Courses

A coordinated sequence of workshops, seminars & other activities that provides professional development for Music Business Graduate Program students from their first to last semesters. The sequence has two components: Workshops and Executive Connection. Both components are coordinated with a third: Music Business Graduate Internship, which is a separate for-credit course (E85.2510), & supported by an online component.

In this course, students present their compositional work in a public performance. Students receive guidance and resources for the presentation of a marathon style concert featuring work by all Juniors in the composition program. Students will work with the instructor to coordinate and develop all aspects of the concert experience including production, marketing, and programming. The class will be a combination of group and individual meetings culminating in a marathon concert at the end of the semester.

The emphasis is on the application of knowledge gained by the study of music copyright laws through research and participation in study groups. Study groups (of 4 students each) present litigations on behalf of plaintiffs or defendants in selected cases via in-class presentations.

Explores the role of critics in the development of individual careers and in more general tendencies in music and the arts. The approach is largely practical, with discussions of the 'real world' of music and journalism, analysis of published and unpublished reviews, examination of the criteria that go into critical thinking, and the writing of several reviews. Reading assignments provide historical and theoretical contexts.

Musical, aesthetic, and technical processes of assembling and shaping a film's soundtrack in collaboration with the filmmaker and composer. Collaborative projects encompassing film score recording sessions, an understanding of the music editor's position, responsibilities, and techniques in the post-production process of a film.

Study of philosophical, psychological, and sociological concepts that form a foundation for the teaching of music.

Chorus, Recorder Pedagogy, and Ensembles are custom-designed for students' needs. Course work includes Modally methodology 3 (fifth and sixth grade school levels, middle school, continuing work with the older beginners, and curriculum planning) and Choral Conducting 3 (all beat patterns, expressive gestures, rehearsal planning). Students continue advanced Modally based musicianship in Solfeggi 3 (modal, diatonic, and chromatic solfeggi, complex chord progressions). Students complete their traditional song collections

Kodaly's philosophy through seven subject areas: Voice Pedagogy, Modally Methodology 1 (preschool through second grade level, and older beginners); Solfege 1 (pentatonic, major, minor solfeggi); Chorus; Traditional Materials and Research (world music); Choral Conducting 1 (arm, hand, and body choreography, beat patterns, basic expression); and Recorder Pedagogy; and Ensembles (beginning and advanced

Chorus conducting, Recorder Pedagogy and Ensembles are designed to best utilize students' skills. Course work also includes Modally Methodology 2 (third and fourth grade levels, continuing work with the competent and proficient school students, and daily and long-range lesson planning). Students develop traditional song collections and prepare to videotape a Kodaly-based lesson. Students follow Kodaly-based musicianship in Solfeggi 2 (addition of modal solfege and chord work), and Choral Conducting 2 (complex beat patterns, expressive gestures for dynamics and articulation, phrasing).

This teacher education course provides training to meet the needs of a wide spectrum of exceptional learners, all grade levels, in inclusive and special education school music settings. Course covers a study of laws, due process, trends, and events in special education, current co-teaching and collaborative practices, field work observations, assessment and evaluation techniques, research advances, and design of standards-based adaptive lessons for differentiating instruction to meet grade level expectations for all learners.

This teacher education course provides training to meet the needs of a wide spectrum of exceptional learners, all grade levels, in inclusive and special education school music settings. Course covers a study of laws, due process, trends, and events in special education, current co-teaching and collaborative practices, field work observations, assessment and evaluation techniques, research advances, and design of standards-based adaptive lessons for differentiating instruction to meet grade level expectations for all learners.

The development of fundamental musical skills and understanding through creative application of listening, singing, playing, writing, and analysis. Emphasis on aural development as essential to musical growth.

An exploration of baroque and classical styles through the works of composers from 1600-1800, including the origins of the style, the confluence of stylistic practices and the evolution of classicism. Students will be able to recognize, describe, and discuss features of both styles. Students will demonstrate an understanding of the origins of classicism including the differences from Baroque style as manifest in musical practice. Students will be able to recognize, identify, and discuss works typical of the classical period including symphony, concerto, opera, and solo/chamber works including the sonata and string quartet.

The course provides an overview of the major trends in classical music of the last 100 years in the West. Special attention will be paid to the musical culture of Central Europe and particularly the Czech lands. Central compositional and aesthetic issues of 20th century music will be discussed on the basis of source texts as well as academic writings. Music, politics and nationalism, atonality and serialism, experimental and electronic music, the musical minimalism, and other topics will be covered.

The history of music and musical styles from the antiquity through the Renaissance.

The history of music and musical styles from the baroque period to the present.

An exploration of 19th Century musical styles, chiefly romanticism, through the works of composers from 1790-1880. Students will be able to recognize, describe, and discuss features of romantic style. Students will demonstrate an understanding of the origins of romanticism including the differences from Classical style as manifest in musical practice. Students will be able to recognize, identify, and discuss works typical of the romantic period including symphony, symphonic poem, concerto, opera, lied (song), and solo/chamber works including the sonata and string quartet.

The study and analysis of 19th and early 20th century works in various genres associated with the "Romantic Era," issues relating to racial and gender diversity during that period, and connections to late 20th and 21st century musical culture.

Evolution of contemporary compositional techniques traced from impressionism to the latest avant-garde experiences.

This course provides an overview of music therapy theories and methods that use music improvisation for personal and artistic growth. The course is highly experiential and students participate in improvisational musical exercises in each class session. Students will enhance their musicianship and develop a stronger connection to their musical identity. Class experiences translate into skills relevant for all musical situations such as instruction, performing, and band leading and/or conducting.