M.M.- Music Ed. Concentration
Attachment A
Compliance with NCATE/PSC Requirements
New or Significantly Revised Program or Concentration, or New Degree Approval
Undergraduate and Graduate Programs
Kennesaw State University
Please be precise and specific in responding to these items. Responses to these items will
accompany the standard UPCC or GPCC forms and, if required, PSC standards. Concise
narrative will be sufficient.
1.
(CF) Describe how this program reflects the unit’s conceptual framework.
The Music Education concentration within the Master of Music degree was designed in
accordance with the National Association of Schools of Music (NASM) standards and the
Professional Teacher Education Unit (PTEU) at Kennesaw State University. The PTEU is
committed to developing candidates with subject matter expertise that possess the ability
to convey strong pedagogical content knowledge while facilitating learning gains. The
systematic implementation of these goals, aids in the creation of effective, research-based
practitioners with the ability to collaborate within the Kennesaw State educational
community and abroad.
The Kennesaw State University School of Music, Music Education concentration seeks to
develop graduate-level musicians with a balanced curriculum featuring practice-oriented
and research-oriented instruction. Utilizing this base of instruction will allow graduates to
meet state and national educational goals and outcomes and be prepared for the
classroom or continuing education.
2.
(National/State Standards) Specify applicable national and/or state standards to which
this program will demonstrate compliance. Please attach a copy of the applicable
standards.
The content of the Music Education concentration in the Master of Music degree is drawn
from the National Association of School’s of Music (NASM) standards for the master’s
degree in music education. The standards are available through the NASM website
(http://nasm.arts-accredit.org).
See attachments A and B
3.
(Institutional Standards) Specify candidate proficiencies to be demonstrated and
assessed during the program.
The Master of Music degree will be linked to the four academic standards dictated by the
NASM as an outgrowth of our accredited undergraduate programs in choral, general,
instrumental, and orchestral music education. Course requirements are consistent with
M.M.- Music Ed. Concentration
NASM standards as well as the KSU Assurance of Learning initiatives, which encourage
strong knowledge, skills, and dispositions leading to positive impact on student learning.
See attachment C
4.
(Assessment System) Using the curriculum matrix (next page), indicate where the
subject area standards are addressed in the proposed curriculum. Then identify in the next
chart (Assessment System) the unit and program assessments that will be used to
determine if candidates meet proficiencies and standards. The three items to follow
should be addressed as well in narrative form:
a) Transition Points
Describe how this program meets the applicable portions of Standard 2, element a. Your
program may include some or all of the following transition points: Program Entry,
Student Teaching Entry, Student Teaching Exit, Program Exit, and Employment (or
Induction after Hire). In this part of the report, describe the transition points used in your
program, and relate or align them with the requirements your candidates have to satisfy to
accomplish each of the transitions. Also summarize deliberative processes used by your
faculty to determine which candidates are able to transition successfully at each point. (If
the preparation program includes different options, please include descriptions of
transition points for each option.
b) Data Collection, Analysis and Evaluation
Describe how this program meets the applicable portions of Standard 2, element b.
Describe the processes and procedures used to regularly and systematically collect,
compile, aggregate, summarize, and analyze candidate and program performance data.
c) Use of Data for Program Improvement
Describe how this program meets the applicable portions of Standard 2, element c.
Describe the processes and procedures used to evaluate the efficacy of this program, the
processes and procedures used to make candidate performance data available to
candidates and faculty, and how candidate and program performance data are used to
initiate changes in the program.
Following the four stated requirements of the National Association of School’s of Music,
the Music Education concentration has designed seven assessments that will evaluate the
skills, knowledge, and dispositions of our masters students throughout their two years of
course work. The assessments are structured around performance-based student activities
that allow the evaluator and student to see the practical application to their profession and
students learning gains.
