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Armstrong State University
Start Strong!
Music Education
at
Armstrong
Handbook for Majors
Revised September 2014
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Table of Contents
Page 3
Important Information for Music Education Majors, Post-Baccalaureate Certificate
Seekers, and others who might be interested in music education certification:
Undergraduate music education majors.
Page 8
Important Information for Music Education Majors, Post-Baccalaureate Certificate
Seekers, and others who might be interested in music education certification:
Post-baccalaureate certification seekers.
Page 9
Print-out from the Georgia Educator Ethics Assessment.
Page 11
Instructions for Requesting and Receiving Disposition Assessments:
Undergraduate music education majors.
Page 12
Instructions for Requesting and Receiving Disposition Assessments:
Post-baccalaureate certification seekers.
Page 13
Other important information for undergraduate music education majors and postbaccalaureate certification seekers.
Page 14
List of Hard Copy Portfolio Submissions for Music Education Majors
Page 16
Table of Critical Assignments, Portfolio Submissions, and Live Text Submissions for
Music Education Majors and Post-Baccalaureate Certification Seekers.
Page 24
Directions for Assimilating the Music Education Hard Copy Portfolio
Page 25
BME Course Sequence and Planning Guide:
Armstrong “15 to Finish” Plan for the Bachelor of Music Education
If you have questions, contact Dr. Benton.
carol.benton@armstrong.edu
912-344-2822
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Important Information for Music Education Majors
STEP-BY-STEP INSTRUCTIONS FOR COMPLETING THE B.M.E PROGRAM
1.
During their freshman through sophomore years, music education majors
should enroll in the following sequence of education courses (one or two courses per
semester, making a “C” or better in each course).
EDUC 2110 – Investigating Critical and Contemporary Issues in Education
EDUC 2120 – Exploring Socio-cultural Perspectives on
Diversity in Education Contexts
EDUC 2130 – Exploring Learning & Teaching
(This course requires 30 hours field experience.)
EDUC 3100 – Technology Applications for Teachers
(Students get their Live Text account during EDUC 3100.
Coursework and projects in future courses will be submitted via
Live Text.)
The courses listed above may be taken in any order. It is strongly suggested that students
not take EDUC 2130 in the first semester of freshman year, due to the required field
experience.
2. During their freshman year, music education majors should take English 1101,
English 1102, and an Area A Math course. Students must make at least a “C” or better in
each course.
3.
At the beginning of the sophomore year teacher candidates should sign up to
take the GACE Program Admission Tests.
 Students should take the Program Admission Tests after they have taken English
1101, English 1102, and an Area A Math course. Take the tests as early as
possible because there is a 30 day wait period before students can retest, and there
are limited test dates available.
 The GACE Program Admission Tests cover Math, Reading, and Writing.
Students must pass all three sections to be admitted to candidacy in the
Department of Art, Music and Theatre: (1) Program Admission Test I (200)
covers Reading, (2) Program Admission Test II (201) covers Mathematics, and
(3) Program Admission Test III (202) covers Writing.
 GACE test information is located at http://gace.ets.org
 All Program Admission Tests are administered online. There are no paper-testing
options.
 Testing fees:
Program Admission Test (single test)
$78
Program Admission Test (any
$103
combination of two tests)
Combined Program Admission Tests
$128
(700) (all three combined)
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4. IMPORTANT FIRST STEP:
 In order to register for the GACE Program Admission Tests, you must first visit
the Georgia Professional Standards Commission (PSC) website and create an
account. Creating an account is FREE and necessary before you can take any
of the required tests (program admission and/or content tests). Go to
http://mypsc.gapsc.org/ to register and be granted eligibility to take the tests.
 Make sure to use a personal email address at the GAPSC website and not your
university account. You will also need to check the box that indicates you are
“Enrolling in a Georgia Educator Preparation Program” and the box that
indicates you want to “Take a GACE Assessment.”
 Follow the indicated steps to register to take the Program Admission Tests at
http://gace.ets.org/register/steps.
5. Test Preparation and Resources:
 For resources and study guides, go to http://gace.ets.org/prepare/materials/700.
At this site, there is a study companion that is free to download. There are also
test familiarization videos, test prep webinars, and study plans available for your
benefit. Interactive practice tests are also available for an additional cost.
6. Available test dates and local sites for Program Admission Tests for 2014-2015.
 Testing sites:
Armstrong State University
College of Education
University Hall
Prometric Test Center
340 Eisenhower
Savannah, GA 31406

Testing Dates for 2014-2015. You may take Program Admission Tests I, II, or III
individually or combined at the same time.
Testing Windows:
Friday, October 17 – Wednesday, November 5, 2014
Friday, November 14 – Sunday, November 23, 2014
Friday, January 9 – Wednesday, January 28, 2015
Friday, February 6 – Wednesday, March 25, 2015
Friday, March 6 – Wednesday, March 25, 2015
Friday, April 10 – Saturday, April 18, 2015
Tuesday, April 21 – Friday, May 1, 2015
Friday, May 8 – Wednesday, May 27, 2015
Friday, May 29 – Wednesday, June 17, 2015
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7. Important Dates:
 The last dates to pass Program Admission Tests if you want to be admitted to
candidacy for Spring 2015 are: 10/17/14 – 11/5/14.
