
 Number of labs
 Number of offices
 Other spaces
_2_(space likely available/not include cross-listed)_
____0______
____1______
____0_______
Place an “X” beside the appropriate selection:
____X___
Existing facility will be used as is (area square footage):
________
Existing facility will require modification (area square footage):
Projected renovation cost:
Estimated relocation cost:
Total funding required:
Source of Funding:
____0___
Construction of new facilities will be required (area square footage):
Estimated construction cost:
Estimated total project cost:
Proposed source of funding:
List any infrastructure impacts that the program will have (i.e., parking, power, HVAC, etc.) and
indicated estimated cost and source of funding.
None
Other comments:
The current space available is adequate.
Note: A system office Facilities Project Manager (through the Office of Facilities) may contact
you with further questions separate from the review of the new academic program.
KSU MM page 39 of 47
Appendixes
A. Letters offering externship experiences
B. Specific Relevant Pages from NASM Handbook
KSU MM page 40 of 47
APPENDIX A: LETTERS INDICATING SUPPORT OF THE PROGRAM FOR EXTERNSHIP POSSIBILITIES
KSU MM page 41 of 47
KSU MM page 42 of 47
KSU MM page 43 of 47
KSU MM page 44 of 47
Appendix B: SPECIFIC RELEVANT PAGES FROM THE
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC HANDBOOK: 2010-2011
XII. MASTER’S DEGREES (NASM Schools of Music Handbook; 2010-2011, pp. 106-113)
A. Standards Common to All Master’s Degrees
1.
General Requirements. Master’s degree programs must meet the standards for all graduate
degrees as outlined in Sections X. and XI.
2.
Major Field or Specialization, Supportive Studies in Music, Studies in Other Fields. Each
graduate student is engaged in concentrated, advanced post-baccalaureate study in a major field or
specialization, and in studies beyond the major that support the major either directly or by
developing breadth of competence.
3.
Specific Requirements. Published materials about any master’s degree program indicate:
a. Fields, specializations, issues, or problems to be addressed and the content, techniques,
and disciplinary perspectives students are expected to use to address them.
b. Expectations for the development of depth and breadth in required subjects or areas of
study.
c. Levels of knowledge and skill expected upon graduation, including the levels of
artistic, intellectual, and disciplinary engagement with subject matter and projects.
NASM Handbook 2010-11 108
4.
Curricular Structure
a. Major Field or Specialization. Normally occupies up to two-thirds or at least onethird of the total degree requirements. Specialization may be defined to include
multiple aspects of music.
b. Supportive Studies in Music. Normally occupy up to one-half or at least one-third of
the total degree requirements.
c. Studies in Other Fields or Electives. May or may not be required or available.
However, the norms stated in Section XII.A.4., items a. and b. above indicate that up to
one-third of the total degree requirements may be used for this purpose.
5.
Credits. At least 30 semester hours or 45 quarter hours are required for master’s degrees.
6.
Comprehensive Review. A comprehensive review is required (see Section X.C.7.[a]. above.) The
format is the prerogative of the institution.
7.
Experimental or Unique Programs. The requirements below address the most typical master’s
degree formats. Experimental or unique programs will be reviewed using applicable standards for
master’s degrees as guidelines for determining the extent to which the program is a master’s
degree in music and is meeting its published goals for student achievement.
B. Degree Formats and Titles
1.
Specific Master’s Degrees. These degrees focus on the development of professional competence
in a music specialization or in a music-related field. The degree awarded is Master of Music,
Master of Arts, or Master of Science with the specialization indicated, e.g., Master of Music in
Performance.
2.
General Master’s Degrees. These degrees provide a graduate-level overview of the field of
music. The degree awarded is Master of Arts in Music or Master of Science in Music.
3.
Master’s Degrees in Teaching. These degrees normally provide P-12 teacher preparation
KSU MM page 45 of 47
curricula following the completion of a baccalaureate degree with a major in another subject;
however, these degrees have different purposes at different institutions. Degrees with titles such as
Master of Arts in Teaching, Master of Science in Teaching, and Master of Music in Teaching will
be considered and listed by NASM as master’s degrees in music only when their requirements and
degree structures are consistent with specific or general master’s degree formats. When the
primary purpose is completion of undergraduate requirements for teacher certification, the
program will be reviewed by the Commission on Accreditation, but not listed in publications of
the Association.
