Music Fundamentals, Methods, And Materials For ... VERIFIED
Students will demonstrate theoretical, pedagogical and performance knowledge of/on selected wind/percussion instruments and awareness of instrument materials and rehearsal techniques, and will review the role of the instrumental music educator in music education.
Music Fundamentals, Methods, and Materials for ...
Basic skills and methods of presentation and evaluation for music in grades P-6. Role-playing experiences are used to demonstrate appropriate materials, student involvement and motivational techniques. Prerequisite: MUS 1131.
MUS 062: VOCAL METHODS AND MATERIALS, 1 credit hr.The development of singing skills and the presentation of vocal performance techniques, teaching methods and materials to the instrumental/general music education student. Required for students in the BME program with instrumental emphasis.
MUS 195: MUSIC EDUCATION WORKSHOP, 2 credit hrs.Intensive study and survey of music methods and materials that affect the modern character of music education in a changing curriculum. Emphasis is placed on the concepts of learning and teaching music and the use of teaching aids.
Music theory is the study of the practices and possibilities of music. The Oxford Companion to Music describes three interrelated uses of the term "music theory". The first is the "rudiments", that are needed to understand music notation (key signatures, time signatures, and rhythmic notation); the second is learning scholars' views on music from antiquity to the present; the third is a sub-topic of musicology that "seeks to define processes and general principles in music". The musicological approach to theory differs from music analysis "in that it takes as its starting-point not the individual work or performance but the fundamental materials from which it is built."[1]
In music, texture is how the melodic, rhythmic, and harmonic materials are combined in a composition, thus determining the overall quality of the sound in a piece. Texture is often described in regard to the density, or thickness, and range, or width, between lowest and highest pitches, in relative terms as well as more specifically distinguished according to the number of voices, or parts, and the relationship between these voices. For example, a thick texture contains many "layers" of instruments. One of these layers could be a string section, or another brass.
This course is divided into three sections. The first covers the fundamentals of music, including sound production, common instruments, the basics of music notation, basic musical materials such as scales and chords, and examines the variety of musical textures. The second section focuses on the way that these materials can be organized including form. The last section focuses on music of other cultures and on ways in which music is used around us, for example, in film and TV, advertisement, cartoons, and in shaping our beliefs. Despite the emphasis on organization and style, there is also a historical component to help the student understand the context of the music he hears and the reasons for change. The course is not limited to classical music, but includes popular styles among the examples. The course is media rich and contains some interactive features.
A practical-based survey course designed to help preprofessional vocal music educators think critically about preparation/planning, pedagogy, assessment, materials, and other current developments related to the teaching and learning transaction.
Supervised by the appropriate faculty, senior performance majors study pedagogical methods and materials and teach private lessons to non-majors or music education students learning a secondary instrument. Open only to senior bachelor of music performance majors, except by special permission.
Supervised by the appropriate faculty, senior performance majors study pedagogical methods and materials and teach private lessons to nonmajors or music education students learning a secondary instrument. Open only to senior bachelor of music performance majors, except by special permission.
Utilization of music in program development at community cultural centers, recreation centers and senior citizen centers. Includes song materials and song-leading activities with such instruments as guitar, autoharp, hand bells and Orff instruments. Emphasis on lifelong learning through musical participation and creativity. 2 hours lecture, 2 hours lab per week.
Survey and performance of music literature suitable for children ages 3 through 8. Development of principles for organizing curriculum materials. For Liberal Studies and Child and Adolescent Development majors. 2 hours lecture, 2 hours lab.
Preparatory: MUS 316 or equivalent; Completion of Graduate Placement Examination in Music Theory and Analysis. Study of larger musical works, including relationships of the musical structure, materials, organization and style of the aesthetic whole.
181 Theory I. (2) Techniques and materials ofdiatonic music. Introduction to tonal harmonythrough part writing, harmonization of melodies,and analysis. Corequisite: MUS 183. Three meetingseach week.
282 Theory IV. (2) Introduction to sonata formand the technical materials of late 19th and early20th century music through analysis, listening,and music writing. Prerequisite: a grade of C- orbetter in both MUS 281 and MUS 283. Corequisite:MUS 284. Three meetings each week.
335 Teaching and Assessment in Middle/High School Choral Music. (3) Study of teachingtechniques and organizational procedures of themiddle-high school choral programs includingresource materials, effective rehearsal and lessonplanning methods, vocal pedagogy, repertoireselection/adaptation, classroom management,assessment, and reading/writing in the contentarea. Directed observations, field experiences.Prerequisites: MUS 166, 182, 184; ENG 180 and 280;C- or better in MUS 330; full acceptance into TeacherEducation Program.
336 Teaching and Assessment in Middle/High School Instrumental Music. (3) Studyof teaching techniques and organizationalprocedures of the M-HS instrumental programsincluding resource materials, effective rehearsal/lesson planning methods, instrumental pedagogy,repertoire selection and adaptation, classroommanagement, assessment, and reading/writingin the content area. Directed observations, fieldexperiences. Prerequisites: MUS 166, 182, 184; ENG180 and 280; instrumental techniques courses orequivalent background; full acceptance into TeacherEducation Program.
The Department of Music offers instruction at a variety of levels to provide a balanced musical education for a broad spectrum of students. Areas of instruction include music theory and composition, music history and literature, music performance, music education, and music technology. Courses in music theory explore the materials and techniques employed in music composition. History and literature courses present the evolution of musical styles in the context of our cultural heritage, and identify certain works that represent the highest levels of artistic achievement. Performance activities develop individual musical skills through personal creative involvement. Music Education prepares students to teach music at the nursery through high school level. Music Technology explores current developments in computers and their applications to and impact on the creation, presentation, and recording of music. Full updated information is available on the Department of Music web site at www.uab.edu/cas/music.
Fundamentals of Piano Theory is a graded piano theory series that goes far beyond traditional method book materials. In addition to theory, the books include music history, sight reading, and ear training. Review tests are presented using examples taken from the literature students are performing. Analysis and practice drills follow theory requirements commonly required for state examinations. The levels correlate with the levels of the Piano Repertoire books in the Neil a. Kjos Piano Library.
MUSED 440 Music for Children (3) A&HIdentification and selection of appropriate objectives, materials, teaching strategies, and evaluation techniques used in teaching music from birth through grade five, with consideration of various approaches (e.g., Delcroze, Kodaly, Orff) for the musical development of children. Prerequisite: MUSED 302; MUSED 340View course details in MyPlan: MUSED 440
MUSED 442 Instrumental Curriculum: Methods and Materials (3) A&HStudy of the organization and administration of school instrumental music; the selection and use of materials and teaching strategies from beginning to advanced levels of instrumental instruction. Prerequisite: MUSED 340.View course details in MyPlan: MUSED 442
MUSED 443 Choral Curriculum: Methods and Materials (3) A&HStudy of the organization and administration of school choral music; the selection and use of materials and teaching strategies from beginning to advanced levels of choral instruction. Prerequisite: MUSED 340.View course details in MyPlan: MUSED 443
MUSED 453 Approaches to Classroom Instruction: K-12 (3) A&HExamines such major instructional approaches as MMCP, Orff, Kodaly, and Dalcroze. Included are the philosophy of each and the methods, materials, and instructional skills needed for classroom application. Prerequisite: MUSED 403.View course details in MyPlan: MUSED 453 041b061a72