Vocal Music 1

Vocal Music Certification (Grades P ndash 12)

Bachelor of Arts

Program Review

February 2011

Berea College Catalog 2010-2011

httpwwwbereaeducataloghandbook

for addendum to Catalog see

httpwwwbereaedueducationstudiesncate2011docscatalogaddendumpdf 16 KAR 2010

Vocal Music 2

Vocal Music

Certification Grades P-12

Program Review

TABLE OF CONTENTS

1 Unitrsquos Conceptual Framework -------------------------------------------------------------------Pg 3

2 Unitrsquos Continuous Assessment-------------------------------------------------------------------Pg 11

3 Program Experiences------------------------------------------------------------------------------Pg 14

A Explanation of Coursework-----------------------------------------------------------------Pg 19

1) Sample Course Syllabi-----------------------------------------------Pg 19

2) Course Descriptions--------------------------------------------------Pg 19

3) NCATESPA matrix for content standards-----------------------Pg 15 28

B Alignment of Experiences---------------------------------------------------------------------Pg 39

1) Kentucky Teacher Standards matrix---------------------------------Pg 26 39

2) KERA Initiatives-------------------------------------------------------Pg 43

C Alignment of EPSB Themes--------------------------------------------------------------------Pg 43

D Program Faculty----------------------------------------------------------------------------------Pg 46

E Curriculum Sheet Requirements--------------------------------------------------------------Pg 55

a Curriculum Contract------------------------------Pg 55

b Curriculum Guides--------------------------------Pg 61

Vocal Music 3

1 Conceptual Framework of the Berea College Music Education

Program

The music education program strongly supports the Education Programs conceptual framework

It is fully integrated into every aspect of the music education programs In support of the

conceptual framework the music department builds on and integrates the frameworkrsquos

underlying theories beliefs and values through the following music education philosophy

provided to candidates as a supplement designed to clarify the deep commitment we as music

educators have to the Berea College Education Programs Conceptual Framework

See the complete Conceptual Framework at

httpwwwbereaedueducationstudiesncate2011docsConceptualFrameworkpdf

Philosophy

[Music experiences] are necessary for all people if their essential humanness is

to be realized

Bennett Reimer

Music belongs to all of us in very personal ways We are born loving music and it remains

important throughout our lives Music provides an outlet for our expression stimulates our

imaginations stirs our emotions and allows us to perceive and react to objects and experiences

in our lives Music is an intellectual pursuit it is science math reading and history it is a

synergy of all disciplines

Because music is both personal and cultural it has the power to help us reach beyond our

cultural groups and ourselves and come together around shared beliefs ideals dreams and

vision Music preserves the emotional heritage of our lives and our species and partnered to

dance enable the bonding and friendship necessary for society science and art to evolve

according to neuroscientist Daniel Levitin (2008) Music helps us associate the past with the

present and represents the continuity and change that occurs over time It rises out of our

cultures representing what is unique about us and what we share with outsiders Through our

music we transmit our cultural values and traditions In this process we record the emotional

and historical aspects of our cultural struggles and victories And when we listen to music of our

own culture we hear and respond to those aspects of ourselves that live inside it and speak to us

in our own language When we listen to music from other cultures we can grow to understand

the things we have in common In this way music is a language that helps us to bridge cultural

divides by creating experiences that speak to our shared values emotions and the concerns of

our shared human experience

The Role of Music in Developing the Whole Child

It is not the mere sound of the drums but their rhythmic beating that stirs us Here we

come upon the central paradox of music the paradox that defines music as a worthy

object of sustained intellectual wonder music is the union of the rational and irrational

of order and feeling

Vocal Music 3

1 Conceptual Framework of the Berea College Music Education

Program

The music education program strongly supports the Education Programs conceptual framework

It is fully integrated into every aspect of the music education programs In support of the

conceptual framework the music department builds on and integrates the frameworkrsquos

underlying theories beliefs and values through the following music education philosophy

provided to candidates as a supplement designed to clarify the deep commitment we as music

educators have to the Berea College Education Programs Conceptual Framework

See the complete Conceptual Framework at

httpwwwbereaedueducationstudiesncate2011docsConceptualFrameworkpdf

Philosophy

[Music experiences] are necessary for all people if their essential humanness is

to be realized

Bennett Reimer

Music belongs to all of us in very personal ways We are born loving music and it remains

important throughout our lives Music provides an outlet for our expression stimulates our

imaginations stirs our emotions and allows us to perceive and react to objects and experiences

in our lives Music is an intellectual pursuit it is science math reading and history it is a

synergy of all disciplines

Because music is both personal and cultural it has the power to help us reach beyond our

cultural groups and ourselves and come together around shared beliefs ideals dreams and

vision Music preserves the emotional heritage of our lives and our species and partnered to

dance enable the bonding and friendship necessary for society science and art to evolve

according to neuroscientist Daniel Levitin (2008) Music helps us associate the past with the

present and represents the continuity and change that occurs over time It rises out of our

cultures representing what is unique about us and what we share with outsiders Through our

music we transmit our cultural values and traditions In this process we record the emotional

and historical aspects of our cultural struggles and victories And when we listen to music of our

own culture we hear and respond to those aspects of ourselves that live inside it and speak to us

in our own language When we listen to music from other cultures we can grow to understand

the things we have in common In this way music is a language that helps us to bridge cultural

divides by creating experiences that speak to our shared values emotions and the concerns of

our shared human experience

The Role of Music in Developing the Whole Child

It is not the mere sound of the drums but their rhythmic beating that stirs us Here we

come upon the central paradox of music the paradox that defines music as a worthy

object of sustained intellectual wonder music is the union of the rational and irrational

of order and feeling

Vocal Music 4

Peter Kalkavage

Music is an intellectual pursuit it is science math reading the synergy of all disciplines

Ancient Greek and Roman philosophers posited that music and the arts were the key to

childrenrsquos moral development Later Europeans considered music a component of science and

viewed it as essential to the basic education of all children Contemporary educational reformers

and theorists continue to point out the centrality of music in the education of American children

For example well-known educational reformer Ernest Boyer pointed out that ―hellip[music] directly

contributes to cognitive aesthetic and kinesthetic growth (1983)

In his call for an open and public vision of schooling Elliot Eisner (2001) makes a passionate

plea for an arts-based education providing adequate opportunities for learners to create meaning

though the arts A well-balanced education Eisner believes addresses the intellectual spiritual

emotional psychological and physical needs of learners and provides the time and space for

them to explore the world using multiple media and forms

Any limited view of intellect will penalize students whose aptitudes lie outside its

boundaries If schools aim at cultivating intellect those who aptitudes lie in forms of

thinking that are excluded from the accepted concept of intellect will also be excluded

from a place in the educational sun (p 22-23)

Estelle Jorgensen called for an awareness of the persistent connection between Education and

Culture in the United States she advocated that music education of children prepares them to

grow into their roles as informed and compassionate citizens of the world (2003) Given this it is

fair to say that schools that seek to enrich childrenrsquos lives through knowledge and skill

development cannot afford to relegate music to the curricular periphery but should instead place

music alongside language arts math science and other basic subjects

Music and Content Learning

[Music] is more a potent instrument than any other for education

Plato

The centrality of music in a well-lived life would be adequate reason to include it in public

schools Nevertheless music education has benefits and purposes beyond ―music for its own

sake Numerous studies have linked music instruction to successful learning in other content

areas and to the development of social thinking problem solving and other ―basic skills

Several modes of learning must be considered in music education psychomotor which

emphasizes physical experience before labeling cognitive which connects information to

experience and affective learning which recognizes emotion conveyed by music The childrsquos

discovery of musicrsquos emotions is a vehicle to discover their self-awareness and self-esteem as

well as those of other cultures it is a way of knowing reality All of these learning approaches

are contained in the Unfoldment theories of Rousseau Pestalozzi and Froebel as well as Platorsquos

mental discipline theory and Aristotlersquos associationism theory

A series of studies has shown links between music and brain development This research

suggests that because it uses both sides of the brain music study and performance affects and

Vocal Music 5

enhances a childrsquos academic emotional and physical development Furthermore it trains the

brain for critical thinking and other higher order thinking skills facilitates language

development reading readiness and general intellectual development (Peretz 2005 Zatorre

2003) Participating in musical activities requires the intertwining of these many skills It is

through musical experiences that we learn to connect all the various skills and disciplines and

thus it is our duty to guide others to make these connections as spoken of in ―Two Tramps in

Mud Time by Robert Frost

But yield who will to their separation

My object in living is to unite

My avocation and my vocation

As my two eyes make one in sight

Frost 1936

A study of SAT scores conducted by the Music Education Conference (2005) revealed that

students with coursework and experiences in musical performance scored significantly higher on

both the verbal and math sections of the SAT (Music Educational Conference 2005) Other

studies found that students participating in a string pullout program scored higher on reading

math and citizenship portions of the state proficiency test than their peers who did not

participate in the string program Shaw and Rauscher (1997) found a statistically significant

causal relationship between the study of music and the development of spatial reasoningmdashthat is

the ability to think through three-dimensional puzzles without the use of a model Tests of

students involved in music instruction and performance also found that scores on math tests

studentsrsquo understanding of fractions and their skills in advanced mathematical thinking and

coursework all higher among children who participated in music education and performance

programs

In a controlled study Schellenber (2004) found that six-year-old students taught either piano or

voice increased their IQ scores by seven points over a nine-month period According to

Schellenber young childrenrsquos developing brains have a large degree of ―plasticity that is the

ability to change and adapt to environmental stimuli underlining the significance of music

education in the early years

[B]because there are so many different facets involved [in music instruction]mdash

such as memorizing expressing emotion learning about musical interval and

chordsmdashthe multidimensional nature of the experience may be motivating the

[IQ] effectrdquo

Schellenber

Gabrielirsquos (2005) study of children at risk provides some indication that music instruction could

be especially helpful to children who experience or are at risk of experiencing reading

difficulties

What this research showshellipis that therersquos a specific aspect of languagehellipthatrsquos changed

in the minds and brains of people with musical traininghellipEspecially childrenhellipwho

arenrsquot good at rapid auditory processing and are high-risk for becoming poor

readershellipmay benefit from musical training (Gabrieli 2005)

Vocal Music 6

Beyond the possible academic impact of music instruction studies have shown a connection

between performance programs and studentsrsquo enhanced socialemotional development Such

programs tend to enhance studentsrsquo self esteem social skills and sense of belonging and to

create opportunities for community development

Research on the executive attentional network of connections between brain areas that have an

underlying foundation of cognitive improvements related to arts training gives further support

(Posner 2005) These and more studies have shown music to impact studentsrsquo over-all

developmentmdashfostering positive attitudes decreasing truancy in middle and high school

enhancing creativity and promoting social development In addition high school students who

participate in music programs are more often elected to class offices receive academic honors

and achieve higher grades than non-music participating students

Further research on educating for innovation addresses the need for scholarly attention to the

shift from an industrial economy to a knowledge economy based on the creation of knowledge

information and innovation In todayrsquos knowledge society creativity always occurs in complex

collaborative and organizational settings using open-ended improvisational group processes

(Sawyer 2005) This is a perfect match to any ensemble musicking (Small 1998) setting

something that every future music educator must be aware of and take advantage

Preparing Music Educators The music education program at Berea College acknowledges and celebrates the intrinsic value

of music in our lives the significant role music plays in all history and cultures its

internalization in our community and culture and the part it plays in supporting education across

the curriculum Because we understand musicrsquos value we are committed to preparing future

teachers to meet the challenge of building strong learner-centered developmentally appropriate

and vibrant music programs within the school environments where they will teach Moreover we

are committed to preparing teachers to be leaders in their schools who will work to ensure that

each child receives the highest quality education in learning environments that value inquiry

curiosity and high expectations

7 Performance Goals of Berearsquos Teacher Education Program

The seven performance goals of Berearsquos teacher education program are internalized in the

instruction of all our future teachersrsquo music courses from elementary music orchestra marching

band chamber winds percussion ensemble choir chamber singers guitar and keyboard classes

instrumental and vocal jazz ensembles musical theatre productions arts and humanities courses

and even to classes which have not yet been invented The seven goals are crucial to a student-

centered environment and essential to music learning

1) As people who have found joy in life learning and teaching and who trust in the power

of human relationships to call forth inner strengths teachers strive to relate to their

students in ways that free both teacher and learner to engage in joyful responsible and

disciplined inquiry into the workings and possibilities of our world

All music teachers must display a careful balance between working hard to improve

their skills while nurturing and maintaining joyful activity Improving musical skills

requires repetition which to remain joyful must be meaningful repetition such as

Vocal Music 7

that prescribed through Kodaacutely music methodology (Choksy 1988) Future music

educators must exhibit joyful learning through planning implementation and

assessment and not diminish or dismiss this joyfulness to mere ldquofun stuffrdquo or ldquoplay

timerdquo

2) As people who value difference in human interactions ideas and nature who understand

that identity is shaped by diversity experiences and environment and who recognize

that we must all work together to build a more just society teachers create learning

environments based on democratic principles which ensure that multiple perspectives are

valued and considered and which encourage students to speak from their own diverse

experiences to give value to those expressions to explore their own diversity and to

bring those experiences to the broader community

Music teachers must exhibit in their lesson plans their implementation and daily

classroom behaviors a willingness to teach in ways other than what works best for

them personally They must be willing to use strategies that work for their students in

a joyful responsible and disciplined manner even when these strategies may seem

personally unnecessary They must joyfully include and utilize strategies for learning

about their studentsrsquo personal identities and how to relate to their studentsrsquo

perspectives Effective teachers are life-long learners individually and

collaboratively who encourage life-long learning in others their students and

colleagues

3) As people who appreciate the interconnectedness and interdependence of our world

teachers seek to add depth and breadth to their general knowledge as well as in-depth

understandings of the content they teach These teachers provide experiences that allow

learners to recognize and value the interconnections that emerge as they explore their

unfolding world

Since music is a discipline that connects language math science physical education

and emotions teachers of music must remember to recognize these connections and

bring them to the minds of their students and colleagues While there has often been a

struggle to teach music for musicrsquos sake one must also remember that music is a

wonderful sum of many diverse parts Music teachers must work collaboratively with

all other subject areas to help them make connections and gain deeper learning of

their own subject matter through music and vice versa This is also inherent in a

musicking classroom where many individuals come together to make one cohesive

unit that is larger than the sum of its parts Future music educators must display

lessons with obvious meaningful connections to other subject areas as well as look

to other disciplines their teachers and students for ways to make music even more

meaningful to all students not just the ldquogifted and talentedrdquo Music teachers must

demonstrate the dual but not dueling ability to be conductor in charge and

facilitator of collaboration

4) As people who have experienced the power and beauty of creating their own knowledge

and constructing their own understandings and who are committed to enabling their

students to share this experience teachers create dynamic learning environments

Vocal Music 8

providing both direct and vicarious experiences oriented around student interest and

characterized by active inquiry liberal use of time self-correction and engagement with

others

Music teachers must carefully plan lessons that engage their students through

carefully selected music including studentsrsquo interests as well as expanding them into

the unknown They must allow for improvisation and multiple ldquorightrdquo answers

encouraging self-correction in a way that enhances skill improvement rather than

prohibits it A teacher must not take for granted any one particular musical

interpretation since all music blossoms from and is received and perceived in a

particular perspective Music is both joyful and sorrowful expressing the meaning of

all who composed it and those who are performing it

5) As people who see the promise in every person and believe that individuals have the

ability and duty to create a more just society teachers attend to each and every student by

planning implementing and assessing meaningful learning experiences and

systematically engage in critical reflection and self correction

Music teachers must engage in and set aside time for critical reflection They must

constantly look for ways to reach all the students in their school no matter what

grade level for if music is to be truly thought of as indispensable for education

music teachers must be advocates of music learning for all Future music educators

must demonstrate a willingness to work with all kinds of people utilizing to their

greatest strengths the multiple perspectives of each musical performance

6) As people who understand and appreciate the capacity of toolsmdashinformational

technological physical and intellectualmdashto extend the reach and enhance the quality of

work to be done teachers incorporate appropriate tools into their own work-lives and

integrate their use into the instructional environments they create with learners

Music teachers must demonstrate various uses of tools through which to teach music

and express a willingness to learn new tools in an effort to engage their students in

musical learning Teachers can often learn much from their own students and in the

technology area this can be especially true Music teachers must never isolate

themselves to only one way of teaching but be ready to present every objective in a

variety of modalities They must look to experts in other fields to add depth their own

7) As people who are committed to thinking together with others in the search for truth

wisdom and beauty teachers create learning communities grounded in inquiry where

students come to understand the critical role of communication in inquiry and where they

feel the confidence that grows with the development of their ability to participate in a

community of inquiry

Music teachers must create time in their lessons for collaborative learning thus

participating in a community of inquiry They must allot time for students to inquire

and explore new ideas new realms of musical understanding Future music teachers

must exhibit respect for othersrsquo opinions which in turn will demonstrate self-

assurance that opening to othersrsquo opinions will not necessarily erasing previously

held stances but instead add to their depth of knowledge and understanding of both

Vocal Music 9

othersrsquo opinions and their own Building on the human act of taking part in musical

performances whether by performing listening rehearsing practicing composing

or dancing music teachers will encourage and model direct collaboration and

teamwork through the act and art of musicking (Small 1998)

Working with these seven performance goals in mind and using the community of inquiry as a

framework the music education program nurtures personal qualities of leadership intellectual

curiosity social commitment and caring in the teachers we prepare Such teachers will model

high and rigorous standards for teaching and learning

Perhaps most basically we believe that music teachers must be committed to all students and to

their learning The teachers we seek to prepare will live out this commitment through their

dedication to making music knowledge performance and appreciation accessible to all children

Commitment to children however is not in and of itself sufficient Teachers must know and

love their content and must be well educated life-long learners Berearsquos exemplary liberal arts

education provides teachers with a strong background in general education while the music

education program ensures that our pre-service teachers gain a deep understanding of the history

structure and real-world applications of music The rigorous program also emphasizes

musicianship and performance Through these experiences music education majors develop the

comprehensive knowledge of music theory and history as well as the highly specialized

knowledge in general choral or instrumental music that provides the basis of their ability to

provide their students with high-quality music instruction and experiences By cultivating a

community of inquiry and supporting the intellectual emotional and personal growth of our

music education students we promote the dispositions that will help them remain curious and

interested learners throughout their teaching careers

We know however that teaching requires more still than commitment intellectual

understanding and performance skills Much of the work of a teacher lies in creating the

circumstances and environments in which all children can learn Therefore in addition to the

expectation that music education students will be well educated in the liberal arts and in the field

of music and have excellent performance capabilities they are carefully mentored in the

development of an understanding of the theories strategies and approaches that will allow them

to create and foster dynamic learning environments steeped in inquiry and characterized by trust

risk taking independence collaboration creativity and community

Working in collaboration the music and education studies departments ensure that pre-service

teachers are also well prepared to understand how children learn current best practices and how

to employ a variety of developmentally appropriate instructional strategies and techniques in

order to help students gain music skills mastery and appreciation Emphasis is also placed on

preparing teachers who will employ practices that exemplify democratic ideals In these

environments music teachers will help each child move through the curriculum using techniques

that are matched to student learning preferences interests and background They will develop

skills that allow them to keep students motivated engaged and focused and help them make

linkages between what is learned in the classroom and their lives beyond the school walls

