Achieving Candidacy in Music Education/Therapy
The Steinhardt School of Culture, Education, and Human Development departments and programs use different methods for determining a student's eligibility for admission to degree candidacy, e.g., written tests, oral tests, research papers, performances, other creative work, etc., alone or in combination. Although students are expected to take 18 credits after admission to degree candidacy even if this results in the student completing more credits than initially required, the faculty have expressed the position that exceptions to this may be expected given the new circumstances of the professional demands and portfolio review. Current Music Education/Therapy doctoral students are required to provide a professional portfolio on-line.
Students should apply at the beginning of the semester in which the Candidacy Review is to be conducted. An application is submitted to the graduate office, and a copy of that application is submitted via email to the Doctoral Music Candidacy Coordinator, Dr. Jonathan Jones (email@example.com). The completed portfolio must be submitted on-line during the Candidacy Exam Week. The Candidacy Oral will be scheduled near the end of the semester.
Currently candidacy includes Music Education and Music Therapy doctoral students. To achieve doctoral candidacy, students must complete an on-line professional portfolio and an Oral Review: Music Education/Music Therapy Competencies and Praxis, Research Framework, Arts Dialogue, and a Performance Review (Oral Defense). Taken together, these projects aim for a more holistic determination of a student's successful entry to candidacy and are more focused on the students' research as it fits within music education praxis.
Music Education/Music Therapy Candidacy Professional Portfolio
Music Education/Music Therapy Competencies and Praxis
Each student must include work that demonstrates competence in music and Music Education/Therapy, as follows:
Provide a complete CV of the student's professional career.
Evidence of the student's teaching/practice and leadership in making music, including composing, arranging, or editing musical materials for their current or proposed situation; responding to and analyzing works of music in relation to their discipline; understanding cultural dimensions and contributions of music; and additional evidence of knowledge of theory and practice in Music Education/Therapy.
The entire candidacy portfolio is to be created as an online site, and will include as evidence, all required essays, bibliographies, and narratives, but also video and audio files, images, and links to activities and practices that demonstrate the student's educational, professional and scholarly background.
For example, the portfolio might include a combination of exemplary papers; formal and informal presentations to the field, performance reviews; compositions, recordings, teaching citations; descriptions of workshops led; creative products, video tape, music recordings, and web authoring. References from others who have knowledge of the student's work as a musician and music educator.
• The portfolio demonstrates competence in music and music education/music therapy.
• The portfolio is sufficient in scope and depth.
• The portfolio is well referenced.
• The student demonstrates leadership (or evolving leadership) in the field.