Music MM in Conducting, Choral

Program Purpose

The MM in Conducting provides an opportunity for the rigorous study of conducting skills, score analysis and preparation, and rehearsal techniques. It also exposes students to a large number and wide variety of scores. The degree serves those who have a passion for music, have had some conducting experience, and wish to pursue advanced studies either as teachers in the public schools or students wishing to pursue a doctorate. The program emphasizes the advanced personal growth and musical understanding required of music conductors. Graduates should be champions of musical excellence through the art and craft of conducting.

Curricular Structure

Students entering the program should have a baccalaureate degree in music or the equivalent. A minimum of 32 credit hours is required. Examinations include a jury each semester of enrollment in 660R, a repertory examination, and a final oral examination. For more specific course information, consult the Graduate Catalog link below.

Graduate Catalog

Department Information

School of Music Graduate Handbook

BYU Graduate School Application

Learning Outcomes

Rehearsal Techniques

Analyze a score, showing structure, key centers, tempi, dynamics, articulation, and text.

Explain the historical context and stylistic issues of choral music from various historical periods.

Demonstrate techniques that build a healthy, flexible, and beautiful choral tone.

Courses that Contribute: MUSIC 533R
Linked to BYU Aims: Communicate effectively, Competence, Character
Expressive and Clear Conducting

Conduct with appropriate gestures for ensemble precision and convincing sense of dynamic, meaningful musical line.

Courses that Contribute: MUSIC 533R MUSIC 660R MUSIC 697B
Linked to BYU Aims: Communicate effectively, Competence, Character

Evidence of Learning

Direct Measures

School of Music faculty prize certain subjective, critical components of a music education such as musicality, creativity, and originality. They recognize the difficulty of assessing such elements objectively, and understand the very act of measuring them drains away their virtue and value. Faculty assess other more explicit evidence of learning using traditional tools throughout the course of classes and lessons, and at periodic advisement points as determined by the college advisement center. These tools include:

Indirect Measures

Indirect evaluations include reviewing the following information:

Learning and Teaching Assessment and Improvement