Vocal Music 10

Because teaching learning and assessment are so tightly interwoven in the music field music

educators are prepared to think carefully about what their students know and can do what they

need to learn and be able to come to do and how they can know To support the development of

the habits of mind skills traits and dispositions that enable future teachers to manage and assess

the complex web of classroom instruction while meeting individual needs the music education

program emphasizes assessment and evaluation throughout the preparation coursework Our

program stresses understanding the purpose and value of various assessment and evaluation

techniques learning to plan and implement appropriate assessments at appropriate intervals

before during and after instruction being able to use assessment data in planning subsequent

instruction and employing a variety of methods to evaluate and report student progress

The music education program has a strong commitment to diversity Steeped in Berea Collegersquos

history and culture this commitment is reflected in all aspects of our program as we would

expect that it would be in the programs our graduates will create The need for understanding of

and respect for diversity is clearly manifest in our multi-cultural world and is called for in the

democratic principles outlined in American ideals Future educators will learn to value and

address the diverse backgrounds abilities and perspectives of their students and provide a music

curriculum that is rich in musical diversity and inclusive of each of their students

To support music education candidates in their preparation for the multicultural classrooms in

which they will teach and learn we emphasize the personal and cultural nature of music its role

across the disciplines and its ability to connect many diverse perspectives into one grand

performance

Teaching is a fluid process that depends heavily on continued growth and development

Although in-service and continuing education programs provide some support for on-going

professional development the most effective teachers engage in what might be considered self-

directed professional development In such a process teachers develop and implement systems

that help them to think reflect on their practice and experiences and use what is learned to make

decisions about next steps build future experiences seek out knowledge and skills necessary to

meet their goals and objectives The music education program assists pre-service teachers in

developing habits of mind that support their curiosity their creative and innovative processes

their resiliency and their intellectual growth and development It infuses course work and

practical experiences with reflective practice and problem solving experiences Promote and

conduct continual and purposeful reflection on this artful process to discern authentic methods

that nurture this most human act of making music

Finally we recognize that music teachers are not alone in their efforts to provide a rich and

meaningful learning they are members of learning and professional communities Whether

working with parents classroom teachers administrators students or community members we

know that collaboration is required if we are to maximize learning possibilities We prepare

teachers who will know and value the distinctive role of families colleagues the community

and others in the music education process and continually seek opportunities to build

partnerships with them

Vocal Music 11

2 Continuous Assessment

Overview

Berearsquos Teacher Education Programs are designed to emphasize the development of candidates

in the areas of content knowledge teaching practice and dispositions Candidates are assessed in

each teacher preparation course and at seven points as they progress through their programs

Assessmentsmdashboth formative and summativemdashare closely tied to the Unitrsquos conceptual

framework and Program Goals Each assessment provides critical information used to assess

candidate progress assess program effectiveness and assess faculty and class effectiveness

Most assessments are developmental in design That is their use with candidates focuses on

identification of strengths and challenges developing plans for growth and on-going

conversations between faculty advisors and candidates Summative assessments occur on the

Praxis tests (Key Assessment 5) during student teaching (Key Assessment 6 Student Teaching)

and at the conclusion of student teaching (Key Assessment 7 Exit Portfolio)

When and what do we assess

Assessment of candidates is continual from their enrollment in EDS 150 Introduction to

Education where they make a formal declaration of their intent to enroll in the Teacher

Education Program Candidatesrsquo first key assessment occurs at completion of EDS 150

Introduction to Education when they meet individually with the course instructor In this

meeting the instructor and candidate discuss the Education Program Goals and complete a

dispositions assessment Collaboratively the instructor and candidate identify one Program Goal

and dispositions that the candidate will focus on developing or strengthening as well as a

Professional Growth and Development Plan

At the completion of each course in the Teacher Education Programs candidates are assessed on

dispositions development Faculty share their assessments with individual candidates and the

data becomes available to the advisor

At the beginning of the fifth term candidates apply to the Teacher Education Program (Key

Assessment 2) At that time they complete a formal process that includes both a written

assessment and an interviewdiscussion with the advisor This assessment is designed to revisit

the goals set in Key Assessment 1 to assess candidatesrsquo commitment to teaching and their

growing professional identity It also includes verification that the candidate has met all program

requirements for admission including but not limited to a GPA of 25 or higher and completion

of program admission prerequisites

During the sixth term candidates engage in a formal dispositions assessment (Key Assessment

3) in conference with their advisors At this time disposition assessments submitted at the

completion of their preparation classes are summarized and studied collaboratively At this point

candidates who have not made satisfactory progress in dispositions development may be

counseled out of the program and into a more appropriate course of study New goals for

development of dispositions may also be developed at this point Dispositions will remain central

as they complete their seventh eighth and ninth terms

Vocal Music 12

In the eighth term candidates submit a portfolio which serves as Key Assessment 4 Admission

to Student Teaching This portfolio demonstrates the candidatesrsquo accumulated experiences in

schools and individually working with children of the ages they hope to teach their developing

personal philosophy of teaching and learning their understanding of content and their ability to

develop integrated teaching units

Also in the eighth term candidates complete Key Assessment 5 the appropriate Praxis tests as

required by the state of Kentucky

In the ninth term candidates student teach Their evaluations serve as Key Assessment 6

Completed by college faculty and cooperating teachers these assessments are summative in

nature This is a performance based assessment which evaluates the candidatersquos ability to plan

implement and deliver appropriate instruction adjust instruction based on assessments manage

classrooms and develop appropriate organizational systems and work collaboratively with

parents and colleagues

Also in the ninth term candidates complete Key Assessment 7 Exit Portfolio This assessment

focuses on candidatesrsquo ability to plan implement and assess lessons and units assess student

learning adjust plans develop and implement lessons to meet studentsrsquo diverse needs and

reflecting on practice evaluate teaching and adjust based on evaluations

How is assessment data used

Data is studied by a subcommittee of the Unit at the completion of each Key Assessment to

identify trends in candidate performance These trends are used to assess program delivery to

make changes in courses andor in the program They are also used to study the curriculum and

its effectiveness in preparing candidates to meet expectations

The following chart identifies the key assessment points of all Berea teacher education programs

Key

Assessment

Administered Mode of

Assessment

Measures Results

Shared With

Analysis

Key

Assessment 1

Goals and

Dispositions

At completion

of EDS 150

Pre-

requisites B-

in EDS 150

Interview and

Discussionmdash

formative

Candidatesrsquo

understanding of Program

Goals and Dispositions

Collaborative assessment

Establishes a baseline for

future assessments

Strengths and areas for

growth are identified and

goals for growth set

Unit faculty

candidate

Results are studied

for trends which are

used to adjust

instruction in EDS

150

Key

Assessment 2

Admission to

Program

Fifth term

Pre-requisite

B- in EDS 227

or 228 (or

MusicPE

Written and

interview--

formative

Candidatesrsquo

understanding of Program

Goals minimum Program

requirements growth in

dispositions progress in

content knowledge and

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends and

implications for

instruction in EDS

150 and EDS

227228 (program

Vocal Music 13

equivalent) interest in teaching

transcript review

Committee prerequisites)

Key

Assessment 3

Dispositions

Sixth term

Pre-requisite

Acceptance to

Program

Includes

interview using

Likert-type

scale--

formative

Candidatesrsquo dispositions Candidate

and advisor

Summarized results

are shared with the

research committee

to study trends which

inform course work

and special Unit

offerings

Key

Assessment 4

Admission to

Student

Teaching

8th

term

Pre-requisite

Successful

completion of

Program

coursework

(except 8th

Portfolio

formative

Candidatesrsquo ability to

plan integrated content

tied to standards and

program goals Transcript

review

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 5

Praxis

8th

Term

Pre-requisite

Senior

standing

Standardized

test--

summative

Candidatesrsquo basic content

and professional

knowledge

Teacher

Education

Committee

Content area

departments

EDS

department

candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 6

Student

Teaching

9th

Term

Pre-requisite

Completion of

all program

coursework

meeting all

published

requirements

Performance

Summative

Ability to plan and

implement to work with

students and perform

within the Unitrsquos goals

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 7

Exit Portfolio

Completion of

student

teaching

Pre-requisite

Portfolio

Summative

teacher Work

sample

Candidatesrsquo ability to

Plan implement and

assess lessons and units

assess student learning

adjust plans develop and

implement lessons to

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends which

inform course work

and special Unit

offerings

Vocal Music 14

Successful

completion of

student

teaching

meet studentsrsquo diverse

needs reflect on practice

evaluate teaching and

adjust based on

evaluations

Committee

Candidates

Please review the complete Berea Continuous Assessment System at

httpwwwbereaedueducationstudiesncate2011docsNCATE2011-Assessment-Systempdf

3 Program Experiences The program in music education is designed to ensure that candidates complete courses and other

experiences that will prepare them to teach in Kentucky schools and to adequately address

Kentuckyrsquos academic expectations in their own classrooms The design of the program has been

strongly influenced by the NCATE-approved Guidelines for Music Education from NASM and

to meet the Berea College Teacher Education Program Goals The matrix for the NASM

Guidelines follows Candidates pursuing the program in music education undertake a series of

clinical and field experiences with students in schools and other settings prior to the professional

term These experiences allow prospective teachers the opportunity to acquire increasing

instructional responsibility as they develop necessary skills and maturity

The Music Education Department Curriculum was developed with an interrelationship of a

number of courses Full courses (each Berea course is the equivalent of a four semester hour

course) are encouraged at Berea Some frac14 or frac12 credit courses are approved 5 credit courses

include MUS 131 Concert Choir and MUA Applied Music Certain courses combine skill

learning with pedagogy such as MUS 326 Vocal Methods MUS 335 Materials and Methods of

Elementary Music MUS 342 Pedagogy and Diction and MUS 337 Conducting Thus the

teachinglearning relationship is present throughout Other required courses for the major are

MUS 220 Materials of Music I MUS 222 Materials of Music II MUS 320 Materials of Music

III MUS 322 Materials of Music IV MUS 221 Aural Harmony I MUS 223 Aural Harmony

II MUS 321 Aural and Keyboard Harmony III MUS 323 Aural and Keyboard Harmony IV

MUS 115 Introduction to Music Literature MUS 330 Music History I MUS 331 Music

History II

For the Vocal Music Education Emphasis the Department offers MUS 326 Vocal Methods

MUS 335 Materials and Methods of Elementary Music MUS 342 Vocal Pedagogy and

Diction

The study of methodologies philosophies and techniques of teaching music enjoyment and

music participation permeates our entire curriculum

Along with the coursework required in the Music Education content area our program works

closely with the Education Studies department to provide candidates with further experience and

learning in the educational field The professional education coursework is created and

sequenced in careful alignment with our conceptual framework and is aligned with the Kentucky

Teacher Standards and the NASM Teacher Preparation Standards It is designed to prepare

Vocal Music 5

enhances a childrsquos academic emotional and physical development Furthermore it trains the

brain for critical thinking and other higher order thinking skills facilitates language

development reading readiness and general intellectual development (Peretz 2005 Zatorre

2003) Participating in musical activities requires the intertwining of these many skills It is

through musical experiences that we learn to connect all the various skills and disciplines and

thus it is our duty to guide others to make these connections as spoken of in ―Two Tramps in

Mud Time by Robert Frost

But yield who will to their separation

My object in living is to unite

My avocation and my vocation

As my two eyes make one in sight

Frost 1936

A study of SAT scores conducted by the Music Education Conference (2005) revealed that

students with coursework and experiences in musical performance scored significantly higher on

both the verbal and math sections of the SAT (Music Educational Conference 2005) Other

studies found that students participating in a string pullout program scored higher on reading

math and citizenship portions of the state proficiency test than their peers who did not

participate in the string program Shaw and Rauscher (1997) found a statistically significant

causal relationship between the study of music and the development of spatial reasoningmdashthat is

the ability to think through three-dimensional puzzles without the use of a model Tests of

students involved in music instruction and performance also found that scores on math tests

studentsrsquo understanding of fractions and their skills in advanced mathematical thinking and

coursework all higher among children who participated in music education and performance

programs

In a controlled study Schellenber (2004) found that six-year-old students taught either piano or

voice increased their IQ scores by seven points over a nine-month period According to

Schellenber young childrenrsquos developing brains have a large degree of ―plasticity that is the

ability to change and adapt to environmental stimuli underlining the significance of music

education in the early years

[B]because there are so many different facets involved [in music instruction]mdash

such as memorizing expressing emotion learning about musical interval and

chordsmdashthe multidimensional nature of the experience may be motivating the

[IQ] effectrdquo

Schellenber

Gabrielirsquos (2005) study of children at risk provides some indication that music instruction could

be especially helpful to children who experience or are at risk of experiencing reading

difficulties

What this research showshellipis that therersquos a specific aspect of languagehellipthatrsquos changed

in the minds and brains of people with musical traininghellipEspecially childrenhellipwho

arenrsquot good at rapid auditory processing and are high-risk for becoming poor

readershellipmay benefit from musical training (Gabrieli 2005)

Vocal Music 6

Beyond the possible academic impact of music instruction studies have shown a connection

between performance programs and studentsrsquo enhanced socialemotional development Such

programs tend to enhance studentsrsquo self esteem social skills and sense of belonging and to

create opportunities for community development

Research on the executive attentional network of connections between brain areas that have an

underlying foundation of cognitive improvements related to arts training gives further support

(Posner 2005) These and more studies have shown music to impact studentsrsquo over-all

developmentmdashfostering positive attitudes decreasing truancy in middle and high school

enhancing creativity and promoting social development In addition high school students who

participate in music programs are more often elected to class offices receive academic honors

and achieve higher grades than non-music participating students

Further research on educating for innovation addresses the need for scholarly attention to the

shift from an industrial economy to a knowledge economy based on the creation of knowledge

information and innovation In todayrsquos knowledge society creativity always occurs in complex

collaborative and organizational settings using open-ended improvisational group processes

(Sawyer 2005) This is a perfect match to any ensemble musicking (Small 1998) setting

something that every future music educator must be aware of and take advantage

Preparing Music Educators The music education program at Berea College acknowledges and celebrates the intrinsic value

of music in our lives the significant role music plays in all history and cultures its

internalization in our community and culture and the part it plays in supporting education across

the curriculum Because we understand musicrsquos value we are committed to preparing future

teachers to meet the challenge of building strong learner-centered developmentally appropriate

and vibrant music programs within the school environments where they will teach Moreover we

are committed to preparing teachers to be leaders in their schools who will work to ensure that

each child receives the highest quality education in learning environments that value inquiry

curiosity and high expectations

7 Performance Goals of Berearsquos Teacher Education Program

The seven performance goals of Berearsquos teacher education program are internalized in the

instruction of all our future teachersrsquo music courses from elementary music orchestra marching

band chamber winds percussion ensemble choir chamber singers guitar and keyboard classes

instrumental and vocal jazz ensembles musical theatre productions arts and humanities courses

and even to classes which have not yet been invented The seven goals are crucial to a student-

centered environment and essential to music learning

1) As people who have found joy in life learning and teaching and who trust in the power

of human relationships to call forth inner strengths teachers strive to relate to their

students in ways that free both teacher and learner to engage in joyful responsible and

disciplined inquiry into the workings and possibilities of our world

All music teachers must display a careful balance between working hard to improve

their skills while nurturing and maintaining joyful activity Improving musical skills

requires repetition which to remain joyful must be meaningful repetition such as

Vocal Music 7

that prescribed through Kodaacutely music methodology (Choksy 1988) Future music

educators must exhibit joyful learning through planning implementation and

assessment and not diminish or dismiss this joyfulness to mere ldquofun stuffrdquo or ldquoplay

timerdquo

2) As people who value difference in human interactions ideas and nature who understand

that identity is shaped by diversity experiences and environment and who recognize

that we must all work together to build a more just society teachers create learning

environments based on democratic principles which ensure that multiple perspectives are

valued and considered and which encourage students to speak from their own diverse

experiences to give value to those expressions to explore their own diversity and to

bring those experiences to the broader community

Music teachers must exhibit in their lesson plans their implementation and daily

classroom behaviors a willingness to teach in ways other than what works best for

them personally They must be willing to use strategies that work for their students in

a joyful responsible and disciplined manner even when these strategies may seem

personally unnecessary They must joyfully include and utilize strategies for learning

about their studentsrsquo personal identities and how to relate to their studentsrsquo

perspectives Effective teachers are life-long learners individually and

collaboratively who encourage life-long learning in others their students and

colleagues

3) As people who appreciate the interconnectedness and interdependence of our world

teachers seek to add depth and breadth to their general knowledge as well as in-depth

understandings of the content they teach These teachers provide experiences that allow

learners to recognize and value the interconnections that emerge as they explore their

unfolding world

Since music is a discipline that connects language math science physical education

and emotions teachers of music must remember to recognize these connections and

bring them to the minds of their students and colleagues While there has often been a

struggle to teach music for musicrsquos sake one must also remember that music is a

wonderful sum of many diverse parts Music teachers must work collaboratively with

all other subject areas to help them make connections and gain deeper learning of

their own subject matter through music and vice versa This is also inherent in a

musicking classroom where many individuals come together to make one cohesive

unit that is larger than the sum of its parts Future music educators must display

lessons with obvious meaningful connections to other subject areas as well as look

to other disciplines their teachers and students for ways to make music even more

meaningful to all students not just the ldquogifted and talentedrdquo Music teachers must

demonstrate the dual but not dueling ability to be conductor in charge and

facilitator of collaboration

4) As people who have experienced the power and beauty of creating their own knowledge

and constructing their own understandings and who are committed to enabling their

students to share this experience teachers create dynamic learning environments

Vocal Music 8

providing both direct and vicarious experiences oriented around student interest and

characterized by active inquiry liberal use of time self-correction and engagement with

others

Music teachers must carefully plan lessons that engage their students through

carefully selected music including studentsrsquo interests as well as expanding them into

the unknown They must allow for improvisation and multiple ldquorightrdquo answers

encouraging self-correction in a way that enhances skill improvement rather than

prohibits it A teacher must not take for granted any one particular musical

interpretation since all music blossoms from and is received and perceived in a

particular perspective Music is both joyful and sorrowful expressing the meaning of

all who composed it and those who are performing it

5) As people who see the promise in every person and believe that individuals have the

ability and duty to create a more just society teachers attend to each and every student by

planning implementing and assessing meaningful learning experiences and

systematically engage in critical reflection and self correction

Music teachers must engage in and set aside time for critical reflection They must

constantly look for ways to reach all the students in their school no matter what

grade level for if music is to be truly thought of as indispensable for education

music teachers must be advocates of music learning for all Future music educators

must demonstrate a willingness to work with all kinds of people utilizing to their

greatest strengths the multiple perspectives of each musical performance

6) As people who understand and appreciate the capacity of toolsmdashinformational

technological physical and intellectualmdashto extend the reach and enhance the quality of

work to be done teachers incorporate appropriate tools into their own work-lives and

integrate their use into the instructional environments they create with learners