The attached chart reflects assessments and competencies met from the first semester on
campus to the completion of the master’s thesis project. Utilizing a two-year span for
assessment, allows us to efficiently chart students strengths and weaknesses and
remediate any potential areas of concern prior to program completion.
See attachment D
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M.M.- Music Ed. Concentration
5.
(Field Experiences) Describe required field experiences and clinical practice that help
candidates develop knowledge and skills in helping all students learn. Include:
a) How members of the professional community work with the program to design,
deliver and evaluate field experiences
b) Required qualifications for school-based faculty who supervise candidates in clinical
practice (i.e. cooperating teachers, coaches, mentors, etc.)
c) Methods used to ensure that candidates have field experiences in all required grade
levels:
Early Childhood: grades PK-K, 1-3, and 4-5;
Middle Grades: grades 4-5 and 6-8;
P-12: grades PK-2, 3-5, 6-8, and 9-12;
Secondary fields: grades 6-8 and 9-12
d) How field experiences will be assessed and be intensive and extensive enough to
demonstrate that candidates: 1) demonstrate the proficiencies in the professional
roles, 2) reflect on their work, and 3) impact student learning.
The Music Education concentration within the Masters of Music degree will feature
embedded field experiences for the general education (early childhood and middle
grades), choral education, and instrumental education tracks. The two required field
experience courses will provide master’s students the opportunity to implement a widerange of curricular ideas within a varied population. These courses include: MUED 6802
Choral Methods, Materials, and Curriculum; MUED 6803 Instrumental Methods,
Materials, and Curriculum; MUED 6804 General Materials/Strategies for Early
Childhood; MUED 6805 General Materials/Strategies for Middle Grades; MUED 6808
Music Education for Exceptional Students.
In addition to the coursework above, music education students will participate in an
internship/field experience with a local organization through our specialized music
entrepreneurship program. This course will allow students to work with skilled
professionals in the arts community and explore the needs of ensembles at the musical
and organizational levels. All field experiences will be evaluated utilizing the
assessments provided in attachments E and F.
See attachment G
6.
(Field Experiences and Diversity) Describe how the program ensures that all candidates
have opportunities to work with P-12 students with exceptionalities and from diverse
populations. Include:
a. Curriculum that supports knowledge about diverse populations; ensuring diverse
placements
b. Experiences working with diverse faculty
c. Experiences working with diverse peers
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M.M.- Music Ed. Concentration
The music education concentration will provide students with a wide-variety of field
experiences in diverse populations in the following courses: MUED 6802 Choral
Methods, Materials, and Curriculum; MUED 6803 Instrumental Methods, Materials, and
Curriculum; MUED 6804 General Materials/Strategies for Early Childhood; MUED
6805 General Materials/Strategies for Middle Grades; MUED 6808 Music Education for
Exceptional Students.
Throughout the courses listed above, students will work with musicians in a variety of
socio-economic settings, students with exceptionalities, and a wide range of skill levels
from birth through adults. The MUSI 7010, Music Entrepreneurship course, will provide
students the opportunity to work with community groups such as the Georgia Youth
Symphony Organization, Cobb Symphony Orchestra, KSU Community and Alumni
Chorus, and Capitol City Opera. Diversity is an important aspect of education and will be
addressed throughout the coursework and assessed on the Candidate Disposition
Assessment in the following courses: MUSI 6010 Introduction to Scholarship in Music;
MUED 6802 Choral l Methods, Materials, and Curriculum; MUED 6803 Instrumental
Methods, Materials, and Curriculum; MUED 6810 Music Education Applied Project.
See attachment H
7.
(Technology) Describe how the program ensures candidates can integrate technology in
their practice.