 The last dates to pass Program Admission Tests if you want to be admitted to
candidacy for Summer 2015 are: 3/6/15 – 3/25/15.
 The last dates to pass Program Admission Tests if you want to be admitted to
candidacy for Fall 2015 are: 5/29/15 – 6/27/15.
8.
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Exemptions:
A student may exempt taking the GACE Program Admission Test by providing
SAT Verbal, Critical Reading, and Math combined score of 1000 or higher.
A student may exempt taking the GACE Program Admission Test by providing
ACT English/Math combined score of 43 or higher.
A student may exempt taking the GACE Program Admission Test by providing
GRE Quantitative/Verbal score of 297 or higher.
A student may exempt taking the GACE Program Admission Test by providing
proof of a master’s degree from an accredited institution.
If you need more information about showing documentation for exemption
through SAT, ACT, and GRE test scores, see Dr. Benton.
IMPORTANT NOTE: Even those students who are exempt from taking the
Program Admission Tests must go to http://mypsc.gapsc.org/ and register for a
free account. You will need to have an account before you can take the GACE
Content Exams that are required before Internship II (Student Teaching).
9.
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Decision Point 1: Admission to Candidacy
At the end of the sophomore year, music education majors should apply for
Admission to Candidacy (Decision Point #1). Passing the GACE Program
Admission Test or providing proof of satisfactory exemption scores are required
for admission to candidacy.
Application forms are available from Dr. Benton (office: FA room 123) or
from the Department of Art, Music, and Theatre office.
Deadlines for applications for admission to candidacy are as follows:
March 15 for admission for summer semester.
June 15 for admission for fall semester.
October 15 for admission for spring semester.
Applications for admission to candidacy require several pieces of documentation,
as described in the next bullet. Therefore, students should give themselves plenty
of time to get materials together before the deadline for application submission.
Completed applications for Admission to Candidacy are checked and signed
by Dr. Benton and then submitted to Dr. Cato in the AMT office.
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
Requirements for Admission to Candidacy: To be eligible for Admission to
Candidacy as an undergraduate, the music education major must provide
evidence of the following:
1) Cumulative GPA of 2.5 or higher
2) Completion of ENGL 1101 and ENGL 1102 with a “C” or higher
3) Completion of MATH Area A course with a “C” or higher
4) Completion of EDUC 2110, EDUC 2120, EDUC 2130 ,
and EDUC 3100 with a grade of “C” or higher in each course
5) Passing score on the all three of the GACE Program Admission Tests,
or proof of exemption scores on SAT or ACT (see page 5).
6) Clear criminal background check
7) Professional Tort Liability insurance (valid for a period of 3 years from date of
Admission to Candidacy)
6) Two disposition assessments completed by professionals other than
professors in Armstrong AM&T. (see page 11)
10.
After Admission to Candidacy: In the fall semester of their junior year (third
year), teacher candidates should complete MUSC 5300U – Curriculum and Methods in
General Music course with a “C” or higher in the course. You must be admitted to
candidacy before you can take MUSC 5300.
11.
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Field Experiences:
Teacher candidates will be required to complete 20 hours of field experiences in
MUSC 5300U/G.
Teacher candidates will be required to complete 10 hours of field experiences in
either MUSC 5330U/G Band Methods or MUSC 5340 U/G Choral Methods.
Teacher candidates will be required to complete 15 hours of field experiences in
MUSC 3760 – Internship I – Pre-Student Teaching, a one-credit-hour clinical
practice in the semester prior to student teaching. Internship I requires both
observation and limited teaching in public school music classrooms. During
Internship I, candidates teach a unit and submit unit and reflection projects via
Live Text.
12. Music Education Portfolio: While completing MUSC 3760, Internship I, the
teacher candidate will assimilate and submit a portfolio demonstrating achievement of
Georgia Professional Standards for music teaching certification. Contents of the portfolio
are detailed in this handbook.
13.
Decision Point 2: Admission to Internship II (student teaching)
Application forms are available from Dr. Benton (FA room 123) or from the Department
of Art, Music, and Theatre office. Application forms are available online at the College
of Education Office of Field Experiences web site.
http://www.armstrong.edu/Education/field_experiences2/coefe_internship_ii_graduate_in
ternship
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Teacher candidates will apply for admission to Internship II through their
department teacher certification program. To be eligible for admission to Internship II,
the teacher candidate must provide evidence of the following:
1) Transcript showing a cumulative GPA of 2.5 or higher
2) Completion of all music education major courses with a “C” or better
3) Completion of all courses in the degree program, except for MUSC 4760,
Internship II.
4) Satisfactory completion of all critical assignments in music education major
courses as demonstrated by evidence in a “hard copy” portfolio and an
electronic, online portfolio (via Live Text).
5) Positive candidate disposition assessment (Disposition III).
6) Passing score on GACE II (content) exam.
A $325.00 internship fee will be charged to the student’s Armstrong Atlantic
account when the student registers for MUSC 4760 Internship II – student teaching.
8.