Music teachers must demonstrate various uses of tools through which to teach music

and express a willingness to learn new tools in an effort to engage their students in

musical learning Teachers can often learn much from their own students and in the

technology area this can be especially true Music teachers must never isolate

themselves to only one way of teaching but be ready to present every objective in a

variety of modalities They must look to experts in other fields to add depth their own

7) As people who are committed to thinking together with others in the search for truth

wisdom and beauty teachers create learning communities grounded in inquiry where

students come to understand the critical role of communication in inquiry and where they

feel the confidence that grows with the development of their ability to participate in a

community of inquiry

Music teachers must create time in their lessons for collaborative learning thus

participating in a community of inquiry They must allot time for students to inquire

and explore new ideas new realms of musical understanding Future music teachers

must exhibit respect for othersrsquo opinions which in turn will demonstrate self-

assurance that opening to othersrsquo opinions will not necessarily erasing previously

held stances but instead add to their depth of knowledge and understanding of both

Vocal Music 9

othersrsquo opinions and their own Building on the human act of taking part in musical

performances whether by performing listening rehearsing practicing composing

or dancing music teachers will encourage and model direct collaboration and

teamwork through the act and art of musicking (Small 1998)

Working with these seven performance goals in mind and using the community of inquiry as a

framework the music education program nurtures personal qualities of leadership intellectual

curiosity social commitment and caring in the teachers we prepare Such teachers will model

high and rigorous standards for teaching and learning

Perhaps most basically we believe that music teachers must be committed to all students and to

their learning The teachers we seek to prepare will live out this commitment through their

dedication to making music knowledge performance and appreciation accessible to all children

Commitment to children however is not in and of itself sufficient Teachers must know and

love their content and must be well educated life-long learners Berearsquos exemplary liberal arts

education provides teachers with a strong background in general education while the music

education program ensures that our pre-service teachers gain a deep understanding of the history

structure and real-world applications of music The rigorous program also emphasizes

musicianship and performance Through these experiences music education majors develop the

comprehensive knowledge of music theory and history as well as the highly specialized

knowledge in general choral or instrumental music that provides the basis of their ability to

provide their students with high-quality music instruction and experiences By cultivating a

community of inquiry and supporting the intellectual emotional and personal growth of our

music education students we promote the dispositions that will help them remain curious and

interested learners throughout their teaching careers

We know however that teaching requires more still than commitment intellectual

understanding and performance skills Much of the work of a teacher lies in creating the

circumstances and environments in which all children can learn Therefore in addition to the

expectation that music education students will be well educated in the liberal arts and in the field

of music and have excellent performance capabilities they are carefully mentored in the

development of an understanding of the theories strategies and approaches that will allow them

to create and foster dynamic learning environments steeped in inquiry and characterized by trust

risk taking independence collaboration creativity and community

Working in collaboration the music and education studies departments ensure that pre-service

teachers are also well prepared to understand how children learn current best practices and how

to employ a variety of developmentally appropriate instructional strategies and techniques in

order to help students gain music skills mastery and appreciation Emphasis is also placed on

preparing teachers who will employ practices that exemplify democratic ideals In these

environments music teachers will help each child move through the curriculum using techniques

that are matched to student learning preferences interests and background They will develop

skills that allow them to keep students motivated engaged and focused and help them make

linkages between what is learned in the classroom and their lives beyond the school walls

Vocal Music 10

Because teaching learning and assessment are so tightly interwoven in the music field music

educators are prepared to think carefully about what their students know and can do what they

need to learn and be able to come to do and how they can know To support the development of

the habits of mind skills traits and dispositions that enable future teachers to manage and assess

the complex web of classroom instruction while meeting individual needs the music education

program emphasizes assessment and evaluation throughout the preparation coursework Our

program stresses understanding the purpose and value of various assessment and evaluation

techniques learning to plan and implement appropriate assessments at appropriate intervals

before during and after instruction being able to use assessment data in planning subsequent

instruction and employing a variety of methods to evaluate and report student progress

The music education program has a strong commitment to diversity Steeped in Berea Collegersquos

history and culture this commitment is reflected in all aspects of our program as we would

expect that it would be in the programs our graduates will create The need for understanding of

and respect for diversity is clearly manifest in our multi-cultural world and is called for in the

democratic principles outlined in American ideals Future educators will learn to value and

address the diverse backgrounds abilities and perspectives of their students and provide a music

curriculum that is rich in musical diversity and inclusive of each of their students

To support music education candidates in their preparation for the multicultural classrooms in

which they will teach and learn we emphasize the personal and cultural nature of music its role

across the disciplines and its ability to connect many diverse perspectives into one grand

performance

Teaching is a fluid process that depends heavily on continued growth and development

Although in-service and continuing education programs provide some support for on-going

professional development the most effective teachers engage in what might be considered self-

directed professional development In such a process teachers develop and implement systems

that help them to think reflect on their practice and experiences and use what is learned to make

decisions about next steps build future experiences seek out knowledge and skills necessary to

meet their goals and objectives The music education program assists pre-service teachers in

developing habits of mind that support their curiosity their creative and innovative processes

their resiliency and their intellectual growth and development It infuses course work and

practical experiences with reflective practice and problem solving experiences Promote and

conduct continual and purposeful reflection on this artful process to discern authentic methods

that nurture this most human act of making music

Finally we recognize that music teachers are not alone in their efforts to provide a rich and

meaningful learning they are members of learning and professional communities Whether

working with parents classroom teachers administrators students or community members we

know that collaboration is required if we are to maximize learning possibilities We prepare

teachers who will know and value the distinctive role of families colleagues the community

and others in the music education process and continually seek opportunities to build

partnerships with them

Vocal Music 11

2 Continuous Assessment

Overview

Berearsquos Teacher Education Programs are designed to emphasize the development of candidates

in the areas of content knowledge teaching practice and dispositions Candidates are assessed in

each teacher preparation course and at seven points as they progress through their programs

Assessmentsmdashboth formative and summativemdashare closely tied to the Unitrsquos conceptual

framework and Program Goals Each assessment provides critical information used to assess

candidate progress assess program effectiveness and assess faculty and class effectiveness

Most assessments are developmental in design That is their use with candidates focuses on

identification of strengths and challenges developing plans for growth and on-going

conversations between faculty advisors and candidates Summative assessments occur on the

Praxis tests (Key Assessment 5) during student teaching (Key Assessment 6 Student Teaching)

and at the conclusion of student teaching (Key Assessment 7 Exit Portfolio)

When and what do we assess

Assessment of candidates is continual from their enrollment in EDS 150 Introduction to

Education where they make a formal declaration of their intent to enroll in the Teacher

Education Program Candidatesrsquo first key assessment occurs at completion of EDS 150

Introduction to Education when they meet individually with the course instructor In this

meeting the instructor and candidate discuss the Education Program Goals and complete a

dispositions assessment Collaboratively the instructor and candidate identify one Program Goal

and dispositions that the candidate will focus on developing or strengthening as well as a

Professional Growth and Development Plan

At the completion of each course in the Teacher Education Programs candidates are assessed on

dispositions development Faculty share their assessments with individual candidates and the

data becomes available to the advisor

At the beginning of the fifth term candidates apply to the Teacher Education Program (Key

Assessment 2) At that time they complete a formal process that includes both a written

assessment and an interviewdiscussion with the advisor This assessment is designed to revisit

the goals set in Key Assessment 1 to assess candidatesrsquo commitment to teaching and their

growing professional identity It also includes verification that the candidate has met all program

requirements for admission including but not limited to a GPA of 25 or higher and completion

of program admission prerequisites

During the sixth term candidates engage in a formal dispositions assessment (Key Assessment

3) in conference with their advisors At this time disposition assessments submitted at the

completion of their preparation classes are summarized and studied collaboratively At this point

candidates who have not made satisfactory progress in dispositions development may be

counseled out of the program and into a more appropriate course of study New goals for

development of dispositions may also be developed at this point Dispositions will remain central

as they complete their seventh eighth and ninth terms

Vocal Music 12

In the eighth term candidates submit a portfolio which serves as Key Assessment 4 Admission

to Student Teaching This portfolio demonstrates the candidatesrsquo accumulated experiences in

schools and individually working with children of the ages they hope to teach their developing

personal philosophy of teaching and learning their understanding of content and their ability to

develop integrated teaching units

Also in the eighth term candidates complete Key Assessment 5 the appropriate Praxis tests as

required by the state of Kentucky

In the ninth term candidates student teach Their evaluations serve as Key Assessment 6

Completed by college faculty and cooperating teachers these assessments are summative in

nature This is a performance based assessment which evaluates the candidatersquos ability to plan

implement and deliver appropriate instruction adjust instruction based on assessments manage

classrooms and develop appropriate organizational systems and work collaboratively with

parents and colleagues

Also in the ninth term candidates complete Key Assessment 7 Exit Portfolio This assessment

focuses on candidatesrsquo ability to plan implement and assess lessons and units assess student

learning adjust plans develop and implement lessons to meet studentsrsquo diverse needs and

reflecting on practice evaluate teaching and adjust based on evaluations

How is assessment data used

Data is studied by a subcommittee of the Unit at the completion of each Key Assessment to

identify trends in candidate performance These trends are used to assess program delivery to

make changes in courses andor in the program They are also used to study the curriculum and

its effectiveness in preparing candidates to meet expectations

The following chart identifies the key assessment points of all Berea teacher education programs

Key

Assessment

Administered Mode of

Assessment

Measures Results

Shared With

Analysis

Key

Assessment 1

Goals and

Dispositions

At completion

of EDS 150

Pre-

requisites B-

in EDS 150

Interview and

Discussionmdash

formative

Candidatesrsquo

understanding of Program

Goals and Dispositions

Collaborative assessment

Establishes a baseline for

future assessments

Strengths and areas for

growth are identified and

goals for growth set

Unit faculty

candidate

Results are studied

for trends which are

used to adjust

instruction in EDS

150

Key

Assessment 2

Admission to

Program

Fifth term

Pre-requisite

B- in EDS 227

or 228 (or

MusicPE

Written and

interview--

formative

Candidatesrsquo

understanding of Program

Goals minimum Program

requirements growth in

dispositions progress in

content knowledge and

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends and

implications for

instruction in EDS

150 and EDS

227228 (program

Vocal Music 13

equivalent) interest in teaching

transcript review

Committee prerequisites)

Key

Assessment 3

Dispositions

Sixth term

Pre-requisite

Acceptance to

Program

Includes

interview using

Likert-type

scale--

formative

Candidatesrsquo dispositions Candidate

and advisor

Summarized results

are shared with the

research committee

to study trends which

inform course work

and special Unit

offerings

Key

Assessment 4

Admission to

Student

Teaching

8th

term

Pre-requisite

Successful

completion of

Program

coursework

(except 8th

Portfolio

formative

Candidatesrsquo ability to

plan integrated content

tied to standards and

program goals Transcript

review

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 5

Praxis

8th

Term

Pre-requisite

Senior

standing

Standardized

test--

summative

Candidatesrsquo basic content

and professional

knowledge

Teacher

Education

Committee

Content area

departments

EDS

department

candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 6

Student

Teaching

9th

Term

Pre-requisite

Completion of

all program

coursework

meeting all

published

requirements

Performance

Summative

Ability to plan and

implement to work with

students and perform

within the Unitrsquos goals

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 7

Exit Portfolio

Completion of

student

teaching

Pre-requisite

Portfolio

Summative

teacher Work

sample

Candidatesrsquo ability to

Plan implement and

assess lessons and units

assess student learning

adjust plans develop and

implement lessons to

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends which

inform course work

and special Unit

offerings

Vocal Music 14

Successful

completion of

student

teaching

meet studentsrsquo diverse

needs reflect on practice

evaluate teaching and

adjust based on

evaluations

Committee

Candidates

Please review the complete Berea Continuous Assessment System at

httpwwwbereaedueducationstudiesncate2011docsNCATE2011-Assessment-Systempdf

3 Program Experiences The program in music education is designed to ensure that candidates complete courses and other

experiences that will prepare them to teach in Kentucky schools and to adequately address

Kentuckyrsquos academic expectations in their own classrooms The design of the program has been

strongly influenced by the NCATE-approved Guidelines for Music Education from NASM and

to meet the Berea College Teacher Education Program Goals The matrix for the NASM

Guidelines follows Candidates pursuing the program in music education undertake a series of

clinical and field experiences with students in schools and other settings prior to the professional

term These experiences allow prospective teachers the opportunity to acquire increasing

instructional responsibility as they develop necessary skills and maturity

The Music Education Department Curriculum was developed with an interrelationship of a

number of courses Full courses (each Berea course is the equivalent of a four semester hour

course) are encouraged at Berea Some frac14 or frac12 credit courses are approved 5 credit courses

include MUS 131 Concert Choir and MUA Applied Music Certain courses combine skill

learning with pedagogy such as MUS 326 Vocal Methods MUS 335 Materials and Methods of

Elementary Music MUS 342 Pedagogy and Diction and MUS 337 Conducting Thus the

teachinglearning relationship is present throughout Other required courses for the major are

MUS 220 Materials of Music I MUS 222 Materials of Music II MUS 320 Materials of Music

III MUS 322 Materials of Music IV MUS 221 Aural Harmony I MUS 223 Aural Harmony

II MUS 321 Aural and Keyboard Harmony III MUS 323 Aural and Keyboard Harmony IV

MUS 115 Introduction to Music Literature MUS 330 Music History I MUS 331 Music

History II

For the Vocal Music Education Emphasis the Department offers MUS 326 Vocal Methods

MUS 335 Materials and Methods of Elementary Music MUS 342 Vocal Pedagogy and

Diction

The study of methodologies philosophies and techniques of teaching music enjoyment and

music participation permeates our entire curriculum

Along with the coursework required in the Music Education content area our program works

closely with the Education Studies department to provide candidates with further experience and

learning in the educational field The professional education coursework is created and

sequenced in careful alignment with our conceptual framework and is aligned with the Kentucky

Teacher Standards and the NASM Teacher Preparation Standards It is designed to prepare

Vocal Music 6

Beyond the possible academic impact of music instruction studies have shown a connection

between performance programs and studentsrsquo enhanced socialemotional development Such

programs tend to enhance studentsrsquo self esteem social skills and sense of belonging and to

create opportunities for community development

Research on the executive attentional network of connections between brain areas that have an

underlying foundation of cognitive improvements related to arts training gives further support

(Posner 2005) These and more studies have shown music to impact studentsrsquo over-all

developmentmdashfostering positive attitudes decreasing truancy in middle and high school

enhancing creativity and promoting social development In addition high school students who

participate in music programs are more often elected to class offices receive academic honors

and achieve higher grades than non-music participating students

Further research on educating for innovation addresses the need for scholarly attention to the

shift from an industrial economy to a knowledge economy based on the creation of knowledge

information and innovation In todayrsquos knowledge society creativity always occurs in complex

collaborative and organizational settings using open-ended improvisational group processes

(Sawyer 2005) This is a perfect match to any ensemble musicking (Small 1998) setting

something that every future music educator must be aware of and take advantage

Preparing Music Educators The music education program at Berea College acknowledges and celebrates the intrinsic value

of music in our lives the significant role music plays in all history and cultures its

internalization in our community and culture and the part it plays in supporting education across

the curriculum Because we understand musicrsquos value we are committed to preparing future

teachers to meet the challenge of building strong learner-centered developmentally appropriate

and vibrant music programs within the school environments where they will teach Moreover we

are committed to preparing teachers to be leaders in their schools who will work to ensure that

each child receives the highest quality education in learning environments that value inquiry

curiosity and high expectations

7 Performance Goals of Berearsquos Teacher Education Program

The seven performance goals of Berearsquos teacher education program are internalized in the

instruction of all our future teachersrsquo music courses from elementary music orchestra marching

band chamber winds percussion ensemble choir chamber singers guitar and keyboard classes

instrumental and vocal jazz ensembles musical theatre productions arts and humanities courses

and even to classes which have not yet been invented The seven goals are crucial to a student-

centered environment and essential to music learning

1) As people who have found joy in life learning and teaching and who trust in the power

of human relationships to call forth inner strengths teachers strive to relate to their

students in ways that free both teacher and learner to engage in joyful responsible and

disciplined inquiry into the workings and possibilities of our world

All music teachers must display a careful balance between working hard to improve

their skills while nurturing and maintaining joyful activity Improving musical skills

requires repetition which to remain joyful must be meaningful repetition such as

Vocal Music 7

that prescribed through Kodaacutely music methodology (Choksy 1988) Future music

educators must exhibit joyful learning through planning implementation and

assessment and not diminish or dismiss this joyfulness to mere ldquofun stuffrdquo or ldquoplay

timerdquo

2) As people who value difference in human interactions ideas and nature who understand

that identity is shaped by diversity experiences and environment and who recognize

that we must all work together to build a more just society teachers create learning

environments based on democratic principles which ensure that multiple perspectives are

valued and considered and which encourage students to speak from their own diverse

experiences to give value to those expressions to explore their own diversity and to

bring those experiences to the broader community

Music teachers must exhibit in their lesson plans their implementation and daily

classroom behaviors a willingness to teach in ways other than what works best for

them personally They must be willing to use strategies that work for their students in

a joyful responsible and disciplined manner even when these strategies may seem

personally unnecessary They must joyfully include and utilize strategies for learning

about their studentsrsquo personal identities and how to relate to their studentsrsquo

perspectives Effective teachers are life-long learners individually and

collaboratively who encourage life-long learning in others their students and

colleagues

3) As people who appreciate the interconnectedness and interdependence of our world

teachers seek to add depth and breadth to their general knowledge as well as in-depth

understandings of the content they teach These teachers provide experiences that allow

learners to recognize and value the interconnections that emerge as they explore their

unfolding world

Since music is a discipline that connects language math science physical education

and emotions teachers of music must remember to recognize these connections and

bring them to the minds of their students and colleagues While there has often been a

struggle to teach music for musicrsquos sake one must also remember that music is a

wonderful sum of many diverse parts Music teachers must work collaboratively with

all other subject areas to help them make connections and gain deeper learning of

their own subject matter through music and vice versa This is also inherent in a

musicking classroom where many individuals come together to make one cohesive

unit that is larger than the sum of its parts Future music educators must display

lessons with obvious meaningful connections to other subject areas as well as look

to other disciplines their teachers and students for ways to make music even more

meaningful to all students not just the ldquogifted and talentedrdquo Music teachers must

demonstrate the dual but not dueling ability to be conductor in charge and

facilitator of collaboration

4) As people who have experienced the power and beauty of creating their own knowledge

and constructing their own understandings and who are committed to enabling their

students to share this experience teachers create dynamic learning environments

Vocal Music 8

providing both direct and vicarious experiences oriented around student interest and

characterized by active inquiry liberal use of time self-correction and engagement with

others

Music teachers must carefully plan lessons that engage their students through

carefully selected music including studentsrsquo interests as well as expanding them into

the unknown They must allow for improvisation and multiple ldquorightrdquo answers

encouraging self-correction in a way that enhances skill improvement rather than

prohibits it A teacher must not take for granted any one particular musical

interpretation since all music blossoms from and is received and perceived in a

particular perspective Music is both joyful and sorrowful expressing the meaning of

all who composed it and those who are performing it

5) As people who see the promise in every person and believe that individuals have the

ability and duty to create a more just society teachers attend to each and every student by

planning implementing and assessing meaningful learning experiences and

systematically engage in critical reflection and self correction

Music teachers must engage in and set aside time for critical reflection They must

constantly look for ways to reach all the students in their school no matter what

grade level for if music is to be truly thought of as indispensable for education

music teachers must be advocates of music learning for all Future music educators

must demonstrate a willingness to work with all kinds of people utilizing to their

greatest strengths the multiple perspectives of each musical performance

6) As people who understand and appreciate the capacity of toolsmdashinformational

technological physical and intellectualmdashto extend the reach and enhance the quality of

work to be done teachers incorporate appropriate tools into their own work-lives and

integrate their use into the instructional environments they create with learners

