Achieving Candidacy in Music Education

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 doctoral students may elect to achieve candidacy in the older paradigm or elect to do this new professional portfolio approach.

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 to the Doctoral Music Candidacy Coordinator, Dr. Thomas MacFarlane. The completed portfolio must be submitted during the Candidacy Exam Week. The Candidacy Oral will be scheduled near the end of the semester.

To achieve doctoral candidacy, students must complete a professional portfolio and an Oral Review: Music Education 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 Candidacy Professional Portfolio

Music Education Competencies and Praxis

Each student must include work that demonstrates competence in music and music education, as follows:

Provide a complete CV of the student's professional career.

Evidence of teaching 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.

For example, the portfolio might include a combination of exemplary papers; performance reviews; 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.

Criteria:

The portfolio demonstrates competence in music and music education.
The portfolio is sufficient in scope and depth.
The portfolio is well referenced.
The student demonstrates leadership (or evolving leadership) in the field.

Research Framework

Included in the Portfolio is at least one article submitted for publication to a refereed periodical in the field, which has reviewers' comments, attached. (A clear research framework or design informed by appropriate literature must be included.) Ideally, this article would be published. Possible publication outlets:

Action, Criticism and Theory for Music Education

ArtsPraxis

International Journal of Community Music

International Journal of Music Education

Australian Journal of Music Education

Canadian Journal of Music Education

British Journal of Music Education

Journal of Aesthetic Education

The field has many journals nationally, in states, and in the international community. New journals are also being created. Students are expected to explore and identify journals relevant to the field of music education and their research interests.

In addition, the student should prepare a preliminary bibliography defining a possible dissertation research topic.

Criteria:

The article or paper constitutes "research" in the field.
The research framework or design is clear and effectively argued.
The student is sufficiently focused on possible research topic and shows command of the literature.

Performing Arts Dialogue

A written and oral presentation on the student's research to a selected scholarly community. This can be presented in house or at an appropriate professional meeting, e.g, NYSSMA, Regional MENC, National MENC, College Music Society, ISME. Music Education faculty needs to be present and/or represented at this presentation, wherever possible, or a video or DVD may be used. The presentation must be verified and documented.

This presentation must be accompanied by an appropriate written paper which can be given to participants, and which can be read by participants after the dialogue. This presentation might take place in collegium, at a conference, or other professional setting. Ideally, the setting will provide opportunities for feedback, dialogue, or interaction from the audience participants. The paper must be appropriately referenced.

Criteria:

The student has presented scholarly work at an appropriate professional meeting.
The oral and written presentation is satisfactory.
Student demonstrates skills adequate to the demands of researching and writing a dissertation.

Faculty Portfolio Review and Oral Defense

After completion of the work described, the student will present a comprehensive portfolio representing the student's career and work, organized into the three categories described above. The student may wish to establish sub-categories so that the presentation is organized and clear. The faculty in Music and Performing Arts Education will meet with the candidate and examine how the student has met candidacy and whether further work is required. Additional work may be required as additional courses and additional research and papers. Additional review may be requested in terms of the teaching activity. Upon satisfactory completion of portfolio and review requirements (including any additional work or materials required by the faculty review commission), the graduate office will be notified that the student has achieved candidacy.

Criteria:

The student has demonstrated satisfactory performance in the portfolio, research framework, and arts dialogue.
The student is articulate about issues in his or her projects for candidacy, including dissertation research topic.
The student recognizes areas of strength in performance as well as areas that require further work.
The student is able to complete other assignments if required.

Department of Music and Performing Arts Professions - 35 W. 4th Street, Suite 777 - New York, NY 10012 - (212) 998-5424