|
PHILLIP AND PATRICIA FROST
SCHOOL OF MUSIC - UNDERGRADUATE
www.music.miami.edu
INTRODUCTION
A basic premise of the program is that music teachers must be both musicians and
teachers; thus, competency as a musician is equally as important as having a strong
theoretical foundation of music education methodology. We believe the instructional
program should prepare students for teaching all areas of the instructional
specialization (e.g. choral, general, instrumental music) while at the same time allowing
them to develop a specialization in a given area of music teaching. We believe the
basic theoretical foundations in our series of music education techniques and methods
courses should be carefully coordinated and that all of these courses should
emphasize sequencing of instruction in terms of student's musical development. This
sequence should incorporate ideas drawn from theory, research, and the practical
experiences of the faculty and other successful practitioners.
Program Goals:
• Help students develop the musical and teaching competencies
necessary to enable them to demonstrate the generic and
subject area competencies and the Florida Educational Accomplished
Practices (FEAP) for becoming successful music teachers.
• Enable students to apply the musical and instructional
skills developed in the program (and reinforced during field
experience and the student internship) to the teaching of
music in elementary, middle, and senior high schools. Prepare
students to plan and sequence music instruction at all levels.
• Help students to develop the skills and desire to
continue music-making as a lifetime endeavor both personally
and professionally.
• Help students develop skills in integrating information
from the diverse professional literature into their teaching.
EDUCATIONAL OBJECTIVES
• Students must demonstrate generic competencies required by the University, including 27 credits in general education.
• Students must demonstrate competencies related to the core Professional Education courses required by the State of Florida, including 24 credits in Teaching and Learning (TAL) and Student Teaching (MED).
• Students must demonstrate musical competencies related to the requirements of the Bachelor of Music degree, including 66 credits in music.
• Students must demonstrate teaching competencies related to the core courses in the music education specialization, including 21-22 credits in Music Education.
DEGREE PROGRAMS
Bachelor of Music
MAJOR
Music Education (MED)
Music Education with Jazz Emphasis Instrumental (MEDJI)
Music Education with Jazz Emphasis Vocal (MEDJV)
The Music Education curriculum is designed to prepare students to teach music in public and private schools at both the elementary and secondary grade levels. All Music Education majors must perform at a high level either vocally or on an instrument. Students must successfully complete the Florida General Knowledge Examination (FGKE) to be admitted to teacher candidacy and the Florida Teacher Certification Examination (FCTE) to graduate.
Instrumental majors must develop knowledge of and performance ability on wind, string, and percussion instruments sufficient to teach beginning students. All choral and general music majors must develop adequate vocal skills to assure effective use of the voice in teaching.
Admission to and/or retention in the music education curriculum leading to Florida Teacher Certification requires that students be formally screened with respect to specific criteria. Following are the Requirements for Admission to Teacher Candidacy and for Admission to Associate Teaching:
Admission to Teacher Candidacy
- Acceptance as a major in the music education program.
- Satisfactory performance on the FGKE and the FCTE.
- Completion of 55 semester hours of credit. (Transfer
students must have at least 12 semester hours of credit
earned at the University of Miami.)
- A 2.5 GPA in TAL and MED courses.
- Completed Computer Proficiency Requirement (MKP 220).
- Required Background Check completed.
Admission to Associate Teaching
1. Two recommendations from faculty members familiar with
academic proficiency.
2. Completion of 90 semester hours of credit.
3. Completion of at least three-fourths of the courses
in the teaching major, verified by advisor.
4. Completion of and a C- or better in the following prerequisite
courses:
TAL 103, 304, 305, 480, 506, MED 240, 241, 242, 243,
245, 430, 542, 543, 544, 549, and for
instrumental emphasis, MED 244, 340
choral emphasis, MVP 250
string emphasis, MIP 549
5. Completion of pre-internship field experiences with
above-average evaluations.
MUSIC EDUCATION
# Must pass with grade of C- or above.
* Must pass with grade of C or above.
** Two semesters of MIP 170 Marching Band required of all
brass, percussion, and woodwind principals.
*** Required if math placement is MTH 101 or lower.
+ Vocal principals only
++ Math 103 or higher may be substituted for Natural World
MUSIC EDUCATION/JAZZ EMPHASIS (Instrumental)
# Must pass with grade of C- or above.
* Must pass with grade of C or above.
** Two semesters of MIP 170 Marching Band required of all
brass, percussion, and woodwind principals.
*** Required if math placement is MTH 101 or lower.
+ Math 103 or higher may be substituted for one Natural World course.
MUSIC EDUCATION/JAZZ EMPHASIS (Vocal)
# Must pass with grade of C- or above.
* Must pass with grade of C or above.