Music teachers must demonstrate various uses of tools through which to teach music

and express a willingness to learn new tools in an effort to engage their students in

musical learning Teachers can often learn much from their own students and in the

technology area this can be especially true Music teachers must never isolate

themselves to only one way of teaching but be ready to present every objective in a

variety of modalities They must look to experts in other fields to add depth their own

7) As people who are committed to thinking together with others in the search for truth

wisdom and beauty teachers create learning communities grounded in inquiry where

students come to understand the critical role of communication in inquiry and where they

feel the confidence that grows with the development of their ability to participate in a

community of inquiry

Music teachers must create time in their lessons for collaborative learning thus

participating in a community of inquiry They must allot time for students to inquire

and explore new ideas new realms of musical understanding Future music teachers

must exhibit respect for othersrsquo opinions which in turn will demonstrate self-

assurance that opening to othersrsquo opinions will not necessarily erasing previously

held stances but instead add to their depth of knowledge and understanding of both

Vocal Music 9

othersrsquo opinions and their own Building on the human act of taking part in musical

performances whether by performing listening rehearsing practicing composing

or dancing music teachers will encourage and model direct collaboration and

teamwork through the act and art of musicking (Small 1998)

Working with these seven performance goals in mind and using the community of inquiry as a

framework the music education program nurtures personal qualities of leadership intellectual

curiosity social commitment and caring in the teachers we prepare Such teachers will model

high and rigorous standards for teaching and learning

Perhaps most basically we believe that music teachers must be committed to all students and to

their learning The teachers we seek to prepare will live out this commitment through their

dedication to making music knowledge performance and appreciation accessible to all children

Commitment to children however is not in and of itself sufficient Teachers must know and

love their content and must be well educated life-long learners Berearsquos exemplary liberal arts

education provides teachers with a strong background in general education while the music

education program ensures that our pre-service teachers gain a deep understanding of the history

structure and real-world applications of music The rigorous program also emphasizes

musicianship and performance Through these experiences music education majors develop the

comprehensive knowledge of music theory and history as well as the highly specialized

knowledge in general choral or instrumental music that provides the basis of their ability to

provide their students with high-quality music instruction and experiences By cultivating a

community of inquiry and supporting the intellectual emotional and personal growth of our

music education students we promote the dispositions that will help them remain curious and

interested learners throughout their teaching careers

We know however that teaching requires more still than commitment intellectual

understanding and performance skills Much of the work of a teacher lies in creating the

circumstances and environments in which all children can learn Therefore in addition to the

expectation that music education students will be well educated in the liberal arts and in the field

of music and have excellent performance capabilities they are carefully mentored in the

development of an understanding of the theories strategies and approaches that will allow them

to create and foster dynamic learning environments steeped in inquiry and characterized by trust

risk taking independence collaboration creativity and community

Working in collaboration the music and education studies departments ensure that pre-service

teachers are also well prepared to understand how children learn current best practices and how

to employ a variety of developmentally appropriate instructional strategies and techniques in

order to help students gain music skills mastery and appreciation Emphasis is also placed on

preparing teachers who will employ practices that exemplify democratic ideals In these

environments music teachers will help each child move through the curriculum using techniques

that are matched to student learning preferences interests and background They will develop

skills that allow them to keep students motivated engaged and focused and help them make

linkages between what is learned in the classroom and their lives beyond the school walls

Vocal Music 10

Because teaching learning and assessment are so tightly interwoven in the music field music

educators are prepared to think carefully about what their students know and can do what they

need to learn and be able to come to do and how they can know To support the development of

the habits of mind skills traits and dispositions that enable future teachers to manage and assess

the complex web of classroom instruction while meeting individual needs the music education

program emphasizes assessment and evaluation throughout the preparation coursework Our

program stresses understanding the purpose and value of various assessment and evaluation

techniques learning to plan and implement appropriate assessments at appropriate intervals

before during and after instruction being able to use assessment data in planning subsequent

instruction and employing a variety of methods to evaluate and report student progress

The music education program has a strong commitment to diversity Steeped in Berea Collegersquos

history and culture this commitment is reflected in all aspects of our program as we would

expect that it would be in the programs our graduates will create The need for understanding of

and respect for diversity is clearly manifest in our multi-cultural world and is called for in the

democratic principles outlined in American ideals Future educators will learn to value and

address the diverse backgrounds abilities and perspectives of their students and provide a music

curriculum that is rich in musical diversity and inclusive of each of their students

To support music education candidates in their preparation for the multicultural classrooms in

which they will teach and learn we emphasize the personal and cultural nature of music its role

across the disciplines and its ability to connect many diverse perspectives into one grand

performance

Teaching is a fluid process that depends heavily on continued growth and development

Although in-service and continuing education programs provide some support for on-going

professional development the most effective teachers engage in what might be considered self-

directed professional development In such a process teachers develop and implement systems

that help them to think reflect on their practice and experiences and use what is learned to make

decisions about next steps build future experiences seek out knowledge and skills necessary to

meet their goals and objectives The music education program assists pre-service teachers in

developing habits of mind that support their curiosity their creative and innovative processes

their resiliency and their intellectual growth and development It infuses course work and

practical experiences with reflective practice and problem solving experiences Promote and

conduct continual and purposeful reflection on this artful process to discern authentic methods

that nurture this most human act of making music

Finally we recognize that music teachers are not alone in their efforts to provide a rich and

meaningful learning they are members of learning and professional communities Whether

working with parents classroom teachers administrators students or community members we

know that collaboration is required if we are to maximize learning possibilities We prepare

teachers who will know and value the distinctive role of families colleagues the community

and others in the music education process and continually seek opportunities to build

partnerships with them

Vocal Music 11

2 Continuous Assessment

Overview

Berearsquos Teacher Education Programs are designed to emphasize the development of candidates

in the areas of content knowledge teaching practice and dispositions Candidates are assessed in

each teacher preparation course and at seven points as they progress through their programs

Assessmentsmdashboth formative and summativemdashare closely tied to the Unitrsquos conceptual

framework and Program Goals Each assessment provides critical information used to assess

candidate progress assess program effectiveness and assess faculty and class effectiveness

Most assessments are developmental in design That is their use with candidates focuses on

identification of strengths and challenges developing plans for growth and on-going

conversations between faculty advisors and candidates Summative assessments occur on the

Praxis tests (Key Assessment 5) during student teaching (Key Assessment 6 Student Teaching)

and at the conclusion of student teaching (Key Assessment 7 Exit Portfolio)

When and what do we assess

Assessment of candidates is continual from their enrollment in EDS 150 Introduction to

Education where they make a formal declaration of their intent to enroll in the Teacher

Education Program Candidatesrsquo first key assessment occurs at completion of EDS 150

Introduction to Education when they meet individually with the course instructor In this

meeting the instructor and candidate discuss the Education Program Goals and complete a

dispositions assessment Collaboratively the instructor and candidate identify one Program Goal

and dispositions that the candidate will focus on developing or strengthening as well as a

Professional Growth and Development Plan

At the completion of each course in the Teacher Education Programs candidates are assessed on

dispositions development Faculty share their assessments with individual candidates and the

data becomes available to the advisor

At the beginning of the fifth term candidates apply to the Teacher Education Program (Key

Assessment 2) At that time they complete a formal process that includes both a written

assessment and an interviewdiscussion with the advisor This assessment is designed to revisit

the goals set in Key Assessment 1 to assess candidatesrsquo commitment to teaching and their

growing professional identity It also includes verification that the candidate has met all program

requirements for admission including but not limited to a GPA of 25 or higher and completion

of program admission prerequisites

During the sixth term candidates engage in a formal dispositions assessment (Key Assessment

3) in conference with their advisors At this time disposition assessments submitted at the

completion of their preparation classes are summarized and studied collaboratively At this point

candidates who have not made satisfactory progress in dispositions development may be

counseled out of the program and into a more appropriate course of study New goals for

development of dispositions may also be developed at this point Dispositions will remain central

as they complete their seventh eighth and ninth terms

Vocal Music 12

In the eighth term candidates submit a portfolio which serves as Key Assessment 4 Admission

to Student Teaching This portfolio demonstrates the candidatesrsquo accumulated experiences in

schools and individually working with children of the ages they hope to teach their developing

personal philosophy of teaching and learning their understanding of content and their ability to

develop integrated teaching units

Also in the eighth term candidates complete Key Assessment 5 the appropriate Praxis tests as

required by the state of Kentucky

In the ninth term candidates student teach Their evaluations serve as Key Assessment 6

Completed by college faculty and cooperating teachers these assessments are summative in

nature This is a performance based assessment which evaluates the candidatersquos ability to plan

implement and deliver appropriate instruction adjust instruction based on assessments manage

classrooms and develop appropriate organizational systems and work collaboratively with

parents and colleagues

Also in the ninth term candidates complete Key Assessment 7 Exit Portfolio This assessment

focuses on candidatesrsquo ability to plan implement and assess lessons and units assess student

learning adjust plans develop and implement lessons to meet studentsrsquo diverse needs and

reflecting on practice evaluate teaching and adjust based on evaluations

How is assessment data used

Data is studied by a subcommittee of the Unit at the completion of each Key Assessment to

identify trends in candidate performance These trends are used to assess program delivery to

make changes in courses andor in the program They are also used to study the curriculum and

its effectiveness in preparing candidates to meet expectations

The following chart identifies the key assessment points of all Berea teacher education programs

Key

Assessment

Administered Mode of

Assessment

Measures Results

Shared With

Analysis

Key

Assessment 1

Goals and

Dispositions

At completion

of EDS 150

Pre-

requisites B-

in EDS 150

Interview and

Discussionmdash

formative

Candidatesrsquo

understanding of Program

Goals and Dispositions

Collaborative assessment

Establishes a baseline for

future assessments

Strengths and areas for

growth are identified and

goals for growth set

Unit faculty

candidate

Results are studied

for trends which are

used to adjust

instruction in EDS

150

Key

Assessment 2

Admission to

Program

Fifth term

Pre-requisite

B- in EDS 227

or 228 (or

MusicPE

Written and

interview--

formative

Candidatesrsquo

understanding of Program

Goals minimum Program

requirements growth in

dispositions progress in

content knowledge and

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends and

implications for

instruction in EDS

150 and EDS

227228 (program

Vocal Music 13

equivalent) interest in teaching

transcript review

Committee prerequisites)

Key

Assessment 3

Dispositions

Sixth term

Pre-requisite

Acceptance to

Program

Includes

interview using

Likert-type

scale--

formative

Candidatesrsquo dispositions Candidate

and advisor

Summarized results

are shared with the

research committee

to study trends which

inform course work

and special Unit

offerings

Key

Assessment 4

Admission to

Student

Teaching

8th

term

Pre-requisite

Successful

completion of

Program

coursework

(except 8th

Portfolio

formative

Candidatesrsquo ability to

plan integrated content

tied to standards and

program goals Transcript

review

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 5

Praxis

8th

Term

Pre-requisite

Senior

standing

Standardized

test--

summative

Candidatesrsquo basic content

and professional

knowledge

Teacher

Education

Committee

Content area

departments

EDS

department

candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 6

Student

Teaching

9th

Term

Pre-requisite

Completion of

all program

coursework

meeting all

published

requirements

Performance

Summative

Ability to plan and

implement to work with

students and perform

within the Unitrsquos goals

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 7

Exit Portfolio

Completion of

student

teaching

Pre-requisite

Portfolio

Summative

teacher Work

sample

Candidatesrsquo ability to

Plan implement and

assess lessons and units

assess student learning

adjust plans develop and

implement lessons to

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends which

inform course work

and special Unit

offerings

Vocal Music 14

Successful

completion of

student

teaching

meet studentsrsquo diverse

needs reflect on practice

evaluate teaching and

adjust based on

evaluations

Committee

Candidates

Please review the complete Berea Continuous Assessment System at

httpwwwbereaedueducationstudiesncate2011docsNCATE2011-Assessment-Systempdf

3 Program Experiences The program in music education is designed to ensure that candidates complete courses and other

experiences that will prepare them to teach in Kentucky schools and to adequately address

Kentuckyrsquos academic expectations in their own classrooms The design of the program has been

strongly influenced by the NCATE-approved Guidelines for Music Education from NASM and

to meet the Berea College Teacher Education Program Goals The matrix for the NASM

Guidelines follows Candidates pursuing the program in music education undertake a series of

clinical and field experiences with students in schools and other settings prior to the professional

term These experiences allow prospective teachers the opportunity to acquire increasing

instructional responsibility as they develop necessary skills and maturity

The Music Education Department Curriculum was developed with an interrelationship of a

number of courses Full courses (each Berea course is the equivalent of a four semester hour

course) are encouraged at Berea Some frac14 or frac12 credit courses are approved 5 credit courses

include MUS 131 Concert Choir and MUA Applied Music Certain courses combine skill

learning with pedagogy such as MUS 326 Vocal Methods MUS 335 Materials and Methods of

Elementary Music MUS 342 Pedagogy and Diction and MUS 337 Conducting Thus the

teachinglearning relationship is present throughout Other required courses for the major are

MUS 220 Materials of Music I MUS 222 Materials of Music II MUS 320 Materials of Music

III MUS 322 Materials of Music IV MUS 221 Aural Harmony I MUS 223 Aural Harmony

II MUS 321 Aural and Keyboard Harmony III MUS 323 Aural and Keyboard Harmony IV

MUS 115 Introduction to Music Literature MUS 330 Music History I MUS 331 Music

History II

For the Vocal Music Education Emphasis the Department offers MUS 326 Vocal Methods

MUS 335 Materials and Methods of Elementary Music MUS 342 Vocal Pedagogy and

Diction

The study of methodologies philosophies and techniques of teaching music enjoyment and

music participation permeates our entire curriculum

Along with the coursework required in the Music Education content area our program works

closely with the Education Studies department to provide candidates with further experience and

learning in the educational field The professional education coursework is created and

sequenced in careful alignment with our conceptual framework and is aligned with the Kentucky

Teacher Standards and the NASM Teacher Preparation Standards It is designed to prepare

Vocal Music 7

that prescribed through Kodaacutely music methodology (Choksy 1988) Future music

educators must exhibit joyful learning through planning implementation and

assessment and not diminish or dismiss this joyfulness to mere ldquofun stuffrdquo or ldquoplay

timerdquo

2) As people who value difference in human interactions ideas and nature who understand

that identity is shaped by diversity experiences and environment and who recognize

that we must all work together to build a more just society teachers create learning

environments based on democratic principles which ensure that multiple perspectives are

valued and considered and which encourage students to speak from their own diverse

experiences to give value to those expressions to explore their own diversity and to

bring those experiences to the broader community

Music teachers must exhibit in their lesson plans their implementation and daily

classroom behaviors a willingness to teach in ways other than what works best for

them personally They must be willing to use strategies that work for their students in

a joyful responsible and disciplined manner even when these strategies may seem

personally unnecessary They must joyfully include and utilize strategies for learning

about their studentsrsquo personal identities and how to relate to their studentsrsquo

perspectives Effective teachers are life-long learners individually and

collaboratively who encourage life-long learning in others their students and

colleagues

3) As people who appreciate the interconnectedness and interdependence of our world

teachers seek to add depth and breadth to their general knowledge as well as in-depth

understandings of the content they teach These teachers provide experiences that allow

learners to recognize and value the interconnections that emerge as they explore their

unfolding world

Since music is a discipline that connects language math science physical education

and emotions teachers of music must remember to recognize these connections and

bring them to the minds of their students and colleagues While there has often been a

struggle to teach music for musicrsquos sake one must also remember that music is a

wonderful sum of many diverse parts Music teachers must work collaboratively with

all other subject areas to help them make connections and gain deeper learning of

their own subject matter through music and vice versa This is also inherent in a

musicking classroom where many individuals come together to make one cohesive

unit that is larger than the sum of its parts Future music educators must display

lessons with obvious meaningful connections to other subject areas as well as look

to other disciplines their teachers and students for ways to make music even more

meaningful to all students not just the ldquogifted and talentedrdquo Music teachers must

demonstrate the dual but not dueling ability to be conductor in charge and

facilitator of collaboration

4) As people who have experienced the power and beauty of creating their own knowledge

and constructing their own understandings and who are committed to enabling their

students to share this experience teachers create dynamic learning environments

Vocal Music 8

providing both direct and vicarious experiences oriented around student interest and

characterized by active inquiry liberal use of time self-correction and engagement with

others

Music teachers must carefully plan lessons that engage their students through

carefully selected music including studentsrsquo interests as well as expanding them into

the unknown They must allow for improvisation and multiple ldquorightrdquo answers

encouraging self-correction in a way that enhances skill improvement rather than

prohibits it A teacher must not take for granted any one particular musical

interpretation since all music blossoms from and is received and perceived in a

particular perspective Music is both joyful and sorrowful expressing the meaning of

all who composed it and those who are performing it

5) As people who see the promise in every person and believe that individuals have the

ability and duty to create a more just society teachers attend to each and every student by

planning implementing and assessing meaningful learning experiences and

systematically engage in critical reflection and self correction

Music teachers must engage in and set aside time for critical reflection They must

constantly look for ways to reach all the students in their school no matter what

grade level for if music is to be truly thought of as indispensable for education

music teachers must be advocates of music learning for all Future music educators

must demonstrate a willingness to work with all kinds of people utilizing to their

greatest strengths the multiple perspectives of each musical performance

6) As people who understand and appreciate the capacity of toolsmdashinformational

technological physical and intellectualmdashto extend the reach and enhance the quality of

work to be done teachers incorporate appropriate tools into their own work-lives and

integrate their use into the instructional environments they create with learners