The Music Education Concentration within the Masters of Music will allow students to
integrate technology in three categories: Curriculum Development, Data Analysis, and
Performance. Students will use technology in designing and implementing lessons
utilizing SMART classrooms, the computer and MIDI lab, and Georgia VIEW Vista for
program management. Classroom demands will include advanced word processing,
Internet research, and web page design. Data collection for the Music Education project
will involve analyzing spreadsheet data through excel and S.P.S.S. Finally, performance
needs will be addressed utilizing SMART classrooms, the use of SMART music in the
computer/MIDI labs, and the Wenger Virtual Acoustic Environments (VAE) located in
the Wilson Annex.
8.
(Capacity) How does the program ensure that its resources are adequate to prepare
candidates to meet professional, state, and institutional standards?
The KSU School of Music has qualified faculty at the tenured, tenure-track, contracted,
and part-time levels. The music education specialists are colleagues with considerable
experience that our students will benefit from and that will assist in recruitment efforts.
The Sturgis and Performing Arts Libraries (PAL) have a wealth of performance and
music education materials that will provide the masters students with resources for course
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M.M.- Music Ed. Concentration
completion and research. Utilizing the resources the College of the Arts has within our
faculty and facilities, and in conjunction with NASM and KSU academic guidelines, the
Music Education concentration will enrich the School of Music, the community, and
ultimately Kennesaw State University.
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M.M.- Music Ed. Concentration
Master of Music Degree
Music Education Concentration
NCATE Compliance
Attachments
Table of Contents for NCATE Compliance
A. The Master’s Degree, NASM Standards
B. The Master’s Degree in Music Education, NASM Standards
C. NASM Standards/Course Alignment
D. Assessment System
E. Entrepreneurship Internship Project Assessment
F. Comprehensive Teaching Project Rubric
G. Field Experience Opportunities
H. Internship Opportunities for MUSI 7010
Additional Assessments
I. Teaching License Assessment
J. Dispositions Rubric
K. Comprehensive Exam Assessment
L. Thesis/Project Assessment
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M.M.- Music Ed. Concentration
ATTACHMENT A
National Association of School’s of Music (NASM)
Requirements for the Master’s in Music Degree, including Music Education
Taken from the NASM handbook
XII. MASTER’S DEGREES
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.
4.
Curricular Structure
a. Major Field or Specialization. Normally occupies up to two-thirds or at least one-third 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.)
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.
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M.M.- Music Ed. Concentration
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
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.
4.
Extended Master’s Degrees. Degrees with the titles Master of Fine Arts and Master of
Musical Arts normally require at least 60 semester hours, are structured as specific master’s
degrees, and require at least 50% of the total credits in the major field of specialization. The
Master of Fine Arts in Music may connote multi-disciplinary arts study when music is the basis
for such study and comprises at least 50% of the total curriculum. Standards for the extended
master’s degree in opera performance are found in Appendix I.B., Section 7.B.
XIII. THE GENERAL MASTER’S DEGREE
A program requiring a variety of studies in the field of music normally occupies at least twothirds of the total curriculum. Requirements must include studies in performance, music history
or ethnomusicology, and music theory. Final project requirements are the prerogative of the
institution. Graduates demonstrate a comprehensive knowledge of the field of music.
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.
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M.M.- Music Ed. Concentration
B.
Practice-Oriented Degrees
1. The Master’s Degree in Accompanying, Chamber Music, or Collaborative Keyboard
a. Students demonstrate advanced competencies in vocal and/or instrumental
collaboration. Studies in these areas comprise as much as two-thirds or at least onethird of the curriculum.
b. Students gain knowledge and skills in one or more fields of music outside the major
such as theory, history, musicology, ethnomusicology, and performance. Such
supportive studies in music that broaden and deepen musical competence comprise at
least one-third of the curriculum.
c. All students gain knowledge of repertory and historical performance practices.
d. Students that emphasize vocal coaching must develop language diction competencies.
e. Students that emphasize instrumental collaboration must develop special
competencies in chamber music.
f. As a culminating demonstration of professional capability in the major field, the
student must present at least one full-length public performance.