During the semester prior to Internship II (Student Teaching), the teacher
candidate must register, take the GACE Content Tests (Music), and show a passing grade
on the GACE Content Tests. Candidates must be “released” by the Art, Music & Theatre
Department before they can register to take the GACE Content Tests. This step is
necessary to assure that candidates have completed the necessary coursework to pass all
sections of the tests.
9.
Decision Point #3: Program Completion
Teacher candidates will apply for graduation through the Art, Music and
Theatre Department. This is generally done two semesters before the anticipated
graduation date. To be eligible for program completion, the teacher candidate must
provide evidence of the following:
1) Completion of all required courses in the Bachelor of Music Education degree
program with a cumulative GPA of 2.5 or higher,
2) Successful completion of Internship II as measured by “acceptable” level or
higher on all domains of the *CAP KEYS assessment instrument,
3) Positive candidate disposition assessment (Disposition IV).
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Important information for post-baccalaureate music education certification seekers:
1. The post-baccalaureate program in music education is designed as a certification-only,
non-degree granting program for individuals who hold a bachelor’s degree from a
regionally accredited institution and seek to become certified to teach music in grades
P-12.
2. Students must apply and be accepted to both the ASU Post-Baccalaureate Music
Education Certification program and the ASU Graduate Teacher Certification Program.
In the admission process, the student must complete the application for candidacy and be
accepted into Candidacy in the Department of Art, Music, and Theatre, satisfying all
requirements thereof.
3. The post-baccalaureate certification seeker will follow the prescribed course of study,
including EDUC 6000-through-6300 courses as well as prescribed music education
courses in the Department of Art, Music, and Theatre. Based on transcript evaluation, the
post-baccalaureate certification seeker will follow an individualized program of study
leading to clear, renewable T-4 teaching certificate in Music P-12.
4. The post-baccalaureate certification seeker is not required to complete Internship I –
pre-student teaching. The post-baccalaureate certification seeker must complete MUSC
6760 Graduate Internship – student teaching.
5. During the semester prior to student teaching, the post-baccalaureate certification
seeker must submit an application for Graduate Internship.
6. The post-baccalaureate certification seeker must pass the GACE Content Tests in
Music for admission into MUSC 6760 Graduate Internship – student teaching.
7. During the semester prior to student teaching, the post-baccalaureate certification
seeker must prepare and submit a portfolio (both electronic and hard copy) as explained
in the Music Education at Armstrong handbook.
Georgia Educator Ethics Assessment
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Starting in Fall 2014, candidates are required to take the Georgia Educator Ethics
Assessment.
The cost to the candidate it $30.00.
The Ethics Assessment is completed online via secure web site on any computer
or tablet.
Each candidate will complete several modules and be assessed via the online
Georgia Educator Ethics Assessment.
This assessment is required by Georgia to complete a degree in any area of
education, including the Bachelor of Music Education degree.
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Instructions for Requesting and Receiving Disposition Assessments
As you progress toward completion of the Bachelor of Music Education degree
program and prepare to be a public school teacher certified by the State of Georgia, you
will need to request disposition assessments at four points along the way. Through these
four disposition assessments, professors verify that you possess appropriate personal,
academic, and character qualities to predict your success as an educator.
Instructions for Undergraduate Music Education Majors:
Disposition Assessment I at Decision Point 1 (Admission to Candidacy) Request this disposition assessment from two persons of your choice when you are
applying for Candidacy in the Department of Art, Music, & Theatre. The persons from
whom you request dispositions should be current or former employers/supervisors or
ASU faculty members who have knowledge of your character and attitudes. They may
not be professors or instructors in Armstrong Art, Music and Theatre department.
These two dispositions will be completed and submitted on paper forms (hard copy) and
mailed directly to the Armstrong College of Education. If you are requesting a
disposition assessment from an off-campus reference, please give a stamped, addressed
envelope to each person from whom you request a disposition assessment. (The address
appears on the disposition assessment form). Disposition I is different from subsequent
disposition assessments in four ways: (1) you are allowed to select the two persons from
whom you request the assessments; (2) the assessments are completed and submitted on
paper; (3) you will request disposition assessments from two persons at this time (not just
one); and (4) the two assessors are not in the AMT department.
Disposition Assessments II, III, and IV differ from Disposition I in three ways: (1) you
must request these dispositions from a specific professor, as each one is attached to a
specific course and is entered in Live Text as an assignment for that course; (2) these
assessments are submitted electronically on Live Text (not in hard copy); and (3) at each
point, you request only ONE disposition assessment. The professor for the specific
course is the one who completes the disposition assessment.
Disposition Assessment II (requested between Decision Point 1 and Decision Point 2) This disposition assessment is submitted via Live Text during the semester that you are
enrolled in MUSC 5300 - Curriculum and Methods in General Music. It will appear in
Live Text as an assignment for MUSC 5300U/G. This disposition assessment will be
completed by the professor who teaches MUSC 5300U/G: Dr. Benton. She will seek
input from other music professors regarding the candidate’s character, attitude, and
personal and academic traits as demonstrated in coursework throughout the BME degree
program of study.