Music teachers must demonstrate various uses of tools through which to teach music

and express a willingness to learn new tools in an effort to engage their students in

musical learning Teachers can often learn much from their own students and in the

technology area this can be especially true Music teachers must never isolate

themselves to only one way of teaching but be ready to present every objective in a

variety of modalities They must look to experts in other fields to add depth their own

7) As people who are committed to thinking together with others in the search for truth

wisdom and beauty teachers create learning communities grounded in inquiry where

students come to understand the critical role of communication in inquiry and where they

feel the confidence that grows with the development of their ability to participate in a

community of inquiry

Music teachers must create time in their lessons for collaborative learning thus

participating in a community of inquiry They must allot time for students to inquire

and explore new ideas new realms of musical understanding Future music teachers

must exhibit respect for othersrsquo opinions which in turn will demonstrate self-

assurance that opening to othersrsquo opinions will not necessarily erasing previously

held stances but instead add to their depth of knowledge and understanding of both

Vocal Music 9

othersrsquo opinions and their own Building on the human act of taking part in musical

performances whether by performing listening rehearsing practicing composing

or dancing music teachers will encourage and model direct collaboration and

teamwork through the act and art of musicking (Small 1998)

Working with these seven performance goals in mind and using the community of inquiry as a

framework the music education program nurtures personal qualities of leadership intellectual

curiosity social commitment and caring in the teachers we prepare Such teachers will model

high and rigorous standards for teaching and learning

Perhaps most basically we believe that music teachers must be committed to all students and to

their learning The teachers we seek to prepare will live out this commitment through their

dedication to making music knowledge performance and appreciation accessible to all children

Commitment to children however is not in and of itself sufficient Teachers must know and

love their content and must be well educated life-long learners Berearsquos exemplary liberal arts

education provides teachers with a strong background in general education while the music

education program ensures that our pre-service teachers gain a deep understanding of the history

structure and real-world applications of music The rigorous program also emphasizes

musicianship and performance Through these experiences music education majors develop the

comprehensive knowledge of music theory and history as well as the highly specialized

knowledge in general choral or instrumental music that provides the basis of their ability to

provide their students with high-quality music instruction and experiences By cultivating a

community of inquiry and supporting the intellectual emotional and personal growth of our

music education students we promote the dispositions that will help them remain curious and

interested learners throughout their teaching careers

We know however that teaching requires more still than commitment intellectual

understanding and performance skills Much of the work of a teacher lies in creating the

circumstances and environments in which all children can learn Therefore in addition to the

expectation that music education students will be well educated in the liberal arts and in the field

of music and have excellent performance capabilities they are carefully mentored in the

development of an understanding of the theories strategies and approaches that will allow them

to create and foster dynamic learning environments steeped in inquiry and characterized by trust

risk taking independence collaboration creativity and community

Working in collaboration the music and education studies departments ensure that pre-service

teachers are also well prepared to understand how children learn current best practices and how

to employ a variety of developmentally appropriate instructional strategies and techniques in

order to help students gain music skills mastery and appreciation Emphasis is also placed on

preparing teachers who will employ practices that exemplify democratic ideals In these

environments music teachers will help each child move through the curriculum using techniques

that are matched to student learning preferences interests and background They will develop

skills that allow them to keep students motivated engaged and focused and help them make

linkages between what is learned in the classroom and their lives beyond the school walls

Vocal Music 10

Because teaching learning and assessment are so tightly interwoven in the music field music

educators are prepared to think carefully about what their students know and can do what they

need to learn and be able to come to do and how they can know To support the development of

the habits of mind skills traits and dispositions that enable future teachers to manage and assess

the complex web of classroom instruction while meeting individual needs the music education

program emphasizes assessment and evaluation throughout the preparation coursework Our

program stresses understanding the purpose and value of various assessment and evaluation

techniques learning to plan and implement appropriate assessments at appropriate intervals

before during and after instruction being able to use assessment data in planning subsequent

instruction and employing a variety of methods to evaluate and report student progress

The music education program has a strong commitment to diversity Steeped in Berea Collegersquos

history and culture this commitment is reflected in all aspects of our program as we would

expect that it would be in the programs our graduates will create The need for understanding of

and respect for diversity is clearly manifest in our multi-cultural world and is called for in the

democratic principles outlined in American ideals Future educators will learn to value and

address the diverse backgrounds abilities and perspectives of their students and provide a music

curriculum that is rich in musical diversity and inclusive of each of their students

To support music education candidates in their preparation for the multicultural classrooms in

which they will teach and learn we emphasize the personal and cultural nature of music its role

across the disciplines and its ability to connect many diverse perspectives into one grand

performance

Teaching is a fluid process that depends heavily on continued growth and development

Although in-service and continuing education programs provide some support for on-going

professional development the most effective teachers engage in what might be considered self-

directed professional development In such a process teachers develop and implement systems

that help them to think reflect on their practice and experiences and use what is learned to make

decisions about next steps build future experiences seek out knowledge and skills necessary to

meet their goals and objectives The music education program assists pre-service teachers in

developing habits of mind that support their curiosity their creative and innovative processes

their resiliency and their intellectual growth and development It infuses course work and

practical experiences with reflective practice and problem solving experiences Promote and

conduct continual and purposeful reflection on this artful process to discern authentic methods

that nurture this most human act of making music

Finally we recognize that music teachers are not alone in their efforts to provide a rich and

meaningful learning they are members of learning and professional communities Whether

working with parents classroom teachers administrators students or community members we

know that collaboration is required if we are to maximize learning possibilities We prepare

teachers who will know and value the distinctive role of families colleagues the community

and others in the music education process and continually seek opportunities to build

partnerships with them

Vocal Music 11

2 Continuous Assessment

Overview

Berearsquos Teacher Education Programs are designed to emphasize the development of candidates

in the areas of content knowledge teaching practice and dispositions Candidates are assessed in

each teacher preparation course and at seven points as they progress through their programs

Assessmentsmdashboth formative and summativemdashare closely tied to the Unitrsquos conceptual

framework and Program Goals Each assessment provides critical information used to assess

candidate progress assess program effectiveness and assess faculty and class effectiveness

Most assessments are developmental in design That is their use with candidates focuses on

identification of strengths and challenges developing plans for growth and on-going

conversations between faculty advisors and candidates Summative assessments occur on the

Praxis tests (Key Assessment 5) during student teaching (Key Assessment 6 Student Teaching)

and at the conclusion of student teaching (Key Assessment 7 Exit Portfolio)

When and what do we assess

Assessment of candidates is continual from their enrollment in EDS 150 Introduction to

Education where they make a formal declaration of their intent to enroll in the Teacher

Education Program Candidatesrsquo first key assessment occurs at completion of EDS 150

Introduction to Education when they meet individually with the course instructor In this

meeting the instructor and candidate discuss the Education Program Goals and complete a

dispositions assessment Collaboratively the instructor and candidate identify one Program Goal

and dispositions that the candidate will focus on developing or strengthening as well as a

Professional Growth and Development Plan

At the completion of each course in the Teacher Education Programs candidates are assessed on

dispositions development Faculty share their assessments with individual candidates and the

data becomes available to the advisor

At the beginning of the fifth term candidates apply to the Teacher Education Program (Key

Assessment 2) At that time they complete a formal process that includes both a written

assessment and an interviewdiscussion with the advisor This assessment is designed to revisit

the goals set in Key Assessment 1 to assess candidatesrsquo commitment to teaching and their

growing professional identity It also includes verification that the candidate has met all program

requirements for admission including but not limited to a GPA of 25 or higher and completion

of program admission prerequisites

During the sixth term candidates engage in a formal dispositions assessment (Key Assessment

3) in conference with their advisors At this time disposition assessments submitted at the

completion of their preparation classes are summarized and studied collaboratively At this point

candidates who have not made satisfactory progress in dispositions development may be

counseled out of the program and into a more appropriate course of study New goals for

development of dispositions may also be developed at this point Dispositions will remain central

as they complete their seventh eighth and ninth terms

Vocal Music 12

In the eighth term candidates submit a portfolio which serves as Key Assessment 4 Admission

to Student Teaching This portfolio demonstrates the candidatesrsquo accumulated experiences in

schools and individually working with children of the ages they hope to teach their developing

personal philosophy of teaching and learning their understanding of content and their ability to

develop integrated teaching units

Also in the eighth term candidates complete Key Assessment 5 the appropriate Praxis tests as

required by the state of Kentucky

In the ninth term candidates student teach Their evaluations serve as Key Assessment 6

Completed by college faculty and cooperating teachers these assessments are summative in

nature This is a performance based assessment which evaluates the candidatersquos ability to plan

implement and deliver appropriate instruction adjust instruction based on assessments manage

classrooms and develop appropriate organizational systems and work collaboratively with

parents and colleagues

Also in the ninth term candidates complete Key Assessment 7 Exit Portfolio This assessment

focuses on candidatesrsquo ability to plan implement and assess lessons and units assess student

learning adjust plans develop and implement lessons to meet studentsrsquo diverse needs and

reflecting on practice evaluate teaching and adjust based on evaluations

How is assessment data used

Data is studied by a subcommittee of the Unit at the completion of each Key Assessment to

identify trends in candidate performance These trends are used to assess program delivery to

make changes in courses andor in the program They are also used to study the curriculum and

its effectiveness in preparing candidates to meet expectations

The following chart identifies the key assessment points of all Berea teacher education programs

Key

Assessment

Administered Mode of

Assessment

Measures Results

Shared With

Analysis

Key

Assessment 1

Goals and

Dispositions

At completion

of EDS 150

Pre-

requisites B-

in EDS 150

Interview and

Discussionmdash

formative

Candidatesrsquo

understanding of Program

Goals and Dispositions

Collaborative assessment

Establishes a baseline for

future assessments

Strengths and areas for

growth are identified and

goals for growth set

Unit faculty

candidate

Results are studied

for trends which are

used to adjust

instruction in EDS

150

Key

Assessment 2

Admission to

Program

Fifth term

Pre-requisite

B- in EDS 227

or 228 (or

MusicPE

Written and

interview--

formative

Candidatesrsquo

understanding of Program

Goals minimum Program

requirements growth in

dispositions progress in

content knowledge and

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends and

implications for

instruction in EDS

150 and EDS

227228 (program

Vocal Music 13

equivalent) interest in teaching

transcript review

Committee prerequisites)

Key

Assessment 3

Dispositions

Sixth term

Pre-requisite

Acceptance to

Program

Includes

interview using

Likert-type

scale--

formative

Candidatesrsquo dispositions Candidate

and advisor

Summarized results

are shared with the

research committee

to study trends which

inform course work

and special Unit

offerings

Key

Assessment 4

Admission to

Student

Teaching

8th

term

Pre-requisite

Successful

completion of

Program

coursework

(except 8th

Portfolio

formative

Candidatesrsquo ability to

plan integrated content

tied to standards and

program goals Transcript

review

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 5

Praxis

8th

Term

Pre-requisite

Senior

standing

Standardized

test--

summative

Candidatesrsquo basic content

and professional

knowledge

Teacher

Education

Committee

Content area

departments

EDS

department

candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 6

Student

Teaching

9th

Term

Pre-requisite

Completion of

all program

coursework

meeting all

published

requirements

Performance

Summative

Ability to plan and

implement to work with

students and perform

within the Unitrsquos goals

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 7

Exit Portfolio

Completion of

student

teaching

Pre-requisite

Portfolio

Summative

teacher Work

sample

Candidatesrsquo ability to

Plan implement and

assess lessons and units

assess student learning

adjust plans develop and

implement lessons to

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends which

inform course work

and special Unit

offerings

Vocal Music 14

Successful

completion of

student

teaching

meet studentsrsquo diverse

needs reflect on practice

evaluate teaching and

adjust based on

evaluations

Committee

Candidates

Please review the complete Berea Continuous Assessment System at

httpwwwbereaedueducationstudiesncate2011docsNCATE2011-Assessment-Systempdf

3 Program Experiences The program in music education is designed to ensure that candidates complete courses and other

experiences that will prepare them to teach in Kentucky schools and to adequately address

Kentuckyrsquos academic expectations in their own classrooms The design of the program has been

strongly influenced by the NCATE-approved Guidelines for Music Education from NASM and

to meet the Berea College Teacher Education Program Goals The matrix for the NASM

Guidelines follows Candidates pursuing the program in music education undertake a series of

clinical and field experiences with students in schools and other settings prior to the professional

term These experiences allow prospective teachers the opportunity to acquire increasing

instructional responsibility as they develop necessary skills and maturity

The Music Education Department Curriculum was developed with an interrelationship of a

number of courses Full courses (each Berea course is the equivalent of a four semester hour

course) are encouraged at Berea Some frac14 or frac12 credit courses are approved 5 credit courses

include MUS 131 Concert Choir and MUA Applied Music Certain courses combine skill

learning with pedagogy such as MUS 326 Vocal Methods MUS 335 Materials and Methods of

Elementary Music MUS 342 Pedagogy and Diction and MUS 337 Conducting Thus the

teachinglearning relationship is present throughout Other required courses for the major are

MUS 220 Materials of Music I MUS 222 Materials of Music II MUS 320 Materials of Music

III MUS 322 Materials of Music IV MUS 221 Aural Harmony I MUS 223 Aural Harmony

II MUS 321 Aural and Keyboard Harmony III MUS 323 Aural and Keyboard Harmony IV

MUS 115 Introduction to Music Literature MUS 330 Music History I MUS 331 Music

History II

For the Vocal Music Education Emphasis the Department offers MUS 326 Vocal Methods

MUS 335 Materials and Methods of Elementary Music MUS 342 Vocal Pedagogy and

Diction

The study of methodologies philosophies and techniques of teaching music enjoyment and

music participation permeates our entire curriculum

Along with the coursework required in the Music Education content area our program works

closely with the Education Studies department to provide candidates with further experience and

learning in the educational field The professional education coursework is created and

sequenced in careful alignment with our conceptual framework and is aligned with the Kentucky

Teacher Standards and the NASM Teacher Preparation Standards It is designed to prepare

Vocal Music 8

providing both direct and vicarious experiences oriented around student interest and

characterized by active inquiry liberal use of time self-correction and engagement with

others

Music teachers must carefully plan lessons that engage their students through

carefully selected music including studentsrsquo interests as well as expanding them into

the unknown They must allow for improvisation and multiple ldquorightrdquo answers

encouraging self-correction in a way that enhances skill improvement rather than

prohibits it A teacher must not take for granted any one particular musical

interpretation since all music blossoms from and is received and perceived in a

particular perspective Music is both joyful and sorrowful expressing the meaning of

all who composed it and those who are performing it

5) As people who see the promise in every person and believe that individuals have the

ability and duty to create a more just society teachers attend to each and every student by

planning implementing and assessing meaningful learning experiences and

systematically engage in critical reflection and self correction

Music teachers must engage in and set aside time for critical reflection They must

constantly look for ways to reach all the students in their school no matter what

grade level for if music is to be truly thought of as indispensable for education

music teachers must be advocates of music learning for all Future music educators

must demonstrate a willingness to work with all kinds of people utilizing to their

greatest strengths the multiple perspectives of each musical performance

6) As people who understand and appreciate the capacity of toolsmdashinformational

technological physical and intellectualmdashto extend the reach and enhance the quality of

work to be done teachers incorporate appropriate tools into their own work-lives and

integrate their use into the instructional environments they create with learners

Music teachers must demonstrate various uses of tools through which to teach music

and express a willingness to learn new tools in an effort to engage their students in

musical learning Teachers can often learn much from their own students and in the

technology area this can be especially true Music teachers must never isolate

themselves to only one way of teaching but be ready to present every objective in a

variety of modalities They must look to experts in other fields to add depth their own

7) As people who are committed to thinking together with others in the search for truth

wisdom and beauty teachers create learning communities grounded in inquiry where

students come to understand the critical role of communication in inquiry and where they

feel the confidence that grows with the development of their ability to participate in a

community of inquiry

Music teachers must create time in their lessons for collaborative learning thus

participating in a community of inquiry They must allot time for students to inquire

and explore new ideas new realms of musical understanding Future music teachers

must exhibit respect for othersrsquo opinions which in turn will demonstrate self-

assurance that opening to othersrsquo opinions will not necessarily erasing previously

held stances but instead add to their depth of knowledge and understanding of both

Vocal Music 9

othersrsquo opinions and their own Building on the human act of taking part in musical

performances whether by performing listening rehearsing practicing composing

or dancing music teachers will encourage and model direct collaboration and

teamwork through the act and art of musicking (Small 1998)

Working with these seven performance goals in mind and using the community of inquiry as a

framework the music education program nurtures personal qualities of leadership intellectual

curiosity social commitment and caring in the teachers we prepare Such teachers will model

high and rigorous standards for teaching and learning

Perhaps most basically we believe that music teachers must be committed to all students and to

their learning The teachers we seek to prepare will live out this commitment through their

dedication to making music knowledge performance and appreciation accessible to all children