2. The Master’s Degree in Composition
a. Students demonstrate advanced competencies in composition. 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 history and literature, theory and analysis, musicology and ethnomusicology,
performance, and pedagogy. Such supportive studies in music that broaden and
deepen musical competence comprise at least one-third of the total curriculum.
c. Students must be afforded regular opportunities to hear their works performed.
d. As a culminating demonstration of professional capability in the major field, the
student must submit at least one original composition appropriate as a final project.
3. 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 one-third 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.
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M.M.- Music Ed. Concentration
4. The Master’s Degree in Jazz Studies
a. Students demonstrate advanced competencies in such areas as jazz performance,
improvisation, composition, and arranging. Studies in these areas 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 history and literature, theory and analysis, musicology and ethnomusicology,
and recording and studio techniques. Such supportive studies in music that broaden
and deepen musical competence comprise at least one-third of the total curriculum.
c. As a culminating demonstration of professional capability in the major field, the
student must present either a public performance or submit at least one original
composition as a thesis.
5. The Master’s Degree in Pedagogy
a. Students demonstrate advanced competencies in pedagogy of a specific performance
area and its repertory. Studies in these areas comprise as much as two-thirds or at
least one- third of the curriculum.
b. Students gain knowledge and skills in one or more fields of music outside the major
such as theory, history, musicology, ethnomusicology, and performance. Such
supportive studies in music that broaden and deepen musical competence comprise at
least one-third of the curriculum.
c. As a culminating demonstration of professional capability in the major field, the
student must present a final project, research paper, and/or recital.
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.
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.
7. The Master’s Degree in Opera Performance. (The 30-semester-hour master’s degree in
opera performance is distinct from the 30-semester-hour master’s degree in voice
performance and the 60-semester-hour Master of Fine Arts or Master of Musical Arts
degree in opera performance.)
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M.M.- Music Ed. Concentration
a. Students demonstrate advanced competencies in voice and opera performance,
including integration of the vocal, musical, theatrical, and diction skills required.
Studies in these areas comprise as much as two-thirds and at least one-third of the
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, and sight-singing. Such supportive
studies in music that broaden and deepen musical competence constitute at least onethird of the curriculum.
c. Students must develop advanced theatre skills.
d. Students must develop advanced competence in English, Italian, French, and German
diction, and general phonetic knowledge and skills that can be applied to other
languages. They should have language competencies sufficient to understand texts in
the repertory.
e. As a culminating demonstration of professional capability in the major field, the
student shall perform a significant role in at least one fully staged production with
orchestra.
8. The Master’s Degree in Sacred Music
a.
a.
Students demonstrate advanced competencies in sacred music, including
areas such as conducting, literature, and repertory; hymnology and worship
apprenticeship. Studies in these areas comprise as much as two-thirds or at least onethird of the total curriculum.
b. Students gain knowledge and skills in one or more fields of music outside the major
such as organ and/or voice, choral ensemble, music education, pedagogy, theory and
analysis, and musicology and ethnomusicology. Such supportive studies in music that
broaden and deepen musical competence comprise at least one-third of the total
curriculum.
c. As a culminating demonstration of professional capability in the major field, the
student must present a public recital or a comparable musical presentation as a
demonstration of competence in performance.
C.
Research-Oriented Degrees
1. Master’s Degrees in Music History and Literature, Musicology, or Ethnomusicology
a. Students demonstrate advanced competencies in music history and literature and/or
musicology and/or ethnomusicology. Studies in these areas comprise as much as twothirds 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, pedagogy, and performance, including participation in
ensembles appropriate to the major emphasis. Such supportive studies in music that
broaden and deepen musical competence comprise at least one-third of the
curriculum.
c. In addition to the General Requirements for Admission to Graduate Study (see
Section XI.), prospective students must have a reading ability in at least one foreign
language.
