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MUSE 6115. History and Philosophy of Music Education (3-0-3) The course includes the reading of selected literature from the fields of philosophy of education, philosophy of music education, history of music education, aesthetics, and the historical roots of curriculum development in American public education. The main course objective is to arrive at a conscious understanding of the various philosophical assumptions that have guided and continue to inform decisions regarding the teaching of music in the school, including decisions about music curriculum, instruction, and assessment. This course requires a grade of B or higher to count toward degree credit.

MUSE 6116. Introduction to Research in Music Education (3-0-3) An introduction to the basic principles and practices of music education research, emphasizing the following concepts/constructs: the sources of research literature; an overview of traditional research methodologies; interpretation of published research; basic descriptive statistical procedures; terminology and procedures of quantitative and qualitative research. Students must earn a "B" or higher to use this course for degree credit.

MUSE 6717. Curriculum Development in Music Education (3-0-3) This is an issues based course. Current issues and trends within music education will be examined from a state, national, and global context. Valid professional rationales that resolve issues in music education practice are grounded in relevant historical, philosophical, psychological, sociological, and other kinds of research. Participants will analyze and critique issues including music education programs, practices, curricula and policies such as the National Standards for Music Education and the State of Georgia Performance Standards for music.

MUSE 6718. Psychology of Music Teaching (3-0-3) Students will discuss theories of teaching and learning in general psychology as well as topics specific to music. Related topics such as learning styles, measurement and evaluation, and research will also be investigated as they hold strong implications for effective music teaching and learning. It is hoped that this broad overview of topics in educational and music psychology will pique the students