Disposition Assessment III at Decision Point 2 This disposition assessment is submitted via Live Text during the semester that you are
enrolled in MUSC 3760, Internship I (pre-student teaching). It will appear in Live Text
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as an assignment for MUSC 3760. This disposition assessment will be completed by the
professor who teaches MUSC 3760: Dr. Benton.
Disposition Assessment IV at Decision Point 3 This disposition assessment is submitted via Live Text during the semester that you are
enrolled in MUSC 4760, Internship II (student teaching). The disposition assessment
request will appear in Live Text as an assignment for MUSC 4760. This disposition
assessment will be completed by the professor who teaches MUSC 4760: Dr. Benton.
Instructions for Music Education Post-baccalaureate Certification Seekers:
Disposition Assessment I at Decision Point 1 - This disposition assessment is completed
when the post-bac student is applying for admission to the program. Directions are
included in application materials and instructions.
Disposition Assessment II - Request this disposition assessment via Live Text during the
semester that you are enrolled in EDUC 6200. Submit the request via Live Text to the
professor who teaches EDUC 6200.
Disposition Assessment III at Decision Point 2 - Request this disposition assessment via
Live Text during the semester that you are enrolled in MUSC 5300 G, Curriculum and
Methods in General Music. Submit the request electronically via Live Text to the
professor who teaches MUSC 5300G: Dr. Benton.
Disposition Assessment IV at Decision Point 3 - Request this disposition assessment via
Live Text during the semester that you are enrolled in MUSC 6750 Graduate Internship –
student teaching. Send the request electronically via Live Text to the professor who
teaches MUSC 6750: Dr. Benton.
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Other information for undergraduate and post-baccalaureate students:

COE blog provides timely information about issues concerning music education
majors and the College of Education. Go to the College of Education page of the
Armstrong web site and click on “COEblog” under “Resources” for students.
Enter your email to subscribe to the COEblog. Music education majors should
sign up for it and if there is a question about posted information, consult with Dr.
Benton or Dr. Cato.

Ten (10) hours of professional development are required before starting Internship
II or Graduate Internship. Take advantage of the annual Georgia Music Educators
In-service Conference, held in Savannah each January, to attend professional
development clinics. Save your registration confirmation and session handouts for
your portfolio.

A teaching portfolio will be required. Portions of the portfolio will be uploaded
(electronically) to Live Text, and portions of the portfolio will be assimilated and
submitted in hardcopy. The portfolio (both electronic and hard copy) must be
submitted and deemed acceptable for the candidate to be admitted to Internship II.
Completion and submission of the portfolio will be done as an assignment for
MUSC 3760, Internship I (pre-student teaching). Take note of the assignments
(listed in this handbook) that will need to be saved from courses throughout
your degree program for inclusion in your Music Education Portfolio.

All music applications for admission to candidacy and admission to Internship II
or Graduate Internship will be made through the Department of Art, Music and
Theatre. Applications will be brought to FA 125, Art, Music and Theatre Office,
and given to the secretary. Prior to submission, the student/candidate is required
to have Dr. Benton approve the items in each application and sign the application
form.

No student may be on a field experience or a clinical internship without
submitting a background check form and being cleared by the College of
Education before going into the field. Background checks will need to be
completed at the beginning of each semester. Information is included in
applications for candidacy and internships and is also available from the College
of Education. Applications for background checks must be made annually.

Proof of three years of liability insurance coverage is required for field
experience and internships. Information is available from the College of
Education. Information is included in application packets for admission to
candidacy and internships.
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Armstrong Music Education Portfolio
(Requirements for Hard Copy Portfolio)
(To be submitted by the candidate in hard copy during the semester prior to student
teaching – not to be submitted in Live Text)
Candidate’s Name __________________________.
Hard copy portfolio submitted during ____________ semester. Year ______.
I. Candidate’s Professional Profile
____ 1. Resume
____ 2. Teaching philosophy
____ 3. Documentation of at least ten hours of professional development (i.e.,
registrations for attendance at workshop or conferences).
II. Graduation recital (half-recital)
____ 1. Copy of the candidate’s recital program
____ 2. CD or DVD of the candidate’s recital
III. ____ A formal repertoire list of all music studied in applied lessons.
IV. ____ DVD of the candidate conducting in rehearsal and in performance: from either
MUSC 4350 Band Repertoire and Advanced Instrumental Conducting or from MUSC
4360 Choral Repertoire and Advanced Choral conducting. (In the case of MUSC 4250
Keyboard Pedagogy, the DVD may be of a piano teaching demo, rather than conducting
of rehearsal and performance).
V. ____ Copies of recital programs and copies of ensemble concert programs for
performances in which you participated as a performer. No more than five (5). The five
programs should reflect diversity of performing experience, as much as possible (i.e.,
from various ensembles, solo performances, etc).
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VI. ____ Music technology – A copy of a project completed for a music course using
music technology. Examples: Finale project from MUSC 5430U Technology in Music or
Pyeware project from MUSC 5330 Band Methods.
VII. ____ Multicultural and contemporary music experience – A compiled list of sample
repertoire that you have studied/rehearsed/performed in applied lessons, Band, Choir,
Piano, or other performing ensembles that represents music from countries and cultures
outside the Western music tradition and from contemporary composers. Examples: pieces
composed in the late 20th century or in the 2000’s and music by composers from Asia,
Africa, South America, etc.