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M.M.- Music Ed. Concentration
d. As a culminating demonstration of professional capability in the major field, the
student must submit a final project that demonstrates advanced competence in
research and writing in music history, musicology, or ethnomusicology. The final
project may be a thesis, a series of special papers, or a written work of equivalent
scope and depth.
2. The Master’s Degree in Music Theory
a. Students demonstrate advanced competencies in music theory. 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 history and literature, composition, musicology and ethnomusicology,
performance, and pedagogy. Such supportive studies in music that broaden and
deepen musical competence comprise at least one-third of the total curriculum.
c. As a culminating demonstration of professional capability in the major field, the
student must submit a final project that demonstrates advanced competence in
theoretical research and writing.
D.
Degrees Combining Practice and Research Orientations
1. The Master’s Degree in Theory-Composition
a. When the degree objectives are a double major in theory and composition, the
development of advanced competencies in theory and in composition each comprise
at least one-third of the curriculum. See Sections XIV.B.2. and XIV.C.2. for content.
b. When the degree objectives are an emphasis in one field, studies in that field
comprise at least one-third of the total curriculum, and studies in both fields comprise
at least one-half of the curriculum. See Sections XIV.B.2. and XIV.C.2. for content.
c. Supportive studies in music, such as history and literature, performance, pedagogy,
and musicology and ethnomusicology comprise at least one-third of the total
curriculum.
d. As a culminating demonstration of professional capability in the major field, the
student must submit a theoretical document and/or an original composition.
2. Research and Practice Combinations
a. Students demonstrate advanced competencies to develop research studies and utilize
findings in fields of artistic or pedagogical practice.
b. Essential competencies are advanced knowledge and skills in one or more research
methodologies, the ability to conceptualize problems generically, and the ability to
connect research to creative work and problem solving in a field of practice.
c. Requirements for work in various disciplines must be correlated to the specific goals
and objectives of standardized or individual degree programs.
d. As a culminating demonstration of master’s level capability in relating or integrating
research and practice, the student must complete a final project consistent with the
goals of the program.
3. Unique Combinations and Formats. Master’s degree programs may be developed to
address specific combinations of artistic and intellectual goals that result in combinations
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M.M.- Music Ed. Concentration
of fields, content, and processes. Such programs define the breadth, depth and scope of
the area(s) in which competencies will be developed at the master’s level. This definition
is the basis for program structure, curricular requirements, and the nature of the
culminating demonstration of master’s level capability in the field(s) of study.
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 one-half 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.
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M.M.- Music Ed. Concentration
ATTACHMENT B
National Association of School’s of Music (NASM)
Requirements for the Master’s in Music Education Degree
Taken from the NASM handbook
E. The Master’s Degree in Music Education
1. Students demonstrate advanced competencies in music education. Studies in this area
comprise as music as two-thirds or at least one-third f 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 one-half 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.
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M.M.- Music Ed. Concentration
ATTACHMENT C
NASM Standards: Music Education Concentration
Requirement:
Gain knowledge and skills in one or
more fields of music outside the major:
performance, conducting, theory and
analysis, history, literature.
Courses
MUSI 6010, Intro. To Scholarship
MUSI 6210, Analysis and Performance
MUSI 6710, Graduate Conducting
Seminar
MUAP 6000, Studio Instruction
Requirement:
Graduate-level perspectives on
contemporary issues and problems in
music education. Review of curriculum,
teaching methodology, innovations, and
multidisciplinary concepts.
Courses
MUSI 6010, Intro. To Scholarship
MUED 7810, Cont. Issues in MUE
MUED 6802, Choral Methods
MUED 6803, Instrumental Methods
MUED 6804. General Materials/Early
Childhood
MUED 6805 General Materials/Middle
Grades
Requirement:
Practice-oriented and research-oriented
studies and research.