….
XIV. SPECIFIC MASTER’S DEGREES
A. All Specific Master’s Degrees. In addition to applicable requirements for all graduate programs and for all
master’s degree programs, students in all specific master’s degrees:
1. Develop advanced capacities to work independently and make effective artistic and intellectual judgments
and professional decisions in the area of specialization.
2. Demonstrate professional competence in the area of specialization before peers and faculty.
3. Produce a final project or some equivalent reviewed by more than one faculty member. Normally, a faculty
committee monitors progress and certifies completion of degree requirements.
….
E. The Master’s Degree in Conducting
a.
Students demonstrate advanced competencies in conducting. Conducting, analytical studies, score
reading, and rehearsal techniques comprise as much as two-thirds or at least one-third of the total
curriculum.
b.
Students gain knowledge and skills in one or more fields of music outside the major such as
orchestration, history and literature, musicology and ethnomusicology, performance, and composition.
Such supportive studies in music that broaden and deepen musical competence comprise at least onethird of the total curriculum. Unless a high level of proficiency is determined by examination,
advanced studies in ear training should continue throughout the degree program.
c.
Choral conducting majors must be proficient in vocal pedagogy and in English, German, French,
Italian, and Latin diction. They must have general phonetic knowledge and skills that can be related to
other languages. They should have language competencies sufficient to understand texts in the
repertory.
d.
Students must be afforded the opportunity for regular conducting experience under faculty supervision
and with an appropriate ensemble.
e.
As a culminating demonstration of professional capability in the major field, the student must conduct
a concert-length public performance or the equivalent.
f.
NOTE: For additional standards and guidelines for programs in choral, orchestral, and wind
conducting, see Appendix I.C.
….
6. The Master’s Degree in Performance
a.
Students demonstrate advanced competencies in performance. Studies in this area comprise as much as
two-thirds or at least one-third of the total curriculum.
b.
Students gain knowledge and skills in one or more fields of music outside the major such as theory and
analysis, history and literature, musicology and ethnomusicology, and pedagogy. Such supportive
studies in music that broaden and deepen musical competence comprise at least one-third of the total
curriculum.
KSU MM page 46 of 47
c.
Voice majors are expected to be proficient in English, German, French, and Italian diction and to have
general phonetic knowledge and skills that can be applied to other languages. They should have
language competencies sufficient to understand texts in the repertory.
d.
Early music or historical performance majors shall develop advanced knowledge of music history and
performance practice.
e.
As a culminating demonstration of professional capability in the major field, the student must present a
public performance, which may serve as the thesis. Normally, the performance includes at least sixty
(60) minutes of recital in which the performer is a soloist.
….
E. The Master’s Degree in Music Education
1.
Students demonstrate advanced competencies in music education. Studies in this area comprise as much as
two-thirds or at least one-third of the total curriculum.
2.
Students gain knowledge and skills in one or more fields of music outside the major such as performance,
conducting, theory and analysis, and history and literature. Such supportive studies in music that broaden
and deepen musical competence comprise at least one-third of the total curriculum. To ensure breadth of
competence, it is strongly recommended that institutions require at least one advanced course in music
history, musicology, or ethnomusicology; one in performance; and one in music theory analysis.
3.
Students develop graduate-level perspectives on contemporary issues and problems in music education.
This may include a review of curriculum developments, teaching methodology, innovations, and
multidisciplinary concepts in advanced seminars or by other means.
4.
Some institutions make distinctions between practice-oriented and research-oriented programs. If an
institution makes a distinction:
a.
A practice-oriented program emphasizes the extension of specialized performance and pedagogy
competencies for music teachers. Institutions making such a designation should require at least onehalf of the curriculum to be in performance and/or pedagogy. A final project in performance and/or
pedagogy is recommended.
b.
A research-oriented program emphasizes theoretical studies and research projects in music education.
If an institution uses such a designation, at least one-half of the curriculum should be required in music
education research and the associated research areas. Normally, a research project or thesis is required.
KSU MM page 47 of 47