Commitment to children however is not in and of itself sufficient Teachers must know and

love their content and must be well educated life-long learners Berearsquos exemplary liberal arts

education provides teachers with a strong background in general education while the music

education program ensures that our pre-service teachers gain a deep understanding of the history

structure and real-world applications of music The rigorous program also emphasizes

musicianship and performance Through these experiences music education majors develop the

comprehensive knowledge of music theory and history as well as the highly specialized

knowledge in general choral or instrumental music that provides the basis of their ability to

provide their students with high-quality music instruction and experiences By cultivating a

community of inquiry and supporting the intellectual emotional and personal growth of our

music education students we promote the dispositions that will help them remain curious and

interested learners throughout their teaching careers

We know however that teaching requires more still than commitment intellectual

understanding and performance skills Much of the work of a teacher lies in creating the

circumstances and environments in which all children can learn Therefore in addition to the

expectation that music education students will be well educated in the liberal arts and in the field

of music and have excellent performance capabilities they are carefully mentored in the

development of an understanding of the theories strategies and approaches that will allow them

to create and foster dynamic learning environments steeped in inquiry and characterized by trust

risk taking independence collaboration creativity and community

Working in collaboration the music and education studies departments ensure that pre-service

teachers are also well prepared to understand how children learn current best practices and how

to employ a variety of developmentally appropriate instructional strategies and techniques in

order to help students gain music skills mastery and appreciation Emphasis is also placed on

preparing teachers who will employ practices that exemplify democratic ideals In these

environments music teachers will help each child move through the curriculum using techniques

that are matched to student learning preferences interests and background They will develop

skills that allow them to keep students motivated engaged and focused and help them make

linkages between what is learned in the classroom and their lives beyond the school walls

Vocal Music 10

Because teaching learning and assessment are so tightly interwoven in the music field music

educators are prepared to think carefully about what their students know and can do what they

need to learn and be able to come to do and how they can know To support the development of

the habits of mind skills traits and dispositions that enable future teachers to manage and assess

the complex web of classroom instruction while meeting individual needs the music education

program emphasizes assessment and evaluation throughout the preparation coursework Our

program stresses understanding the purpose and value of various assessment and evaluation

techniques learning to plan and implement appropriate assessments at appropriate intervals

before during and after instruction being able to use assessment data in planning subsequent

instruction and employing a variety of methods to evaluate and report student progress

The music education program has a strong commitment to diversity Steeped in Berea Collegersquos

history and culture this commitment is reflected in all aspects of our program as we would

expect that it would be in the programs our graduates will create The need for understanding of

and respect for diversity is clearly manifest in our multi-cultural world and is called for in the

democratic principles outlined in American ideals Future educators will learn to value and

address the diverse backgrounds abilities and perspectives of their students and provide a music

curriculum that is rich in musical diversity and inclusive of each of their students

To support music education candidates in their preparation for the multicultural classrooms in

which they will teach and learn we emphasize the personal and cultural nature of music its role

across the disciplines and its ability to connect many diverse perspectives into one grand

performance

Teaching is a fluid process that depends heavily on continued growth and development

Although in-service and continuing education programs provide some support for on-going

professional development the most effective teachers engage in what might be considered self-

directed professional development In such a process teachers develop and implement systems

that help them to think reflect on their practice and experiences and use what is learned to make

decisions about next steps build future experiences seek out knowledge and skills necessary to

meet their goals and objectives The music education program assists pre-service teachers in

developing habits of mind that support their curiosity their creative and innovative processes

their resiliency and their intellectual growth and development It infuses course work and

practical experiences with reflective practice and problem solving experiences Promote and

conduct continual and purposeful reflection on this artful process to discern authentic methods

that nurture this most human act of making music

Finally we recognize that music teachers are not alone in their efforts to provide a rich and

meaningful learning they are members of learning and professional communities Whether

working with parents classroom teachers administrators students or community members we

know that collaboration is required if we are to maximize learning possibilities We prepare

teachers who will know and value the distinctive role of families colleagues the community

and others in the music education process and continually seek opportunities to build

partnerships with them

Vocal Music 11

2 Continuous Assessment

Overview

Berearsquos Teacher Education Programs are designed to emphasize the development of candidates

in the areas of content knowledge teaching practice and dispositions Candidates are assessed in

each teacher preparation course and at seven points as they progress through their programs

Assessmentsmdashboth formative and summativemdashare closely tied to the Unitrsquos conceptual

framework and Program Goals Each assessment provides critical information used to assess

candidate progress assess program effectiveness and assess faculty and class effectiveness

Most assessments are developmental in design That is their use with candidates focuses on

identification of strengths and challenges developing plans for growth and on-going

conversations between faculty advisors and candidates Summative assessments occur on the

Praxis tests (Key Assessment 5) during student teaching (Key Assessment 6 Student Teaching)

and at the conclusion of student teaching (Key Assessment 7 Exit Portfolio)

When and what do we assess

Assessment of candidates is continual from their enrollment in EDS 150 Introduction to

Education where they make a formal declaration of their intent to enroll in the Teacher

Education Program Candidatesrsquo first key assessment occurs at completion of EDS 150

Introduction to Education when they meet individually with the course instructor In this

meeting the instructor and candidate discuss the Education Program Goals and complete a

dispositions assessment Collaboratively the instructor and candidate identify one Program Goal

and dispositions that the candidate will focus on developing or strengthening as well as a

Professional Growth and Development Plan

At the completion of each course in the Teacher Education Programs candidates are assessed on

dispositions development Faculty share their assessments with individual candidates and the

data becomes available to the advisor

At the beginning of the fifth term candidates apply to the Teacher Education Program (Key

Assessment 2) At that time they complete a formal process that includes both a written

assessment and an interviewdiscussion with the advisor This assessment is designed to revisit

the goals set in Key Assessment 1 to assess candidatesrsquo commitment to teaching and their

growing professional identity It also includes verification that the candidate has met all program

requirements for admission including but not limited to a GPA of 25 or higher and completion

of program admission prerequisites

During the sixth term candidates engage in a formal dispositions assessment (Key Assessment

3) in conference with their advisors At this time disposition assessments submitted at the

completion of their preparation classes are summarized and studied collaboratively At this point

candidates who have not made satisfactory progress in dispositions development may be

counseled out of the program and into a more appropriate course of study New goals for

development of dispositions may also be developed at this point Dispositions will remain central

as they complete their seventh eighth and ninth terms

Vocal Music 12

In the eighth term candidates submit a portfolio which serves as Key Assessment 4 Admission

to Student Teaching This portfolio demonstrates the candidatesrsquo accumulated experiences in

schools and individually working with children of the ages they hope to teach their developing

personal philosophy of teaching and learning their understanding of content and their ability to

develop integrated teaching units

Also in the eighth term candidates complete Key Assessment 5 the appropriate Praxis tests as

required by the state of Kentucky

In the ninth term candidates student teach Their evaluations serve as Key Assessment 6

Completed by college faculty and cooperating teachers these assessments are summative in

nature This is a performance based assessment which evaluates the candidatersquos ability to plan

implement and deliver appropriate instruction adjust instruction based on assessments manage

classrooms and develop appropriate organizational systems and work collaboratively with

parents and colleagues

Also in the ninth term candidates complete Key Assessment 7 Exit Portfolio This assessment

focuses on candidatesrsquo ability to plan implement and assess lessons and units assess student

learning adjust plans develop and implement lessons to meet studentsrsquo diverse needs and

reflecting on practice evaluate teaching and adjust based on evaluations

How is assessment data used

Data is studied by a subcommittee of the Unit at the completion of each Key Assessment to

identify trends in candidate performance These trends are used to assess program delivery to

make changes in courses andor in the program They are also used to study the curriculum and

its effectiveness in preparing candidates to meet expectations

The following chart identifies the key assessment points of all Berea teacher education programs

Key

Assessment

Administered Mode of

Assessment

Measures Results

Shared With

Analysis

Key

Assessment 1

Goals and

Dispositions

At completion

of EDS 150

Pre-

requisites B-

in EDS 150

Interview and

Discussionmdash

formative

Candidatesrsquo

understanding of Program

Goals and Dispositions

Collaborative assessment

Establishes a baseline for

future assessments

Strengths and areas for

growth are identified and

goals for growth set

Unit faculty

candidate

Results are studied

for trends which are

used to adjust

instruction in EDS

150

Key

Assessment 2

Admission to

Program

Fifth term

Pre-requisite

B- in EDS 227

or 228 (or

MusicPE

Written and

interview--

formative

Candidatesrsquo

understanding of Program

Goals minimum Program

requirements growth in

dispositions progress in

content knowledge and

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends and

implications for

instruction in EDS

150 and EDS

227228 (program

Vocal Music 13

equivalent) interest in teaching

transcript review

Committee prerequisites)

Key

Assessment 3

Dispositions

Sixth term

Pre-requisite

Acceptance to

Program

Includes

interview using

Likert-type

scale--

formative

Candidatesrsquo dispositions Candidate

and advisor

Summarized results

are shared with the

research committee

to study trends which

inform course work

and special Unit

offerings

Key

Assessment 4

Admission to

Student

Teaching

8th

term

Pre-requisite

Successful

completion of

Program

coursework

(except 8th

Portfolio

formative

Candidatesrsquo ability to

plan integrated content

tied to standards and

program goals Transcript

review

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 5

Praxis

8th

Term

Pre-requisite

Senior

standing

Standardized

test--

summative

Candidatesrsquo basic content

and professional

knowledge

Teacher

Education

Committee

Content area

departments

EDS

department

candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 6

Student

Teaching

9th

Term

Pre-requisite

Completion of

all program

coursework

meeting all

published

requirements

Performance

Summative

Ability to plan and

implement to work with

students and perform

within the Unitrsquos goals

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 7

Exit Portfolio

Completion of

student

teaching

Pre-requisite

Portfolio

Summative

teacher Work

sample

Candidatesrsquo ability to

Plan implement and

assess lessons and units

assess student learning

adjust plans develop and

implement lessons to

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends which

inform course work

and special Unit

offerings

Vocal Music 14

Successful

completion of

student

teaching

meet studentsrsquo diverse

needs reflect on practice

evaluate teaching and

adjust based on

evaluations

Committee

Candidates

Please review the complete Berea Continuous Assessment System at

httpwwwbereaedueducationstudiesncate2011docsNCATE2011-Assessment-Systempdf

3 Program Experiences The program in music education is designed to ensure that candidates complete courses and other

experiences that will prepare them to teach in Kentucky schools and to adequately address

Kentuckyrsquos academic expectations in their own classrooms The design of the program has been

strongly influenced by the NCATE-approved Guidelines for Music Education from NASM and

to meet the Berea College Teacher Education Program Goals The matrix for the NASM

Guidelines follows Candidates pursuing the program in music education undertake a series of

clinical and field experiences with students in schools and other settings prior to the professional

term These experiences allow prospective teachers the opportunity to acquire increasing

instructional responsibility as they develop necessary skills and maturity

The Music Education Department Curriculum was developed with an interrelationship of a

number of courses Full courses (each Berea course is the equivalent of a four semester hour

course) are encouraged at Berea Some frac14 or frac12 credit courses are approved 5 credit courses

include MUS 131 Concert Choir and MUA Applied Music Certain courses combine skill

learning with pedagogy such as MUS 326 Vocal Methods MUS 335 Materials and Methods of

Elementary Music MUS 342 Pedagogy and Diction and MUS 337 Conducting Thus the

teachinglearning relationship is present throughout Other required courses for the major are

MUS 220 Materials of Music I MUS 222 Materials of Music II MUS 320 Materials of Music

III MUS 322 Materials of Music IV MUS 221 Aural Harmony I MUS 223 Aural Harmony

II MUS 321 Aural and Keyboard Harmony III MUS 323 Aural and Keyboard Harmony IV

MUS 115 Introduction to Music Literature MUS 330 Music History I MUS 331 Music

History II

For the Vocal Music Education Emphasis the Department offers MUS 326 Vocal Methods

MUS 335 Materials and Methods of Elementary Music MUS 342 Vocal Pedagogy and

Diction

The study of methodologies philosophies and techniques of teaching music enjoyment and

music participation permeates our entire curriculum

Along with the coursework required in the Music Education content area our program works

closely with the Education Studies department to provide candidates with further experience and

learning in the educational field The professional education coursework is created and

sequenced in careful alignment with our conceptual framework and is aligned with the Kentucky

Teacher Standards and the NASM Teacher Preparation Standards It is designed to prepare

Vocal Music 9

othersrsquo opinions and their own Building on the human act of taking part in musical

performances whether by performing listening rehearsing practicing composing

or dancing music teachers will encourage and model direct collaboration and

teamwork through the act and art of musicking (Small 1998)

Working with these seven performance goals in mind and using the community of inquiry as a

framework the music education program nurtures personal qualities of leadership intellectual

curiosity social commitment and caring in the teachers we prepare Such teachers will model

high and rigorous standards for teaching and learning

Perhaps most basically we believe that music teachers must be committed to all students and to

their learning The teachers we seek to prepare will live out this commitment through their

dedication to making music knowledge performance and appreciation accessible to all children

Commitment to children however is not in and of itself sufficient Teachers must know and

love their content and must be well educated life-long learners Berearsquos exemplary liberal arts

education provides teachers with a strong background in general education while the music

education program ensures that our pre-service teachers gain a deep understanding of the history

structure and real-world applications of music The rigorous program also emphasizes

musicianship and performance Through these experiences music education majors develop the

comprehensive knowledge of music theory and history as well as the highly specialized

knowledge in general choral or instrumental music that provides the basis of their ability to

provide their students with high-quality music instruction and experiences By cultivating a

community of inquiry and supporting the intellectual emotional and personal growth of our

music education students we promote the dispositions that will help them remain curious and

interested learners throughout their teaching careers

We know however that teaching requires more still than commitment intellectual

understanding and performance skills Much of the work of a teacher lies in creating the

circumstances and environments in which all children can learn Therefore in addition to the

expectation that music education students will be well educated in the liberal arts and in the field

of music and have excellent performance capabilities they are carefully mentored in the

development of an understanding of the theories strategies and approaches that will allow them

to create and foster dynamic learning environments steeped in inquiry and characterized by trust

risk taking independence collaboration creativity and community

Working in collaboration the music and education studies departments ensure that pre-service

teachers are also well prepared to understand how children learn current best practices and how

to employ a variety of developmentally appropriate instructional strategies and techniques in

order to help students gain music skills mastery and appreciation Emphasis is also placed on

preparing teachers who will employ practices that exemplify democratic ideals In these

environments music teachers will help each child move through the curriculum using techniques

that are matched to student learning preferences interests and background They will develop

skills that allow them to keep students motivated engaged and focused and help them make

linkages between what is learned in the classroom and their lives beyond the school walls

Vocal Music 10

Because teaching learning and assessment are so tightly interwoven in the music field music

educators are prepared to think carefully about what their students know and can do what they

need to learn and be able to come to do and how they can know To support the development of

the habits of mind skills traits and dispositions that enable future teachers to manage and assess

the complex web of classroom instruction while meeting individual needs the music education

program emphasizes assessment and evaluation throughout the preparation coursework Our

program stresses understanding the purpose and value of various assessment and evaluation

techniques learning to plan and implement appropriate assessments at appropriate intervals

before during and after instruction being able to use assessment data in planning subsequent

instruction and employing a variety of methods to evaluate and report student progress

The music education program has a strong commitment to diversity Steeped in Berea Collegersquos

history and culture this commitment is reflected in all aspects of our program as we would

expect that it would be in the programs our graduates will create The need for understanding of

and respect for diversity is clearly manifest in our multi-cultural world and is called for in the

democratic principles outlined in American ideals Future educators will learn to value and

address the diverse backgrounds abilities and perspectives of their students and provide a music

curriculum that is rich in musical diversity and inclusive of each of their students

To support music education candidates in their preparation for the multicultural classrooms in

which they will teach and learn we emphasize the personal and cultural nature of music its role

across the disciplines and its ability to connect many diverse perspectives into one grand

performance

Teaching is a fluid process that depends heavily on continued growth and development

Although in-service and continuing education programs provide some support for on-going

professional development the most effective teachers engage in what might be considered self-

directed professional development In such a process teachers develop and implement systems

that help them to think reflect on their practice and experiences and use what is learned to make

decisions about next steps build future experiences seek out knowledge and skills necessary to

meet their goals and objectives The music education program assists pre-service teachers in

developing habits of mind that support their curiosity their creative and innovative processes

their resiliency and their intellectual growth and development It infuses course work and

practical experiences with reflective practice and problem solving experiences Promote and

conduct continual and purposeful reflection on this artful process to discern authentic methods

that nurture this most human act of making music

Finally we recognize that music teachers are not alone in their efforts to provide a rich and

meaningful learning they are members of learning and professional communities Whether

working with parents classroom teachers administrators students or community members we

know that collaboration is required if we are to maximize learning possibilities We prepare

teachers who will know and value the distinctive role of families colleagues the community

and others in the music education process and continually seek opportunities to build

partnerships with them

Vocal Music 11

2 Continuous Assessment

Overview

Berearsquos Teacher Education Programs are designed to emphasize the development of candidates

in the areas of content knowledge teaching practice and dispositions Candidates are assessed in

each teacher preparation course and at seven points as they progress through their programs

Assessmentsmdashboth formative and summativemdashare closely tied to the Unitrsquos conceptual

framework and Program Goals Each assessment provides critical information used to assess

candidate progress assess program effectiveness and assess faculty and class effectiveness

Most assessments are developmental in design That is their use with candidates focuses on

identification of strengths and challenges developing plans for growth and on-going

conversations between faculty advisors and candidates Summative assessments occur on the

Praxis tests (Key Assessment 5) during student teaching (Key Assessment 6 Student Teaching)

and at the conclusion of student teaching (Key Assessment 7 Exit Portfolio)

When and what do we assess

Assessment of candidates is continual from their enrollment in EDS 150 Introduction to

Education where they make a formal declaration of their intent to enroll in the Teacher

Education Program Candidatesrsquo first key assessment occurs at completion of EDS 150

Introduction to Education when they meet individually with the course instructor In this

meeting the instructor and candidate discuss the Education Program Goals and complete a

dispositions assessment Collaboratively the instructor and candidate identify one Program Goal

and dispositions that the candidate will focus on developing or strengthening as well as a

Professional Growth and Development Plan

At the completion of each course in the Teacher Education Programs candidates are assessed on

dispositions development Faculty share their assessments with individual candidates and the

data becomes available to the advisor

At the beginning of the fifth term candidates apply to the Teacher Education Program (Key

Assessment 2) At that time they complete a formal process that includes both a written

assessment and an interviewdiscussion with the advisor This assessment is designed to revisit

the goals set in Key Assessment 1 to assess candidatesrsquo commitment to teaching and their

growing professional identity It also includes verification that the candidate has met all program

requirements for admission including but not limited to a GPA of 25 or higher and completion

of program admission prerequisites

During the sixth term candidates engage in a formal dispositions assessment (Key Assessment