VIII. ____ A compiled list of music businesses, merchandising, networking, publishing,
and purchasing information from your music education methods courses (MUSC 5300U
Curriculum & Methods in General Music and either MUSC 5330U Band Methods or
MUSC 5340U Choral Methods or MUSC 4250 Keyboard Pedagogy).
IX. ____ Music lesson plans. One lesson plan from MUSC 5300 Curriculum and
Methods in General Music and one other lesson plan from either MUSC 5330U Band
Methods or MUSC 5340U Choral Methods or MUSC 4250 Keyboard Pedagogy.
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Armstrong State University -- Department of Art, Music and Theatre
Table of Portfolio Submissions for Music Education Majors (hard copy and electronic/Live Text)
Revised 2/25/2013
Instructions:
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The following table details a collection of evidence to demonstrate that the music education teacher candidate has met
standards set forth by National Association of Schools of Music (NASM), Interstate Teacher Assessment and Support
Consortium (INTASC), and the Armstrong Educator Preparation Program (EPP) Conceptual Framework..
The music education teacher candidate using this table should look for bold print in the left-hand column. Bold print
statements will indicate that you should collect certain items in your hardcopy portfolio or that you should upload certain
items to Live Text (your electronic portfolio).
For more information, see Tom Cato (department chair), Carol Benton or Mark Johnson (music education faculty).
Artifacts
RESUME
 Include in your hard
copy portfolio.
TEACHING PHILOSOPHY
 Include in your hard
copy portfolio.
DOCUMENTATION OF
PROFESSIONAL
DEVELOPMENT
 Include in your hard
copy portfolio:
Documentation of at least
ten hours professional
development: registration
for workshop or
conference attendance.
Courses
Tasks
Standards
MUSC
5300U/G
None, other than submission in
hard copy portfolio.
NASM 3.1
What the Live Text rubric
will measure
Not submitted in Live Text.
MUSC
5300U/G
None, other than submission in
hard copy portfolio.
NASM 3.a.4
Not submitted in Live Text.
Attendance at
conferences
and/or
workshops.
None, other than submission in
hard copy portfolio.
NASM 3.a.7
Not submitted in Live Text.
INTASC
2010.10.1.4
EPP 2.2
INTASC 9((a)
INTASC 9(b)
INTASC 9(d)
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Include copies of
conference registrations or
clinic/workshop/interest
session materials.
GRADUATION RECITAL
 Include in your hard
copy portfolio: a hard
copy of your graduation
recital program. (NOT in
Live Text).
 Include in your hard
copy portfolio: a copy of
your graduation recital
audio CD. (NOT in Live
Text).
 Submit in Live Text: a
written reflection on your
graduation recital
experience. Follow the
template and instructions
for your written reflection
on Live Text.
APPLIED MUSIC
REPERTOIRE
 Include in your hard
copy portfolio: a formal
repertoire list of all music
MUSC 3450
Half Recital
MUSC 1400,
2400, 3400
Applied
Music
Write a 250-300 word reflective
essay that addresses the
following questions: 1) Explain
how the process of preparing
and performing your recital
helped you to gain technical
skills sufficient to teach
beginning and intermediate
students in your area of
concentration. (2) Explain how
preparing and performing your
recital enabled you to develop
an understanding of the
repertoire and ability to perform
a cross-section of the repertoire
in your major area. (3) Explain
how preparing and performing
your recital helped you to gain
understanding and skills to
become a leader in music, as
well as collaborating effectively
with others.
None, other than submission in
hard copy portfolio.
NASM 1.a, b,
d
NASM 2.a
NASM
3.c(4)(c)
NASM 3.c(5)
(a)
EPP 7.1
INTASC 4(j)
INTASC 4(k)
INTASC 4(l)
INTASC 4(n)
(1) The candidate has
acquired technical skills
sufficient to teach beginning
and intermediate students in
the area of concentration.
(2) The candidate
understands repertoire and
is able to perform a crosssection of repertoire in the
area of concentration.
(3) The candidate is able to
serve as a music leader and
also able to collaborate with
others.
NASM 1.b
INTASC 4(j)
INTASC 4(k)
INTASC 4(l)
INTASC 4(n)
Not submitted in Live Text.
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studied in applied lessons.
(NOT in Live Text).
CONDUCTING
 Include in your hard
copy portfolio: a DVD of
yourself conducting in
Rehearsal and in
Performance. In the case
of MUSC 4250 Keyboard
Pedagogy, the DVD may
be of a piano teaching
demo, rather than
conducting of rehearsal &
performance.
 Submit in Live Text: a
written reflection on your
conducting experience.
Follow the template and
instructions for your
written reflection on Live
Text.
NOTE: The DVD goes in your
hard copy portfolio. The written
reflection on your experience is
submitted in Live Text.
