Music Education, B.Mus.

1. A Minimum of 31 Course Credits

No more than four All-College Independent Study course credits may be counted toward satisfying the minimum credit requirement for this degree. No more than two full credit in 500-level adjunct courses may be counted toward satisfying the minimum 31 credits.

2. A Cumulative Grade Point Average of 2.0 or Higher

3. A Minimum of 10 Courses from Outside the Music Department:

To include a First Year Seminar (FYS), a writing-designated course (W) and three humanities courses (not counting the W course) from at least two of the following groupings: (1) English and Foreign Language; (2) History; (3) Philosophy; (4) Religion; (5) Art or Theatre; and (6) Education.

4. Music Theory:

• MUS 110 - Music Theory I (1)
• MUS 210 - Music Theory II (1)
• MUS 310 - Music Theory III (1)
• MUS 343 - Music Theory IV (1)

5. Music History:

• MUS 321 - History of Western Music I (1)
• MUS 322 - History of Western Music II (1)
• MUS 323 - History of Western Music III (1)

6. One Elective Course Credit in Music History or Theory

Selected from:

• MUS 213-MUS 275
• MUS 315 - Jazz Arranging (1)
• MUS 348 -MUS 363  
• MUS 370 - Special Topic: Tradition and Innovation (1)

7. Receive a Passing Grade (P) in MUS 701 for a Minimum of Five Semesters

(see “Music Performance Seminar” )

• MUS 701 - Music Performance Seminar (Zero Course Credit)

8. A Grade of “Pass” on All Parts of the Piano Proficiency Requirement:

All Music majors, regardless of degree or program, must pass the Piano Proficiency Requirement by the end of the sophomore year. If this requirement is not passed by this time, the student must take applied piano (MUS 761 or MUS 762) until the requirement has been passed. The requirement consists of six components: performance of three prepared works; scales; arpeggios; sight reading; and melody harmonization. Also, as part of the requirement, Music Education majors must demonstrate their ability to perform an accompaniment with a singer or instrumentalist. A student may pass the requirement in segments. Music Education majors must pass the Piano Proficiency Requirement before applying for Student Teaching Placement.

9. A Grade of “Pass” on All Parts of the Aural Skills Proficiency Requirement

All BA and BM Music majors must pass the Aural Skills Proficiency Requirement in order to complete the Music Major. These students must pass each of a series of graduated exams (3 levels required for the BA; 4 levels required for the BM) that test in the following Aural Skills areas: intervals, chords, scales, melodic dictation, harmonic dictation, and sight singing. These topics will be taught both within the four required Music Theory courses, as well as in a longer-term self-paced, computer-program-assisted, proficiency-based mode. Music Education majors must pass the Aural Skills Proficiency Requirement before applying for Student Teaching Placement.

10. Music Ensemble

At least one music ensemble each semester for eight semesters, as arranged by the student, the faculty advisor, and the ensemble conductor (see Ensemble Participation).

11. Completion of Senior Capstone Experience

• Student teaching fulfills this requirement for Music Education students

a. Three Course Credits in a Primary Performance Medium

Either voice or a keyboard, string, percussion, or wind instrument.

b. One-and-One-Half Course Credits in Secondary Performance Media

To include

• MUS 703 - Brass Instrumental Techniques (1/4)
• MUS 704 - Percussion Instrumental Techniques (1/4)
• MUS 705 - Strings Instrumental Techniques (1/4)
• MUS 706 - Woodwinds Instrumental Techniques (1/4)
• MUS 708 - Guitar Instrumental Techniques (1/4) OR MUS 774 - Guitar (1/4)   

c. The Following Courses, According to Emphasis within the Major:

d. MUS 306, MUS 331, & MUS 431

e. In addition to the foregoing requirements, prospective teachers must also 1) apply to the Department of Music for candidacy by the second semester of their sophomore year, and 2) apply for admission to the Teacher Education Program (preferably at the start of their sophomore year) and complete coursework for elementary certification and /or secondary certification as described under Education. Prospective teachers should request a current list of the specific course requirements from the Education Office. In making its decision on admission to the program the Music Department will evaluate a) whether the student has made satisfactory progress toward the completion of Aural Skills & Piano Proficiency requirements and b) whether the student’s performance in the introductory courses within the major has been satisfactory.

f. Please note: Music Education Majors must pass the Piano Proficiency and Aural Skills Proficency Requirements before applying for Student Teaching placement.