Courses
MUSI 6010, Intro. To Scholarship
MUED 7810, Cont. Issues in MUE
MUSI 7010, Music Entrepreneurship
MUED 6810, Applied Project in MUE
MUSI 7020, Psychology of Music
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M.M.- Music Ed. Concentration
ATTACHMENT D
Assessment System
Music Education concentration for the Masters of Music degree
Name of
Assessment
Title of Assessment
In What
Course/Transition Point
is the Assessment
Administered
Semester
Assessment is
Administered
NASM
Standard
Compliance
1- Licensure
assessment
Teaching License
Undergraduate graduation
Fall
Year 1
1
2-Assessment of
candidate ability
to plan and
implement
appropriate
teaching and
learning
experiences
Comprehensive
Teaching Project
Courses: MUED 6803,
Instrumentation Methods,
Materials and
Curriculum; MUED
6802, Choral Methods,
Materials, and
Curriculum
Spring
Year 1
3
3 –Assessment of
internship,
practicum, or
other clinical
experience
Entrepreneurship
Internship Project
Course: MUSI 7010,
Music Entrepreneurship
Spring
Year 2
3
4 – Assessment of
candidate effect
on student
learning
Applied Music
Education Project
Course: MUED 6810,
Music Education Applied
Project
Spring
Year 2
4.b
5 – Dispositions’
Assessment that
addresses N/S/I
standards
Dispositions
Assessment
MUSI 6010
MUED 6802
MUED 6803
MUED 6810
MUED 7810
1 course per
semester
2
6 – Knowledge
and Skills for
Other
Professionals
Comprehensive Exam
MUED 6810
Spring
Year 2
4.b
7- Knowledge
and Skills for
Other
Professionals
Masters Thesis/Project
End of Program
Program
completion
4.b
NCATE Report 16 of 30
M.M.- Music Ed. Concentration
ATTACHMENT E
Entrepreneurship Internship Project
Assessment
Student: ______________________ _
KSU I.D.: ___________________________
Internship Site: _____________________ Supervisor: _________________________
Explanation of responsibilities and project completed (student).
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________________________
I certify that __________________________________________________, completed
their internship project and:
☐
Passed
☐
Passed Conditionally with specified remediation
☐
Failed with permission to re-take course
__________________________________________
Student Signature
________________________________________
Date
__________________________________________
Supervisor Signature
________________________________________
Date
NCATE Report 17 of 30
M.M.- Music Ed. Concentration
ATTACHMENT F
Comprehensive Teaching Project Rubric
Student: ________________________
Date: ________________
Please circle or highlight the corresponding box.
CATEGORY
4
3
2
1
Student is
completely
prepared and has
obviously
rehearsed.
Student seems
pretty prepared
but might have
needed a couple
more rehearsals.
The student is
somewhat
prepared, but it is
clear that
rehearsal was
lacking.
Student does not
seem at all
prepared to
present.
Posture and Eye Stands up
Contact
straight, looks
relaxed and
confident.
Establishes eye
contact with
everyone in the
room during the
teaching episode.
Stands up straight
and establishes
eye contact with
everyone in the
room during the
presentation.
Sometimes
stands up straight
and establishes
eye contact.
Slouches and/or
does not look at
people during the
presentation.
Enthusiasm
Facial
expressions and
body language
generate a strong
interest and
enthusiasm about
the topic in
others.
Facial
expressions and
body language
sometimes
generate a strong
interest and
enthusiasm about
the topic in
others.
Facial
expressions and
body language
are used to try to
generate
enthusiasm, but
seem somewhat
faked.
Very little use of
facial
expressions or
body language.
Did not generate
much interest in
topic being
presented.
Pitch
Pitch was
completely
accurate and zero
incorrect pitches
were given.
Pitch was
accurate and 1-3
incorrect pitches
were given.
Pitch was
somewhat
accurate and 4-5
incorrect pitches
were given.
Pitch was not
accurate and 5 or
more incorrect
pitches were
given.
Content
Shows a full
Shows a good
Shows a good
Does not seem to
understanding of understanding of understanding of understand the
the topic.
the topic.
parts of the topic. topic very well.