** Required if math placement is MTH 101 or lower.
MUSIC THERAPY
INTRODUCTION
The music therapy program provides students with the opportunity to develop comprehensive musicianship as well as clinical knowledge and skills within a rich musical, scholarly and communicative environment. Music therapy majors must demonstrate musical proficiency, either vocally or instrumentally, and must acquire musical competency on guitar, piano, voice and percussion.
Graduates of this program are prepared for careers as professional music therapists in a variety of health care and educational settings. Furthermore, graduates are eligible to take the Board Certification Exam in music therapy, leading to the credential, Music Therapist Board Certified (MT-BC). The music therapy curriculum is approved by the American Music Therapy Association, and is based on the clinical and research paradigm known as Neurologic Music Therapy.
To remain in the music therapy program, students must maintain a minimum GPA of 2.5. Additionally, music therapy core courses must be completed with a grade of C or higher.
EDUCATIONAL OBJECTIVES
The music therapy program is designed to address three primary objectives:
• Comprehensive musicianship: through intensive music study and performance experiences, students will articulate knowledge of music structure and style, produce aesthetically pleasing musical performances, and modify music for specific contexts.
• Knowledge of human behavior: by studying both theory and scientific evidence, students will develop an in-depth understanding of the systems of the human body, the intricacies of human behavior, as well as developmental norms and deviations in each domain of functioning.
• Knowledge of Music Therapy: students will engage in rigorous exploration of the theories and scientific evidence that support the use of music in a therapeutic context. Following the neurologic music therapy approach, all techniques learned in this program are based on scientific evidence regarding music perception and behavior. Furthermore, students have ample opportunity to establish and refine their therapeutic skills through six consecutive semesters of clinical practica in addition to a six-month, full-time clinical internship.
DEGREE PROGRAMS
Bachelor of Music in Music Therapy
MAJOR
Music Therapy (MTY)
Music Therapy & Music Education Double Major (MTY/MED)
The purpose of the program in Music Therapy is to prepare individuals for careers as professional music therapists in a variety of health care and educational settings. All Music Therapy majors must demonstrate acceptable musical skills, either vocally or on a traditional symphonic instrument. In addition, students must demonstrate musical competency in the following areas: guitar, piano, voice, and percussion.
The Music Therapy curriculum is approved by the American Music Therapy Association. Graduates are eligible to sit for the Music Therapy Board Certification Exam, leading to the credential, Music Therapist Board Certified (MT-BC).
To remain in the Music Therapy program, students must maintain a minimum of 2.5 GPA. Additionally, music therapy core courses must be completed with a grade of C or better.
NOTE: MED 559/560 Internship (3 credits) required following
successful completion of all coursework. Internship consists
of a 6-month, full-time clinical placement at an approved
site.
* Must pass with grade of C or above.
** Required if math placement is MTH 101 or lower.
MUSIC EDUCATION and MUSIC THERAPY DOUBLE
MAJOR (157-158 credits)
NOTE: It is recommended that students plan to take general
education courses in the summer. This will reduce the academic
load during the regular school year.
Minimum 2.5 GPA must be maintained in music education core
courses.
A grade of C or above is required in all music therapy core
courses.
# Must pass with a grade of C- or above.
* Must pass with a grade of C or above.
** Required if math placement is MTH 101 or lower.
In order to apply for graduate studies in music therapy,
students must complete either a bachelor’s degree in
music therapy or a music therapy equivalency program.
THE MUSIC THERAPY EQUIVALENCY PROGRAM
The equivalency program is designed for the individual who
has already completed a bachelor’s degree in a related
discipline, including the following courses:
Music Theory I, II, III and IV; Music History I and II; Conducting,
Arranging, Applied Lessons (6 semesters), Performing Ensembles
(8 semesters), Piano Competency (4 semesters of either lessons
or group piano) and Introduction to Psychology.
Beyond these courses, the program consists of 50 credit hours
that can be completed in two years, followed by a six-month
clinical internship. Please contact the Music Therapy Program
Director for a listing of the 50 credit hours.
If any of the prerequisite courses have not yet been completed,
they can be taken at the University of Miami. Taking these
additional courses, however, may lengthen the amount of time
required to complete the equivalency program. In certain situations,
alternate courses from other universities can substitute for
the required courses. Depending on the nature of the course,
this decision will be made by the undergraduate dean, in consultation
with the Music Therapy Program Director.
In order to determine exactly how many credits are required
to complete the equivalency program, the student should obtain
official transcripts for their previous degree and meet with
the music therapy program director. Following completion of
the course and internship, students are then eligible to sit
for the music therapy board certification exam and can become
professional members of the American Music Therapy Association
(AMTA).
For students wishing to pursue graduate studies in music
therapy, the equivalency program can be combined with the
master’s degree in music therapy.
|