MUSC 4350
Band
Repertoire
and Advanced
Instrumental
Conducting
Or
MUSC 4360
Choral
Repertoire
and Advanced
Choral
Conducting
Or
MUSC 4250
Keyboard
Pedagogy
Write a 250-300 word reflective
essay that addresses the
following questions: 1) Explain
how your conducting
experience helped you to
become a competent conductor,
able to create accurate and
musically expressive
performances with various
types of performing groups. (2)
Explain how your conducting
experience enabled you to
develop the ability to analyze
and prepare a score for
teaching/leading/conducting a
performing group. (3) Explain
how your conducting
experience enabled you to apply
effective rehearsal techniques
and procedures in a real-life
situation.
NASM 3.b.1
NASM
3.c(1)(c)
NASM
3.c(4)(e)
EPP 7.1
INTASC 3(c)
INTASC 3(d)
INTASC 3(h)
INTASC 3(i)
INTASC 3(j)
INTASC 3(k)
INTASC 4(j)
INTASC 4(l)
INTASC 5(e)
(1) The candidate is a
competent conductor, able
to create accurate and
musically expressive
performances with various
types of performing groups.
(2) The candidate is able to
analyze and prepare a score
for
teaching/leading/conducting
a performing group.
(3) The candidate is able to
apply effective techniques
and procedures in
rehearsals.
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BREADTH OF EXPERIENCE
IN MUSIC ENSEMBLE
PERFORMANCE
 Include in your hard
copy portfolio: five (5)
copies of ensemble
concert programs for
performances in which
you participated as a
performer. The five
programs should be as
diverse as possible,
demonstrating that the
candidate has performed
in a variety of ensembles
and performances. (NOT
in Live Text).
Applied
music
courses.
Music
ensemble
courses, large
and small.
None, other than submission in
hard copy portfolio.
NASM 1.f
NASM
3.c(2)(c)
NASM
3.c(3)(c)
NASM
3.c(4)(d)
Not submitted in Live Text.
USE OF TECHNOLOGY IN
MUSIC TEACHING
 Include in your hard
copy portfolio: a printout
of the interactive
Powerpoint project that
you created for your final
teaching presentation in
MUSC 5300U/G
(Curriculum and Methods
in General Music).
 Submit in Live Text: a
copy of the printout of the
MUSC
5300U/G
Write a 250-300 word reflective
essay that addresses the
following questions: (1) Explain
how your interactive
Powerpoint presentation
demonstrates your knowledge
of technology use in music
education. (2) Explain how you
were able to enhance instruction
through the use of your
interactive Powerpoint
presentation in your MUSC
5300 teaching demonstration.
NASM
3.c(4)(b)
EPP 6.2
EPP 6.3
INTASC 4(g)
INTASC 6(i)
(1) The candidate
understands technology use
in music education.
(2) The candidate is able to
enhance instruction through
the use of appropriate
technology in the music
classroom setting.
(3) The candidate uses
technology to assess student
learning in the music
classroom setting.
20
interactive Powerpoint
project that you created
for your final teaching
presentation in MUSC
5300U/G (Curriculum and
Methods in General
Music).
AND
A reflection on your use
of technology for
teaching. Follow the
template and instructions
for your written reflection
on Live Text.
GLOBAL AND
CONTEMPORARY
PERSPECTIVES ON MUSIC
REPERTOIRE
 Include in your hard
copy portfolio: a
compiled list of sample
repertoire that you have
studied/rehearsed/perform
ed in applied lessons,
Band, Choir, Piano, or
other performing
ensembles that represents
music from countries and
cultures other than our
own and from
contemporary composers.
(3) Explain how you were able
to assess student learning
through use of your interactive
Powerpoint presentation in your
MUSC 5300 teaching
demonstration.
MUSC 1400,
2400, 3400
Applied
Music.
Any of the
following
ensembles:
Savannah
Winds
Jazz
Ensemble
University
Singers
None, other than submission in
hard copy portfolio.
NASM 1.4
Not submitted in Live Text.
INTASC 4(m)
21
A list of about ten (10)
pieces showing as much
diversity as possible will
be sufficient. (NOT in
Live Text).
University
Chorale
Chamber
ensemble
Wind
Ensemble
Jazz Combo
Percussion
Ensemble
RESOURCES FOR MUSIC
TEACHERS
 Include in your hard
copy portfolio: a
compiled list of music
business, merchandising,
networking, publishing,
purchasing information
from your music
education methods
courses. (NOT in Live
Text).
MUSC 5300U None, other than submission in
Curriculum & hard copy portfolio.
Methods in
General
Music
And
MUSC 5330U
Band
Methods
Or
MUSC 5340U
Choral
Methods
NASM 3.
INTASC 4(f)
Not submitted in Live Text.
22
ABILITY TO PLAN AND
IMPLEMENT EFFECTIVE,
STANDARDS-BASED MUSIC
INSTRUCTION
 Include in your hard
copy portfolio: One
lesson plan from MUSC
5300U/G (Curriculum and
Methods in General
Music) AND one other
lesson plan from either
Band Methods or Choral
Methods class (depending
on your area of
specialization). The 2
lesson plans from should
reflect your ability to
choose appropriate
methods, materials,
activities, and
instructional procedures
for students in 2
contrasting age groups and
grades (2 contrasting
levels of achievement).
