Music Education BM
Program Purpose
This is a limited-enrollment program requiring departmental admissions approval. Please see the Music Education Program website (http://mckinley.byu.edu/music/programs/musiced/) for information regarding requirements for admission to this major.
The BM degree in Music Education prepares the student for K-12 licensure as a public school general, choral, and instrumental music teacher. The degree program is a composite of music and education. Graduates may obtain a teaching position, pursue graduate work, or use the degree as professional preparation for other fields of endeavor.
The undergraduate and graduate Music Education programs at Brigham Young University support the aims of a BYU education. We embed experiences within all coursework for our students to strengthen their lives spiritually, enlarge their intellectual experience, build their character, and prepare for lifelong learning and service.
Curricular Structure
A degree in music education prepares the student for licensure as a Utah public school K-12 music teacher in any area. The degree program is a composite of music and education. Graduates may obtain a teaching position, pursue graduate work, or use the degree as professional preparation for other fields of endeavor.
In addition to the music core requirements, the BM degree in Music Education with a choral emphasis includes coursework in vocal and instrumental technique, pedagogy and performance, world music, ensemble participation, music education methods courses, music electives, and pre- and student teaching. Other education courses include adolescent development and multicultural education.
Major Academic Plan Music Education: K to 12
http://mckinley.byu.edu/music/programs/musiced/
Learning Outcomes
The Music Education Faculty remains deeply engaged in aligning our curriculum with our program outcomes. The program outlined here represents the latest revision and alignment of course curriculum, objectives, materials and experiences.
In addition to the music core required of all music students, music education students completing the music education program will demonstrate:
1. Effective Pedagogy, Philosophy, and PracticeStudents will function as competent educators with a secure grasp of effective pedagogical practice grounded in sound teaching philosophy and carefully considered curricular and instructional priorities.
Students will demonstrate effective interpersonal and communication skills, especially the ability to connect with students.
Students will demonstrate a knowledge of a broad array of skills, strategies, methodologies, and materials related to music teaching.
Evidence of Learning
Assessments in the Music Education undergraduate program occur at three key points called "Transitions." At each transition, evidence is gathered as a means of measuring progress. Certain data (formative and summative) are collected through a series of forms and documents including the PAES (Performance Assessment and Evaluation System) evaluations by Mentor Teachers and University Supervisors. Students' video recordings of teaching are included as part of all three transition points. A formal summative assessment is required by the state called the PPAT. This independent evaluation is administered and assessed by ETS (Educational Testing Service). Students must achieve the Utah State minimum score on the PPAT to be licensed.
Direct Measures
Transition 1 – Entry into the program
In order to apply to the program, a student must successfully complete Music 176, complete an online application, and, through a competitive process assessed by the Music Education Faculty, be selected to enter one of the Music Education tracks (instrumental, choral, or elementary).
The Application Portfolio consists of the following:
- Formal Application
- Music Education Teaching Assessment
- Video recording of performance
- Essay on motivation to teach music
- Other supplementary materials
- Technology Skills Assessment
- Fingerprinting and FBI background check
Students are also required to successfully apply to the BYU School of Music and audition on their instrument.
As we have many more applicants than we have open slots each year (approximately 40-60 applicants, up to 30 accepted), the quality of students passing Transition 1 is very high.
The assessment score of the video recording of teaching is recorded as part of a permanent record for Transition 1 and is used as a baseline for measuring future growth in Transition 2.
Transition 2 – Application for Student Teaching
Transition 2 takes place at the end of Music 379: pre-student teaching. This is a field experience-based class known as "practicum" across the Educator Preparation Program at BYU. Students usually take this class just prior to entering the full-time student teaching semester.
The Application for Student Teaching consists of the following:
- Formative assessments by multiple faculty of video recordings of teaching in the schools
- Performance Assessment and Evaluation System (PAES), assessed online via MyLink by University Supervisor
Transition 3 – Completion of Student Teaching
Transition 3 occurs at the end of the Student Teaching semester, prior to graduation.
Completion of Student Teaching consists of the following:
- Formative assessments by multiple faculty of video recordings of teaching in the schools
- PPAT, submitted to ETS and assessed by professionaol ETS evaluators
- Performance Assessment and Evaluation System (PAES), assessed online via MyLink by the Mentor Teacher and the University Supervisor
Indirect Measures
The Music Education Faculty has ongoing interest in examining indirect measures of the program's effectiveness. Sources of indirect measures have included or may include:
- Alumni Questionnaire
- Senior Survey
- Student Course Evaluations
- Reports from Mentor Teachers in the public schools
- Feedback from other colleagues outside BYU