3) in conference with their advisors At this time disposition assessments submitted at the

completion of their preparation classes are summarized and studied collaboratively At this point

candidates who have not made satisfactory progress in dispositions development may be

counseled out of the program and into a more appropriate course of study New goals for

development of dispositions may also be developed at this point Dispositions will remain central

as they complete their seventh eighth and ninth terms

Vocal Music 12

In the eighth term candidates submit a portfolio which serves as Key Assessment 4 Admission

to Student Teaching This portfolio demonstrates the candidatesrsquo accumulated experiences in

schools and individually working with children of the ages they hope to teach their developing

personal philosophy of teaching and learning their understanding of content and their ability to

develop integrated teaching units

Also in the eighth term candidates complete Key Assessment 5 the appropriate Praxis tests as

required by the state of Kentucky

In the ninth term candidates student teach Their evaluations serve as Key Assessment 6

Completed by college faculty and cooperating teachers these assessments are summative in

nature This is a performance based assessment which evaluates the candidatersquos ability to plan

implement and deliver appropriate instruction adjust instruction based on assessments manage

classrooms and develop appropriate organizational systems and work collaboratively with

parents and colleagues

Also in the ninth term candidates complete Key Assessment 7 Exit Portfolio This assessment

focuses on candidatesrsquo ability to plan implement and assess lessons and units assess student

learning adjust plans develop and implement lessons to meet studentsrsquo diverse needs and

reflecting on practice evaluate teaching and adjust based on evaluations

How is assessment data used

Data is studied by a subcommittee of the Unit at the completion of each Key Assessment to

identify trends in candidate performance These trends are used to assess program delivery to

make changes in courses andor in the program They are also used to study the curriculum and

its effectiveness in preparing candidates to meet expectations

The following chart identifies the key assessment points of all Berea teacher education programs

Key

Assessment

Administered Mode of

Assessment

Measures Results

Shared With

Analysis

Key

Assessment 1

Goals and

Dispositions

At completion

of EDS 150

Pre-

requisites B-

in EDS 150

Interview and

Discussionmdash

formative

Candidatesrsquo

understanding of Program

Goals and Dispositions

Collaborative assessment

Establishes a baseline for

future assessments

Strengths and areas for

growth are identified and

goals for growth set

Unit faculty

candidate

Results are studied

for trends which are

used to adjust

instruction in EDS

150

Key

Assessment 2

Admission to

Program

Fifth term

Pre-requisite

B- in EDS 227

or 228 (or

MusicPE

Written and

interview--

formative

Candidatesrsquo

understanding of Program

Goals minimum Program

requirements growth in

dispositions progress in

content knowledge and

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends and

implications for

instruction in EDS

150 and EDS

227228 (program

Vocal Music 13

equivalent) interest in teaching

transcript review

Committee prerequisites)

Key

Assessment 3

Dispositions

Sixth term

Pre-requisite

Acceptance to

Program

Includes

interview using

Likert-type

scale--

formative

Candidatesrsquo dispositions Candidate

and advisor

Summarized results

are shared with the

research committee

to study trends which

inform course work

and special Unit

offerings

Key

Assessment 4

Admission to

Student

Teaching

8th

term

Pre-requisite

Successful

completion of

Program

coursework

(except 8th

Portfolio

formative

Candidatesrsquo ability to

plan integrated content

tied to standards and

program goals Transcript

review

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 5

Praxis

8th

Term

Pre-requisite

Senior

standing

Standardized

test--

summative

Candidatesrsquo basic content

and professional

knowledge

Teacher

Education

Committee

Content area

departments

EDS

department

candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 6

Student

Teaching

9th

Term

Pre-requisite

Completion of

all program

coursework

meeting all

published

requirements

Performance

Summative

Ability to plan and

implement to work with

students and perform

within the Unitrsquos goals

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 7

Exit Portfolio

Completion of

student

teaching

Pre-requisite

Portfolio

Summative

teacher Work

sample

Candidatesrsquo ability to

Plan implement and

assess lessons and units

assess student learning

adjust plans develop and

implement lessons to

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends which

inform course work

and special Unit

offerings

Vocal Music 14

Successful

completion of

student

teaching

meet studentsrsquo diverse

needs reflect on practice

evaluate teaching and

adjust based on

evaluations

Committee

Candidates

Please review the complete Berea Continuous Assessment System at

httpwwwbereaedueducationstudiesncate2011docsNCATE2011-Assessment-Systempdf

3 Program Experiences The program in music education is designed to ensure that candidates complete courses and other

experiences that will prepare them to teach in Kentucky schools and to adequately address

Kentuckyrsquos academic expectations in their own classrooms The design of the program has been

strongly influenced by the NCATE-approved Guidelines for Music Education from NASM and

to meet the Berea College Teacher Education Program Goals The matrix for the NASM

Guidelines follows Candidates pursuing the program in music education undertake a series of

clinical and field experiences with students in schools and other settings prior to the professional

term These experiences allow prospective teachers the opportunity to acquire increasing

instructional responsibility as they develop necessary skills and maturity

The Music Education Department Curriculum was developed with an interrelationship of a

number of courses Full courses (each Berea course is the equivalent of a four semester hour

course) are encouraged at Berea Some frac14 or frac12 credit courses are approved 5 credit courses

include MUS 131 Concert Choir and MUA Applied Music Certain courses combine skill

learning with pedagogy such as MUS 326 Vocal Methods MUS 335 Materials and Methods of

Elementary Music MUS 342 Pedagogy and Diction and MUS 337 Conducting Thus the

teachinglearning relationship is present throughout Other required courses for the major are

MUS 220 Materials of Music I MUS 222 Materials of Music II MUS 320 Materials of Music

III MUS 322 Materials of Music IV MUS 221 Aural Harmony I MUS 223 Aural Harmony

II MUS 321 Aural and Keyboard Harmony III MUS 323 Aural and Keyboard Harmony IV

MUS 115 Introduction to Music Literature MUS 330 Music History I MUS 331 Music

History II

For the Vocal Music Education Emphasis the Department offers MUS 326 Vocal Methods

MUS 335 Materials and Methods of Elementary Music MUS 342 Vocal Pedagogy and

Diction

The study of methodologies philosophies and techniques of teaching music enjoyment and

music participation permeates our entire curriculum

Along with the coursework required in the Music Education content area our program works

closely with the Education Studies department to provide candidates with further experience and

learning in the educational field The professional education coursework is created and

sequenced in careful alignment with our conceptual framework and is aligned with the Kentucky

Teacher Standards and the NASM Teacher Preparation Standards It is designed to prepare

Vocal Music 10

Because teaching learning and assessment are so tightly interwoven in the music field music

educators are prepared to think carefully about what their students know and can do what they

need to learn and be able to come to do and how they can know To support the development of

the habits of mind skills traits and dispositions that enable future teachers to manage and assess

the complex web of classroom instruction while meeting individual needs the music education

program emphasizes assessment and evaluation throughout the preparation coursework Our

program stresses understanding the purpose and value of various assessment and evaluation

techniques learning to plan and implement appropriate assessments at appropriate intervals

before during and after instruction being able to use assessment data in planning subsequent

instruction and employing a variety of methods to evaluate and report student progress

The music education program has a strong commitment to diversity Steeped in Berea Collegersquos

history and culture this commitment is reflected in all aspects of our program as we would

expect that it would be in the programs our graduates will create The need for understanding of

and respect for diversity is clearly manifest in our multi-cultural world and is called for in the

democratic principles outlined in American ideals Future educators will learn to value and

address the diverse backgrounds abilities and perspectives of their students and provide a music

curriculum that is rich in musical diversity and inclusive of each of their students

To support music education candidates in their preparation for the multicultural classrooms in

which they will teach and learn we emphasize the personal and cultural nature of music its role

across the disciplines and its ability to connect many diverse perspectives into one grand

performance

Teaching is a fluid process that depends heavily on continued growth and development

Although in-service and continuing education programs provide some support for on-going

professional development the most effective teachers engage in what might be considered self-

directed professional development In such a process teachers develop and implement systems

that help them to think reflect on their practice and experiences and use what is learned to make

decisions about next steps build future experiences seek out knowledge and skills necessary to

meet their goals and objectives The music education program assists pre-service teachers in

developing habits of mind that support their curiosity their creative and innovative processes

their resiliency and their intellectual growth and development It infuses course work and

practical experiences with reflective practice and problem solving experiences Promote and

conduct continual and purposeful reflection on this artful process to discern authentic methods

that nurture this most human act of making music

Finally we recognize that music teachers are not alone in their efforts to provide a rich and

meaningful learning they are members of learning and professional communities Whether

working with parents classroom teachers administrators students or community members we

know that collaboration is required if we are to maximize learning possibilities We prepare

teachers who will know and value the distinctive role of families colleagues the community

and others in the music education process and continually seek opportunities to build

partnerships with them

Vocal Music 11

2 Continuous Assessment

Overview

Berearsquos Teacher Education Programs are designed to emphasize the development of candidates

in the areas of content knowledge teaching practice and dispositions Candidates are assessed in

each teacher preparation course and at seven points as they progress through their programs

Assessmentsmdashboth formative and summativemdashare closely tied to the Unitrsquos conceptual

framework and Program Goals Each assessment provides critical information used to assess

candidate progress assess program effectiveness and assess faculty and class effectiveness

Most assessments are developmental in design That is their use with candidates focuses on

identification of strengths and challenges developing plans for growth and on-going

conversations between faculty advisors and candidates Summative assessments occur on the

Praxis tests (Key Assessment 5) during student teaching (Key Assessment 6 Student Teaching)

and at the conclusion of student teaching (Key Assessment 7 Exit Portfolio)

When and what do we assess

Assessment of candidates is continual from their enrollment in EDS 150 Introduction to

Education where they make a formal declaration of their intent to enroll in the Teacher

Education Program Candidatesrsquo first key assessment occurs at completion of EDS 150

Introduction to Education when they meet individually with the course instructor In this

meeting the instructor and candidate discuss the Education Program Goals and complete a

dispositions assessment Collaboratively the instructor and candidate identify one Program Goal

and dispositions that the candidate will focus on developing or strengthening as well as a

Professional Growth and Development Plan

At the completion of each course in the Teacher Education Programs candidates are assessed on

dispositions development Faculty share their assessments with individual candidates and the

data becomes available to the advisor

At the beginning of the fifth term candidates apply to the Teacher Education Program (Key

Assessment 2) At that time they complete a formal process that includes both a written

assessment and an interviewdiscussion with the advisor This assessment is designed to revisit

the goals set in Key Assessment 1 to assess candidatesrsquo commitment to teaching and their

growing professional identity It also includes verification that the candidate has met all program

requirements for admission including but not limited to a GPA of 25 or higher and completion

of program admission prerequisites

During the sixth term candidates engage in a formal dispositions assessment (Key Assessment

3) in conference with their advisors At this time disposition assessments submitted at the

completion of their preparation classes are summarized and studied collaboratively At this point

candidates who have not made satisfactory progress in dispositions development may be

counseled out of the program and into a more appropriate course of study New goals for

development of dispositions may also be developed at this point Dispositions will remain central

as they complete their seventh eighth and ninth terms

Vocal Music 12

In the eighth term candidates submit a portfolio which serves as Key Assessment 4 Admission

to Student Teaching This portfolio demonstrates the candidatesrsquo accumulated experiences in

schools and individually working with children of the ages they hope to teach their developing

personal philosophy of teaching and learning their understanding of content and their ability to

develop integrated teaching units

Also in the eighth term candidates complete Key Assessment 5 the appropriate Praxis tests as

required by the state of Kentucky

In the ninth term candidates student teach Their evaluations serve as Key Assessment 6

Completed by college faculty and cooperating teachers these assessments are summative in

nature This is a performance based assessment which evaluates the candidatersquos ability to plan

implement and deliver appropriate instruction adjust instruction based on assessments manage

classrooms and develop appropriate organizational systems and work collaboratively with

parents and colleagues

Also in the ninth term candidates complete Key Assessment 7 Exit Portfolio This assessment

focuses on candidatesrsquo ability to plan implement and assess lessons and units assess student

learning adjust plans develop and implement lessons to meet studentsrsquo diverse needs and

reflecting on practice evaluate teaching and adjust based on evaluations

How is assessment data used

Data is studied by a subcommittee of the Unit at the completion of each Key Assessment to

identify trends in candidate performance These trends are used to assess program delivery to

make changes in courses andor in the program They are also used to study the curriculum and

its effectiveness in preparing candidates to meet expectations

The following chart identifies the key assessment points of all Berea teacher education programs

Key

Assessment

Administered Mode of

Assessment

Measures Results

Shared With

Analysis

Key

Assessment 1

Goals and

Dispositions

At completion

of EDS 150

Pre-

requisites B-

in EDS 150

Interview and

Discussionmdash

formative

Candidatesrsquo

understanding of Program

Goals and Dispositions

Collaborative assessment

Establishes a baseline for

future assessments

Strengths and areas for

growth are identified and

goals for growth set

Unit faculty

candidate

Results are studied

for trends which are

used to adjust

instruction in EDS

150

Key

Assessment 2

Admission to

Program

Fifth term

Pre-requisite

B- in EDS 227

or 228 (or

MusicPE

Written and

interview--

formative

Candidatesrsquo

understanding of Program

Goals minimum Program

requirements growth in

dispositions progress in

content knowledge and

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends and

implications for

instruction in EDS

150 and EDS

227228 (program

Vocal Music 13

equivalent) interest in teaching

transcript review

Committee prerequisites)

Key

Assessment 3

Dispositions

Sixth term

Pre-requisite

Acceptance to

Program

Includes

interview using

Likert-type

scale--

formative

Candidatesrsquo dispositions Candidate

and advisor

Summarized results

are shared with the

research committee

to study trends which

inform course work

and special Unit

offerings

Key

Assessment 4

Admission to

Student

Teaching

8th

term

Pre-requisite

Successful

completion of

Program

coursework

(except 8th

Portfolio

formative

Candidatesrsquo ability to

plan integrated content

tied to standards and

program goals Transcript

review

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 5

Praxis

8th

Term

Pre-requisite

Senior

standing

Standardized

test--

summative

Candidatesrsquo basic content

and professional

knowledge

Teacher

Education

Committee

Content area

departments

EDS

department

candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 6

Student

Teaching

9th

Term

Pre-requisite

Completion of

all program

coursework

meeting all

published

requirements

Performance

Summative

Ability to plan and

implement to work with

students and perform

within the Unitrsquos goals

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 7

Exit Portfolio

Completion of

student

teaching

Pre-requisite

Portfolio

Summative

teacher Work

sample

Candidatesrsquo ability to

Plan implement and

assess lessons and units

assess student learning

adjust plans develop and

implement lessons to

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends which

inform course work

and special Unit

offerings

Vocal Music 14

Successful

completion of

student

teaching

meet studentsrsquo diverse

needs reflect on practice

evaluate teaching and

adjust based on

evaluations

Committee

Candidates

Please review the complete Berea Continuous Assessment System at

httpwwwbereaedueducationstudiesncate2011docsNCATE2011-Assessment-Systempdf

3 Program Experiences The program in music education is designed to ensure that candidates complete courses and other

experiences that will prepare them to teach in Kentucky schools and to adequately address

Kentuckyrsquos academic expectations in their own classrooms The design of the program has been

strongly influenced by the NCATE-approved Guidelines for Music Education from NASM and

to meet the Berea College Teacher Education Program Goals The matrix for the NASM

Guidelines follows Candidates pursuing the program in music education undertake a series of

clinical and field experiences with students in schools and other settings prior to the professional

term These experiences allow prospective teachers the opportunity to acquire increasing

instructional responsibility as they develop necessary skills and maturity

The Music Education Department Curriculum was developed with an interrelationship of a

number of courses Full courses (each Berea course is the equivalent of a four semester hour

course) are encouraged at Berea Some frac14 or frac12 credit courses are approved 5 credit courses

include MUS 131 Concert Choir and MUA Applied Music Certain courses combine skill

learning with pedagogy such as MUS 326 Vocal Methods MUS 335 Materials and Methods of

Elementary Music MUS 342 Pedagogy and Diction and MUS 337 Conducting Thus the

teachinglearning relationship is present throughout Other required courses for the major are

MUS 220 Materials of Music I MUS 222 Materials of Music II MUS 320 Materials of Music

III MUS 322 Materials of Music IV MUS 221 Aural Harmony I MUS 223 Aural Harmony

II MUS 321 Aural and Keyboard Harmony III MUS 323 Aural and Keyboard Harmony IV

MUS 115 Introduction to Music Literature MUS 330 Music History I MUS 331 Music

History II

For the Vocal Music Education Emphasis the Department offers MUS 326 Vocal Methods

MUS 335 Materials and Methods of Elementary Music MUS 342 Vocal Pedagogy and

Diction

The study of methodologies philosophies and techniques of teaching music enjoyment and

music participation permeates our entire curriculum

Along with the coursework required in the Music Education content area our program works

closely with the Education Studies department to provide candidates with further experience and

learning in the educational field The professional education coursework is created and

sequenced in careful alignment with our conceptual framework and is aligned with the Kentucky

Teacher Standards and the NASM Teacher Preparation Standards It is designed to prepare

Vocal Music 11

2 Continuous Assessment

Overview

Berearsquos Teacher Education Programs are designed to emphasize the development of candidates

in the areas of content knowledge teaching practice and dispositions Candidates are assessed in

each teacher preparation course and at seven points as they progress through their programs

Assessmentsmdashboth formative and summativemdashare closely tied to the Unitrsquos conceptual

framework and Program Goals Each assessment provides critical information used to assess

candidate progress assess program effectiveness and assess faculty and class effectiveness

Most assessments are developmental in design That is their use with candidates focuses on

identification of strengths and challenges developing plans for growth and on-going

conversations between faculty advisors and candidates Summative assessments occur on the

Praxis tests (Key Assessment 5) during student teaching (Key Assessment 6 Student Teaching)

and at the conclusion of student teaching (Key Assessment 7 Exit Portfolio)

When and what do we assess

Assessment of candidates is continual from their enrollment in EDS 150 Introduction to

Education where they make a formal declaration of their intent to enroll in the Teacher

Education Program Candidatesrsquo first key assessment occurs at completion of EDS 150

Introduction to Education when they meet individually with the course instructor In this

meeting the instructor and candidate discuss the Education Program Goals and complete a

dispositions assessment Collaboratively the instructor and candidate identify one Program Goal

and dispositions that the candidate will focus on developing or strengthening as well as a

Professional Growth and Development Plan

At the completion of each course in the Teacher Education Programs candidates are assessed on

dispositions development Faculty share their assessments with individual candidates and the

data becomes available to the advisor

At the beginning of the fifth term candidates apply to the Teacher Education Program (Key

Assessment 2) At that time they complete a formal process that includes both a written

assessment and an interviewdiscussion with the advisor This assessment is designed to revisit

the goals set in Key Assessment 1 to assess candidatesrsquo commitment to teaching and their

growing professional identity It also includes verification that the candidate has met all program

requirements for admission including but not limited to a GPA of 25 or higher and completion

of program admission prerequisites

During the sixth term candidates engage in a formal dispositions assessment (Key Assessment