 For piano pedagogy
track, include in your
hard copy portfolio: a
copy of your paper
analyzing, comparing, and
MUSC 5300U
Curriculum &
Methods in
General
Music
And
MUSC 5330U
Band
Methods
Or
MUSC 5340U
Choral
Methods
Or
MUSC 4250
Piano
Pedagogy
Write a 250-300 word reflective
essay that addresses the
following questions: 1) Explain
how planning and delivering
instruction in your methods
course demonstrated that you
possess musicianship, vocal,
and pedagogical skills sufficient
to teach general music. (2)
Explain how the process of
writing lesson plans and
delivering instruction in your
methods courses enabled you to
develop the ability to lead
performance-based instruction.
(3) Explain how your lesson
plans demonstrate that you have
knowledge of content,
methodologies, philosophies,
materials, technologies, and
curriculum of music classroom
settings, including effective
classroom and rehearsal
management. (4) Explain how
your lesson plans demonstrate
your understanding of child
growth and development in
music education. (5) Explain
how the lesson plans that you
developed for various methods
courses demonstrate your
NASM
3.c(1)(a)
NASM
3.c(1)(c)
NASM
3.c(4)(b)
NASM
3.c(5)(d)
NASM
3.c(5)d.1,2,4,
6
EPP 4.1, 4.2
EPP 5.2
EPP 7.1, 7.2
(1) The candidate
demonstrates musicianship,
vocal, and pedagogical
skills sufficient to teach
general music.
(2) The candidate
demonstrates the ability to
lead performance-based
instruction.
(3) The candidate
demonstrates knowledge of
content, methodologies,
philosophies, materials,
technologies, and
curriculum of music
classroom settings, as well
as effective classroom and
rehearsal management.
(4) The candidate
demonstrates understanding
of child growth and
development in music
education.
(5) The candidate is able to
plan and deliver music
instruction for various age
and grade levels.
(6) The candidate
demonstrates an
understanding of assessment
23


contrasting two different
piano method series.
Submit in Live Text: One
lesson plan from MUSC
5300U/G (Curriculum and
Methods in General
Music) AND one other
lesson plan from either
Band Methods or Choral
Methods class (depending
on your area of
specialization) AND a
written reflection on each
of the two lesson plans.
Follow the template and
instructions for your
written reflection on Live
Text.
For piano pedagogy
track, submit in Live
Text: a copy of your
paper analyzing,
comparing, and
contrasting two different
piano method series AND
a written reflection on
teaching within the
parameters of the two
different piano methods.
Follow the template on
Live Text.
ability to teach music at various
levels to different age groups
and in a variety of classroom
settings. (6) Explain how your
lesson plans demonstrate your
ability to assess students’
musical progress toward
achievement of objectives
stated in standards and
curriculum.
procedures for students in
music classes.
24
Armstrong State University
Department of Art, Music & Theatre
MUSIC EDUCATION PORTFOLIIO DIRECTIONS
Items needed to construct the Hard Copy Portfolio:
2” binder with clear outer cover
Dividers with tabs (9 required)
8”x11” clear protector sheets (1 box)
Notebook zip-type holders to hold CD’s or DVD’s
Use the information in this handbook to construct your hard copy portfolio. In the “Table
of Critical Assignments, Portfolio Submissions, and Live Text Submissions for
Music Education Majors,” notice which items are submitted via Live Text and which
are included in your hard copy portfolio.
PORTFOLIO NOTEOOK LAYOUT:
Create two cover pages that include: Name, University, Music Education Portfolio. (One
copy insert in the notebook cover, one copy inside as a title page in a protector sheet).
Place the following documents (in order) in protector sheets so that all pages are visible.
Section 1: Professional Profile: Resume, Philosophy of Music Education, Mock Cover
Letter for a job application.
Section 2: Graduation Recital (half-recital) – printed program and DVD
Section 3: Repertoire List
Section 4: Conducting DVD
Section 5: Recital and Concert Programs (your performances)
Section 6: Music Technology
Section 7: Multicultural and Contemporary Music Experience
Section 8: Music Resources (compiled lists of businesses, merchandising, etc.)
Section 9: Music Lesson Plans
Sections must be divided using the tabbed dividers.
25
Armstrong
Bachelor or Music Education “15 to Finish” Plan
Your path to degree completion, graduation, teacher certification,
and a professional career as a music educator!
You can easily complete your B.M.E. degree in four years (eight semesters) + one
summer. The four-year graduation plan does not take into account dual or transfer credit.
Course availability and prerequisites can change, so talk to your advisor each time your
schedule courses. This is a model four-year graduation plan. Your path to graduation may
vary slightly based on factors such as college credit you earned while in high school and
your choice of electives.
First Year
Freshman Fall
Credits Freshman Spring
Credits
Core class (AREA A.1 – ENGL
3
Core class (AREA A.2 – ENGL
3
1101)
1102)
Core class (AREA C.2 – MUSC
3
Core class (AREA A – Math)
3
1100 recommended)
MUSC 1000 Recital Attendance
0
MUSC 1000 Recital Attendance
0
MUSC 1200 Foundations of
3
MUSC 1500 Diatonic Music
3
Music
Theory
MUSC 1210 Aural Skills I
1
MUSC 1510 Aural Skills II
1
MUSC 1230 Keyboard
1
MUSC 1530 Keyboard
1
Harmony I
Harmony II
MUSC 1400 Applied Music
2
MUSC 1400
2
MUSC 3540 or MUSC 3560 –
1
MUSC 3540 or MUSC 3560 –
1
Large Ensemble
Large Ensemble
First Year Seminar
1
EDUC 2110 or EDUC 2120
3
Total Semester Credits
15
Total Semester Credits
17
MILESTONES
MILESTONES
Complete ENGL 1101 with C
Complete ENGL 1102 with C
or higher.
or higher.