Preparedness
NCATE Report 18 of 30
M.M.- Music Ed. Concentration
Use of Piano
Utilizes the piano
with complete
accuracy and
zero incorrect
pitches or notes
were played.
Utilizes the piano
with accuracy
and 1-3 incorrect
pitches or notes
were played.
Utilizes the piano
with some
difficulty and 4-5
incorrect pitches
or notes were
played.
Utilizes the
piano with
difficulty and 5
or more incorrect
pitches or notes
were played.
Standards-based Instruction was
Instruction
completely
centered around
the National
Standards/GPS
Instruction was
mostly centered
around the
National
Standards/GPS.
Instruction was
loosely centered
around the
National
Standards/GPS.
Instruction
included no
reference or
direction towards
the National
Standards/GPS.
Sequential
Instruction
Instruction was
sequenced and
appropriate for
the selected age
group.
Instruction was
partially
sequenced and
somewhat
appropriate for
the selected age
group.
Instruction was
not sequenced
well and not
appropriate for
the selected age
group.
Instruction was
well sequenced
and entirely
appropriate for
the selected age
group.
Please list three positive features of the comprehensive teaching project, and three items
that need to be addressed.
NCATE Report 19 of 30
M.M.- Music Ed. Concentration
ATTACHMENT G
Field Experience Opportunities
MUED 6802 Choral Methods, Materials, and Curriculum
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.
MUED 6803 Instrumental Methods, Materials, and Curriculum
The development of the specific teaching skills, techniques, and materials to support the
role of the band director and instrumental music teacher. The course prepares
instrumental 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.
MUED 6804 General Materials/Strategies for Early Childhood
This course is designed for the advanced development of specific teaching skills,
techniques, and materials supporting the teaching of Early Childhood Music, and 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.
MUED 6805 General Materials/Strategies for Middle Grades
This course is designed for the advanced development of specific teaching skills,
techniques, and materials supporting the teaching of general music in 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.
MUED 6808 Music Education for Exceptional Students
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.
NCATE Report 20 of 30
M.M.- Music Ed. Concentration
ATTACHMENT H
Internship Opportunities for MUSI 7010
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M.M.- Music Ed. Concentration
NCATE Report 22 of 30
M.M.- Music Ed. Concentration
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M.M.- Music Ed. Concentration
NCATE Report 24 of 30
M.M.- Music Ed. Concentration
ATTACHMENT I
Teaching License Assessment
To be completed for the Music Education Concentration
Candidate:
Date:
Undergraduate Institution/Graduation Date:




CHECKLIST
1. Attach a copy of your undergraduate transcript and/or a copy of
your teaching license
2. Student signature
3. Advisor signature
I certify that this information is true and valid.
_____________________________________
Student Signature
____________
Date
_____________________________________
Advisor Signature
____________
Date
NCATE Report 25 of 30
M.M.- Music Ed. Concentration
ATTACHMENT J
Candidate Disposition Assessment Rubric
To be completed by the Course Instructor
Candidate:
Date:
Course Instructor Signature:
Rating
L4
Clear and
Consistent –
Exceeds
Description
The music educator’s performance offers clear, consistent, and convincing
evidence of EXCEEDING the performance standard(s)
L3
Clear –
Meets
The music educator’s performance offers clear evidence of meeting the
performance standard(s)
L2
Limited
The music educator’s performance offers limited evidence of meeting the
performance standard(s)
L1
No Evidence
The music educator’s performance offers no evidence of meeting the performance
standard(s)
L1
L2
L3
L4
Candidate believes and values:
1. Vision & Leadership: Contributes to developing, and communicating, a vision that
stimulates a successful music culture that promotes the success of all students at the
school and community-based levels.
2. Development in Research, Curriculum, Instruction, and Assessment: Supports
initiatives that are founded on research-based music education practices and sets these
principles into action.