1. A Minimum of 31 Course Credits

No more than four Independent credit bearing courses (280/380, 290/390/490, 296/396/496) may be counted toward satisfying the minimum credit requirement for this degree. No more than two full credit in 500-level adjunct courses may be counted toward satisfying the minimum 31 credits.

2. A cumulative grade point average of 2.0 or higher.

3. Foundations-All College Seminars- (First-Year Seminar cannot be double-counted with other requirements; First-Year Writing Seminar and Second-Year Seminar can also count toward an elective in a major/minor and/or as meeting an Explorations requirement)

i. First-Year Seminar: Diving In (Block 1 and Student Success Component in Blocks 1-3. 1 credit) All students with less than 7 credits will enroll in a First-Year Seminar. Credits granted to students from examinations cannot be counted towards the total credits needed to exempt a student from a First-Year Seminar.

ii. FY Writing Seminar (1 credit): Topically based courses, with some common elements, taken in a student’s first year, and focused on the further development of academic writing skills.  Through both informal and formal writing, students will focus on the process of writing, explore writing techniques and strategies, reflect on their work, and use the revision process to develop and communicate their ideas more effectively. Students are only allowed to earn credit for one first-year writing seminar.

iii. Sophomore Year Seminar Citizenship in Practice (Block 1, 1 credit) All students with less than 14 credits will enroll in a second-year seminar. Credits granted to students from examinations cannot be counted towards the total credits needed to exempt a student from a Second Year Seminar. Topically based courses encouraging citizenship in practice by focusing on informed, creative problem-solving of real-world issues through disciplinary or multidisciplinary approaches.  These courses may include community engagement and/or hands-on experiences such as field trips, off-campus study, service learning, simulations, performances, installations, exhibits, or lab work.  SYS courses do not have prerequisites.

4. Explorations:

• For Music Education majors- 1 course from each Division plus an additional course in the Humanities not in the Music Department.
• For Music Performance majors- A minimum of 10 courses from outside the music department to include three humanities courses (not counting the W course) from at least two of the following groupings: (1) English and Foreign Language; (2) History; (3) Philosophy; (4) Religion; (5) Art or Theatre & Dance; and (6) Education.

5. Essential Abilities

  a. Writing.  1 credit Intensive course and 1 credit Encounter course; or 3 credits Encounter courses.

In addition to the All-College Seminars that emphasize writing, students must also either take one Writing Intensive and one Writing Encounter course or take three Writing Encounter Courses. Students must take one of these designated Writing courses (either an intensive or encounter) within one of their majors. 

  b. Intercultural Literacy

i. Music Performance majors- Demonstration of foreign language competency at the 205 level or above. 

           FRE 205, GER 205, GRE 205, LAT 205, RUS 205, SPA 205 or equivalent. 

• Note: Students who take the language placement test and place into the 301 level or above have demonstrated competency at the 205 level and are considered done with the foreign language requirement. International students whose native language is other than English satisfy this requirement through meeting the admissions requirements.

        ii. Music Education majors- 1 credit Intensive course or 1 credit Encounter course.

• Intercultural literacy is the possession of knowledge, skills, and dispositions needed to appropriately and effectively include, communicate, cooperate, and collaborate with diverse individuals in a variety of settings.In Intercultural Literacy-designated classes, students focus on developing intercultural literacy, communication and critical thinking abilities, and understanding power structures, in order to prepare them for local and global citizenship. Courses focus on identifying and comparing cultural patterns and the relationship between experiences, ideologies, and culture; focusing on cultural self-awareness, cultural knowledge, and intercultural communication.

6. Ingenuity in Action - 2 Experiences among 6 Categories

The Ingenuity in Action program encourages students to apply their knowledge and understanding, to expand their education beyond the classroom walls, and to find connections among the many activities they engage in. Students must complete two experiences selected from different categories (Civic Engagement, Creative Expression, Global Connections, Leadership, Professional Exploration, and Research).  The Ingenuity in Action program requires a reflective component to encourage students to be intentional and form connections among their educational experiences.

7. Ingenuity ePortfolio

All students will develop an ePortfolio to curate and reflect on their Cornell experiences. Development of the portfolio is an ongoing process and embedded in curricular and co-curricular work. Metacognitive reflection on learning encourages students to take ownership over their education and to embrace opportunities for improvement in an ongoing, developmental way. The expectations for the portfolio aim to reinforce the college’s educational priorities, as well as students’ ongoing progress throughout their Cornell education.