Complete First Year Seminar.
Complete Area A Math course
Complete all music courses
with C or higher.
with C of higher.
Complete all music courses
Complete at least 15 credit
with C or higher.
hours total.
Complete at least 32 credit
hours total.
26
Second Year
Sophomore Fall
Core class (AREA C.1 – ENGL
2100, PHIL 2201, OR PHIL
2251)
MUSC 1000 Recital
Attendance
MUSC 2100 Chromatic
Harmony
MUSC 2110 Aural Skills III
MUSC 2130 Keyboard
Harmony III
MUSC 2400 Applied Music
One of MUSC 2360, 2370,
2380, or 2390 – Instrumental
Methods Courses
MUSC 2810 Conducting
MUSC 3540 or 3560 – Large
Ensemble
EDUC 2110 or EDUC 2120
Total Semester Credits
MILESTONES
Complete all music courses
with C or higher.
Complete all EDUC courses
with C or higher.
Credits Sophomore Spring
3
Core class (AREA E – Social
Sciences)
Credits
3
0
MUSC 1000 Recital Attendance
0
3
One of MUSC 2360, 237,
23280, or 2390 – Instrumental
Methods Courses
MUSC 3120 Form and Analysis
MUSC 3540 or MUSC 3560 –
Large Ensemble
MUSC 2400 Applied Music
MUSC 5430U Technology in
Music
1
EDUC 2130
EDUC 3100 Technology
Applications for Teachers
PEBC #1
Total Semester Credits
MILESTONES
Pass Rising Junior Exam in
Applied Music.
Successfully complete EDUC
2110, 2120, and 2130 with C or
higher.
Passing Score on GACE
Program Admission Tests (or
exemption)
Apply for Admission to
Candidacy in AMT/COE.
Receive the Pre-Service
Certificate from GaPSC.
Complete all Music and
Education courses with C or
higher.
3
2
1
1
2
1
1
1
3
16
2
1
2
3
1
17
27
Third Year
Junior Fall
Credits Junior Spring
Credits
Core Class (AREA D option I.2
or D option I.3 – non-lab
Science, Math)
3
Core Class (AREA D option I.2
or D option I.3 – non-lab
Science, Math)
MUSC 1000 Recital
Attendance
0
MUSC 1000 Recital Attendance 0
One of MUSC 2360, 2370,
2380, or 2390 – Instrumental
Methods Courses
1
One of MUSC 2360, 2370,
2380, or 2390 – Instrumental
Methods Courses
1
MUSC 3400 Applied Music
2
MUSC 3400 Applied Music
2
MUSC 3540 or 3560 – Large
Ensemble
1
MUSC 3450 Half Recital
0
MUSC 3710 Music History I
3
MUSC 3540 or 3560 – Large
Ensemble
1
MUSC 5300U Curriculum and
Methods in General Music
3
MUSC 3610 Orchestration or
MUSC 4120 Counterpoint
2
Track elective (3000 level or
above)
2
MUSC 3720 Music History II
3
PEBC #2
1
MUSC 3760 Internship I
1
PEBC #3
1
Track Electives (3000 level or
above)
2
Total Semester Credits
17
Total Semester Credits
15
MILESTONES
Finalized Admission to
Candidacy in AMT/College of
Education.
Take the Educator Ethics Exam
Finalized Pre-Service
Certificate from the GaPSC.
Complete all Music and EDUC
courses with C or higher.
MILESTONES
Passing grade on half recital.
Complete all Music and EDUC
courses with C or higher.
3
28
Junior Summer
Courses
Credits
Core Class (AREA E – Social Sciences)
3
Core Class (AREA D option I.1 – Lab Science) Note: BIOL 1103 with lab is
recommended.
4
Total Credits in Summer Sessions
7
APPLY FOR GRADUATION!
Fourth Year
Senior Fall
Credits Senior Spring
Core Class (AREA B.2 –
Global Perspectives)
3
MUSC 4760 Internship II
(student teaching)
Corer Class (AREA E – Social
Sciences
3
---
MUSC 1000 Recital
Attendance
0
---
Track Electives
3
---
EDUC 3300 Strategies for
Teaching Students with
Disabilities
3
---
Core class (AREA E – Social
Sciences)
3
---
Core class (AREA B.1 – Ethics)
2
---
Total Semester Credits
17
Total Semester Credits
MILESTONES
Complete all coursework
except for student teaching.
Apply for Admission to
Internship II.
Passing scores on GACE
Content Tests (Music) at the
Induction level or above.
MILESTONES
Successfully complete
Internship II – Student
Teaching.
GRADUATE with the Bachelor
of Music Education degree.
Credits
12
12