3. Performance: Exhibits leadership musically on individual instrument(s) and in
group ensemble settings, as well as conducting prowess.
4. Diversity: Demonstrates cultural sensitivity and respects the diversity of all students.
5. Collaboration, Professionalism, and Partnership: Models and promotes collegial
behavior as well as promotion of themselves and the field of music education within the
community.
Directions for Completion: Please complete the rubric at the end of semester and submit to the student’s advisor.
It is the expectation that candidates will have achieved at least a Level 3 for all disposition competencies. Failure to
meet these expectations may result in a professional development plan.
NCATE Report 26 of 30
M.M.- Music Ed. Concentration
ATTACHMENT K
Music Education Concentration Comprehensive Exams Written Defense
Taking Comprehensive Exams
You must take your comprehensive exams during your last semester of coursework. These
exams will cover content from three core courses (MUED 7810, MUED 6802/6803, MUSI
6010).
Deadlines for Comprehensive Exams
Check the School of Music calendar for deadlines and dates to determine the final date to request
a master’s exam date and the final date to hold a master’s exam.
Organize your Comprehensive Exam Committee
Your major professor/advisor will proctor your exam. There must be three professors (including
your advisor) on the committee and must consist of the professors who were your instructors of
your core courses.
Scheduling Comprehensive Exam
Contact the School of Music office and your advisor to confirm a date for your exam. Once a
date is confirmed, have those professors sign the scheduling master’s exam form and return a
copy to the School of Music office and your advisor. The exam will be approximately 6 hours,
and you will be responsible for purchasing 5 bluebooks from the bookstore.
Conclusion of Defense
Following the exam, the committee will meet and grade the written materials. The committee
will complete the Comprehensive Examination assessment (passed, passed conditionally with
specified remediation, failed with permission to be re-examined).
______________________________________
Student’s Name/Initials
_____________________
KSU I.D.
Committee Members Signature:
______________________________________
Advisor
_____________________
Date
______________________________________
Committee Member
_____________________
Date
______________________________________
Committee Member
_____________________
Date
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M.M.- Music Ed. Concentration
Comprehensive Examination Assessment
Student’s Name: ____________________________________
Semester/Year of Completion: ________________________
Committee Members:
___________________________________________________
___________________________________________________
___________________________________________________
The committee recommends, __________________________
☐
Passed
☐
Passed Conditionally with specified remediation
☐
Failed with permission to re-take examination
Date for re-take: __________________________
NCATE Report 28 of 30
M.M.- Music Ed. Concentration
ATTACHMENT L
Music Education Concentration
Music Education Thesis/Project Assessment
Completion of Thesis/Project
You must complete your thesis/project during your last semester of coursework during MUED
6810.
Deadlines for Comprehensive Exams
Check the School of Music calendar for deadlines and dates to determine the final date to submit
your thesis/project.
Organization of your Thesis Committee
Your thesis exam committee will consist of the same members of your oral examination
committee. Your committee will consist of: three professors (including your advisor) and two
professors who were instructors of your core courses.
Grading of Thesis/Project
The committee will meet and grade your thesis/project and provide you 1 week to make any
necessary corrections. The committee will complete the Thesis/Project assessment (passed,
passed conditionally with specified corrections, failed).
______________________________________
Student’s Name/Initials
_____________________
KSU I.D.
Committee Members Signature:
______________________________________
Advisor
_____________________
Date
______________________________________
Committee Member
_____________________
Date
______________________________________
Committee Member
_____________________
Date
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M.M.- Music Ed. Concentration
Thesis/Project Assessment
Student’s Name: ____________________________________
Semester/Year of Completion: ________________________
Committee Members:
___________________________________________________
___________________________________________________
___________________________________________________
The committee recommends, __________________________
☐
Passed
☐
Passed Conditionally with specified corrections
☐
Failed
NCATE Report 30 of 30