3) in conference with their advisors At this time disposition assessments submitted at the

completion of their preparation classes are summarized and studied collaboratively At this point

candidates who have not made satisfactory progress in dispositions development may be

counseled out of the program and into a more appropriate course of study New goals for

development of dispositions may also be developed at this point Dispositions will remain central

as they complete their seventh eighth and ninth terms

Vocal Music 12

In the eighth term candidates submit a portfolio which serves as Key Assessment 4 Admission

to Student Teaching This portfolio demonstrates the candidatesrsquo accumulated experiences in

schools and individually working with children of the ages they hope to teach their developing

personal philosophy of teaching and learning their understanding of content and their ability to

develop integrated teaching units

Also in the eighth term candidates complete Key Assessment 5 the appropriate Praxis tests as

required by the state of Kentucky

In the ninth term candidates student teach Their evaluations serve as Key Assessment 6

Completed by college faculty and cooperating teachers these assessments are summative in

nature This is a performance based assessment which evaluates the candidatersquos ability to plan

implement and deliver appropriate instruction adjust instruction based on assessments manage

classrooms and develop appropriate organizational systems and work collaboratively with

parents and colleagues

Also in the ninth term candidates complete Key Assessment 7 Exit Portfolio This assessment

focuses on candidatesrsquo ability to plan implement and assess lessons and units assess student

learning adjust plans develop and implement lessons to meet studentsrsquo diverse needs and

reflecting on practice evaluate teaching and adjust based on evaluations

How is assessment data used

Data is studied by a subcommittee of the Unit at the completion of each Key Assessment to

identify trends in candidate performance These trends are used to assess program delivery to

make changes in courses andor in the program They are also used to study the curriculum and

its effectiveness in preparing candidates to meet expectations

The following chart identifies the key assessment points of all Berea teacher education programs

Key

Assessment

Administered Mode of

Assessment

Measures Results

Shared With

Analysis

Key

Assessment 1

Goals and

Dispositions

At completion

of EDS 150

Pre-

requisites B-

in EDS 150

Interview and

Discussionmdash

formative

Candidatesrsquo

understanding of Program

Goals and Dispositions

Collaborative assessment

Establishes a baseline for

future assessments

Strengths and areas for

growth are identified and

goals for growth set

Unit faculty

candidate

Results are studied

for trends which are

used to adjust

instruction in EDS

150

Key

Assessment 2

Admission to

Program

Fifth term

Pre-requisite

B- in EDS 227

or 228 (or

MusicPE

Written and

interview--

formative

Candidatesrsquo

understanding of Program

Goals minimum Program

requirements growth in

dispositions progress in

content knowledge and

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends and

implications for

instruction in EDS

150 and EDS

227228 (program

Vocal Music 13

equivalent) interest in teaching

transcript review

Committee prerequisites)

Key

Assessment 3

Dispositions

Sixth term

Pre-requisite

Acceptance to

Program

Includes

interview using

Likert-type

scale--

formative

Candidatesrsquo dispositions Candidate

and advisor

Summarized results

are shared with the

research committee

to study trends which

inform course work

and special Unit

offerings

Key

Assessment 4

Admission to

Student

Teaching

8th

term

Pre-requisite

Successful

completion of

Program

coursework

(except 8th

Portfolio

formative

Candidatesrsquo ability to

plan integrated content

tied to standards and

program goals Transcript

review

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 5

Praxis

8th

Term

Pre-requisite

Senior

standing

Standardized

test--

summative

Candidatesrsquo basic content

and professional

knowledge

Teacher

Education

Committee

Content area

departments

EDS

department

candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 6

Student

Teaching

9th

Term

Pre-requisite

Completion of

all program

coursework

meeting all

published

requirements

Performance

Summative

Ability to plan and

implement to work with

students and perform

within the Unitrsquos goals

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 7

Exit Portfolio

Completion of

student

teaching

Pre-requisite

Portfolio

Summative

teacher Work

sample

Candidatesrsquo ability to

Plan implement and

assess lessons and units

assess student learning

adjust plans develop and

implement lessons to

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends which

inform course work

and special Unit

offerings

Vocal Music 14

Successful

completion of

student

teaching

meet studentsrsquo diverse

needs reflect on practice

evaluate teaching and

adjust based on

evaluations

Committee

Candidates

Please review the complete Berea Continuous Assessment System at

httpwwwbereaedueducationstudiesncate2011docsNCATE2011-Assessment-Systempdf

3 Program Experiences The program in music education is designed to ensure that candidates complete courses and other

experiences that will prepare them to teach in Kentucky schools and to adequately address

Kentuckyrsquos academic expectations in their own classrooms The design of the program has been

strongly influenced by the NCATE-approved Guidelines for Music Education from NASM and

to meet the Berea College Teacher Education Program Goals The matrix for the NASM

Guidelines follows Candidates pursuing the program in music education undertake a series of

clinical and field experiences with students in schools and other settings prior to the professional

term These experiences allow prospective teachers the opportunity to acquire increasing

instructional responsibility as they develop necessary skills and maturity

The Music Education Department Curriculum was developed with an interrelationship of a

number of courses Full courses (each Berea course is the equivalent of a four semester hour

course) are encouraged at Berea Some frac14 or frac12 credit courses are approved 5 credit courses

include MUS 131 Concert Choir and MUA Applied Music Certain courses combine skill

learning with pedagogy such as MUS 326 Vocal Methods MUS 335 Materials and Methods of

Elementary Music MUS 342 Pedagogy and Diction and MUS 337 Conducting Thus the

teachinglearning relationship is present throughout Other required courses for the major are

MUS 220 Materials of Music I MUS 222 Materials of Music II MUS 320 Materials of Music

III MUS 322 Materials of Music IV MUS 221 Aural Harmony I MUS 223 Aural Harmony

II MUS 321 Aural and Keyboard Harmony III MUS 323 Aural and Keyboard Harmony IV

MUS 115 Introduction to Music Literature MUS 330 Music History I MUS 331 Music

History II

For the Vocal Music Education Emphasis the Department offers MUS 326 Vocal Methods

MUS 335 Materials and Methods of Elementary Music MUS 342 Vocal Pedagogy and

Diction

The study of methodologies philosophies and techniques of teaching music enjoyment and

music participation permeates our entire curriculum

Along with the coursework required in the Music Education content area our program works

closely with the Education Studies department to provide candidates with further experience and

learning in the educational field The professional education coursework is created and

sequenced in careful alignment with our conceptual framework and is aligned with the Kentucky

Teacher Standards and the NASM Teacher Preparation Standards It is designed to prepare

Vocal Music 12

In the eighth term candidates submit a portfolio which serves as Key Assessment 4 Admission

to Student Teaching This portfolio demonstrates the candidatesrsquo accumulated experiences in

schools and individually working with children of the ages they hope to teach their developing

personal philosophy of teaching and learning their understanding of content and their ability to

develop integrated teaching units

Also in the eighth term candidates complete Key Assessment 5 the appropriate Praxis tests as

required by the state of Kentucky

In the ninth term candidates student teach Their evaluations serve as Key Assessment 6

Completed by college faculty and cooperating teachers these assessments are summative in

nature This is a performance based assessment which evaluates the candidatersquos ability to plan

implement and deliver appropriate instruction adjust instruction based on assessments manage

classrooms and develop appropriate organizational systems and work collaboratively with

parents and colleagues

Also in the ninth term candidates complete Key Assessment 7 Exit Portfolio This assessment

focuses on candidatesrsquo ability to plan implement and assess lessons and units assess student

learning adjust plans develop and implement lessons to meet studentsrsquo diverse needs and

reflecting on practice evaluate teaching and adjust based on evaluations

How is assessment data used

Data is studied by a subcommittee of the Unit at the completion of each Key Assessment to

identify trends in candidate performance These trends are used to assess program delivery to

make changes in courses andor in the program They are also used to study the curriculum and

its effectiveness in preparing candidates to meet expectations

The following chart identifies the key assessment points of all Berea teacher education programs

Key

Assessment

Administered Mode of

Assessment

Measures Results

Shared With

Analysis

Key

Assessment 1

Goals and

Dispositions

At completion

of EDS 150

Pre-

requisites B-

in EDS 150

Interview and

Discussionmdash

formative

Candidatesrsquo

understanding of Program

Goals and Dispositions

Collaborative assessment

Establishes a baseline for

future assessments

Strengths and areas for

growth are identified and

goals for growth set

Unit faculty

candidate

Results are studied

for trends which are

used to adjust

instruction in EDS

150

Key

Assessment 2

Admission to

Program

Fifth term

Pre-requisite

B- in EDS 227

or 228 (or

MusicPE

Written and

interview--

formative

Candidatesrsquo

understanding of Program

Goals minimum Program

requirements growth in

dispositions progress in

content knowledge and

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends and

implications for

instruction in EDS

150 and EDS

227228 (program

Vocal Music 13

equivalent) interest in teaching

transcript review

Committee prerequisites)

Key

Assessment 3

Dispositions

Sixth term

Pre-requisite

Acceptance to

Program

Includes

interview using

Likert-type

scale--

formative

Candidatesrsquo dispositions Candidate

and advisor

Summarized results

are shared with the

research committee

to study trends which

inform course work

and special Unit

offerings

Key

Assessment 4

Admission to

Student

Teaching

8th

term

Pre-requisite

Successful

completion of

Program

coursework

(except 8th

Portfolio

formative

Candidatesrsquo ability to

plan integrated content

tied to standards and

program goals Transcript

review

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 5

Praxis

8th

Term

Pre-requisite

Senior

standing

Standardized

test--

summative

Candidatesrsquo basic content

and professional

knowledge

Teacher

Education

Committee

Content area

departments

EDS

department

candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 6

Student

Teaching

9th

Term

Pre-requisite

Completion of

all program

coursework

meeting all

published

requirements

Performance

Summative

Ability to plan and

implement to work with

students and perform

within the Unitrsquos goals

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 7

Exit Portfolio

Completion of

student

teaching

Pre-requisite

Portfolio

Summative

teacher Work

sample

Candidatesrsquo ability to

Plan implement and

assess lessons and units

assess student learning

adjust plans develop and

implement lessons to

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends which

inform course work

and special Unit

offerings

Vocal Music 14

Successful

completion of

student

teaching

meet studentsrsquo diverse

needs reflect on practice

evaluate teaching and

adjust based on

evaluations

Committee

Candidates

Please review the complete Berea Continuous Assessment System at

httpwwwbereaedueducationstudiesncate2011docsNCATE2011-Assessment-Systempdf

3 Program Experiences The program in music education is designed to ensure that candidates complete courses and other

experiences that will prepare them to teach in Kentucky schools and to adequately address

Kentuckyrsquos academic expectations in their own classrooms The design of the program has been

strongly influenced by the NCATE-approved Guidelines for Music Education from NASM and

to meet the Berea College Teacher Education Program Goals The matrix for the NASM

Guidelines follows Candidates pursuing the program in music education undertake a series of

clinical and field experiences with students in schools and other settings prior to the professional

term These experiences allow prospective teachers the opportunity to acquire increasing

instructional responsibility as they develop necessary skills and maturity

The Music Education Department Curriculum was developed with an interrelationship of a

number of courses Full courses (each Berea course is the equivalent of a four semester hour

course) are encouraged at Berea Some frac14 or frac12 credit courses are approved 5 credit courses

include MUS 131 Concert Choir and MUA Applied Music Certain courses combine skill

learning with pedagogy such as MUS 326 Vocal Methods MUS 335 Materials and Methods of

Elementary Music MUS 342 Pedagogy and Diction and MUS 337 Conducting Thus the

teachinglearning relationship is present throughout Other required courses for the major are

MUS 220 Materials of Music I MUS 222 Materials of Music II MUS 320 Materials of Music

III MUS 322 Materials of Music IV MUS 221 Aural Harmony I MUS 223 Aural Harmony

II MUS 321 Aural and Keyboard Harmony III MUS 323 Aural and Keyboard Harmony IV

MUS 115 Introduction to Music Literature MUS 330 Music History I MUS 331 Music

History II

For the Vocal Music Education Emphasis the Department offers MUS 326 Vocal Methods

MUS 335 Materials and Methods of Elementary Music MUS 342 Vocal Pedagogy and

Diction

The study of methodologies philosophies and techniques of teaching music enjoyment and

music participation permeates our entire curriculum

Along with the coursework required in the Music Education content area our program works

closely with the Education Studies department to provide candidates with further experience and

learning in the educational field The professional education coursework is created and

sequenced in careful alignment with our conceptual framework and is aligned with the Kentucky

Teacher Standards and the NASM Teacher Preparation Standards It is designed to prepare

Vocal Music 13

equivalent) interest in teaching

transcript review

Committee prerequisites)

Key

Assessment 3

Dispositions

Sixth term

Pre-requisite

Acceptance to

Program

Includes

interview using

Likert-type

scale--

formative

Candidatesrsquo dispositions Candidate

and advisor

Summarized results

are shared with the

research committee

to study trends which

inform course work

and special Unit

offerings

Key

Assessment 4

Admission to

Student

Teaching

8th

term

Pre-requisite

Successful

completion of

Program

coursework

(except 8th

Portfolio

formative

Candidatesrsquo ability to

plan integrated content

tied to standards and

program goals Transcript

review

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 5

Praxis

8th

Term

Pre-requisite

Senior

standing

Standardized

test--

summative

Candidatesrsquo basic content

and professional

knowledge

Teacher

Education

Committee

Content area

departments

EDS

department

candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 6

Student

Teaching

9th

Term

Pre-requisite

Completion of

all program

coursework

meeting all

published

requirements

Performance

Summative

Ability to plan and

implement to work with

students and perform

within the Unitrsquos goals

Content area

departments

EDS

department

Teacher

Education

Committee

Candidates

Results are studied

for trends which

inform course work

and special Unit

offerings

Key

Assessment 7

Exit Portfolio

Completion of

student

teaching

Pre-requisite

Portfolio

Summative

teacher Work

sample

Candidatesrsquo ability to

Plan implement and

assess lessons and units

assess student learning

adjust plans develop and

implement lessons to

Content area

departments

EDS

department

Teacher

Education

Results are studied

for trends which

inform course work

and special Unit

offerings

Vocal Music 14

Successful

completion of

student

teaching

meet studentsrsquo diverse

needs reflect on practice

evaluate teaching and

adjust based on

evaluations

Committee

Candidates

Please review the complete Berea Continuous Assessment System at

httpwwwbereaedueducationstudiesncate2011docsNCATE2011-Assessment-Systempdf

3 Program Experiences The program in music education is designed to ensure that candidates complete courses and other

experiences that will prepare them to teach in Kentucky schools and to adequately address

Kentuckyrsquos academic expectations in their own classrooms The design of the program has been

strongly influenced by the NCATE-approved Guidelines for Music Education from NASM and

to meet the Berea College Teacher Education Program Goals The matrix for the NASM

Guidelines follows Candidates pursuing the program in music education undertake a series of

clinical and field experiences with students in schools and other settings prior to the professional

term These experiences allow prospective teachers the opportunity to acquire increasing

instructional responsibility as they develop necessary skills and maturity

The Music Education Department Curriculum was developed with an interrelationship of a

number of courses Full courses (each Berea course is the equivalent of a four semester hour

course) are encouraged at Berea Some frac14 or frac12 credit courses are approved 5 credit courses

include MUS 131 Concert Choir and MUA Applied Music Certain courses combine skill

learning with pedagogy such as MUS 326 Vocal Methods MUS 335 Materials and Methods of

Elementary Music MUS 342 Pedagogy and Diction and MUS 337 Conducting Thus the

teachinglearning relationship is present throughout Other required courses for the major are

MUS 220 Materials of Music I MUS 222 Materials of Music II MUS 320 Materials of Music

III MUS 322 Materials of Music IV MUS 221 Aural Harmony I MUS 223 Aural Harmony

II MUS 321 Aural and Keyboard Harmony III MUS 323 Aural and Keyboard Harmony IV

MUS 115 Introduction to Music Literature MUS 330 Music History I MUS 331 Music

History II

For the Vocal Music Education Emphasis the Department offers MUS 326 Vocal Methods

MUS 335 Materials and Methods of Elementary Music MUS 342 Vocal Pedagogy and

Diction

The study of methodologies philosophies and techniques of teaching music enjoyment and

music participation permeates our entire curriculum

Along with the coursework required in the Music Education content area our program works

closely with the Education Studies department to provide candidates with further experience and

learning in the educational field The professional education coursework is created and

sequenced in careful alignment with our conceptual framework and is aligned with the Kentucky

Teacher Standards and the NASM Teacher Preparation Standards It is designed to prepare

Vocal Music 14

Successful

completion of

student

teaching

meet studentsrsquo diverse

needs reflect on practice

evaluate teaching and

adjust based on

evaluations

Committee

Candidates

Please review the complete Berea Continuous Assessment System at

httpwwwbereaedueducationstudiesncate2011docsNCATE2011-Assessment-Systempdf

3 Program Experiences The program in music education is designed to ensure that candidates complete courses and other

experiences that will prepare them to teach in Kentucky schools and to adequately address

Kentuckyrsquos academic expectations in their own classrooms The design of the program has been

strongly influenced by the NCATE-approved Guidelines for Music Education from NASM and

to meet the Berea College Teacher Education Program Goals The matrix for the NASM

Guidelines follows Candidates pursuing the program in music education undertake a series of

clinical and field experiences with students in schools and other settings prior to the professional

term These experiences allow prospective teachers the opportunity to acquire increasing

instructional responsibility as they develop necessary skills and maturity

The Music Education Department Curriculum was developed with an interrelationship of a

number of courses Full courses (each Berea course is the equivalent of a four semester hour

course) are encouraged at Berea Some frac14 or frac12 credit courses are approved 5 credit courses

include MUS 131 Concert Choir and MUA Applied Music Certain courses combine skill

learning with pedagogy such as MUS 326 Vocal Methods MUS 335 Materials and Methods of

Elementary Music MUS 342 Pedagogy and Diction and MUS 337 Conducting Thus the

teachinglearning relationship is present throughout Other required courses for the major are

MUS 220 Materials of Music I MUS 222 Materials of Music II MUS 320 Materials of Music

III MUS 322 Materials of Music IV MUS 221 Aural Harmony I MUS 223 Aural Harmony

II MUS 321 Aural and Keyboard Harmony III MUS 323 Aural and Keyboard Harmony IV

MUS 115 Introduction to Music Literature MUS 330 Music History I MUS 331 Music

History II

For the Vocal Music Education Emphasis the Department offers MUS 326 Vocal Methods

MUS 335 Materials and Methods of Elementary Music MUS 342 Vocal Pedagogy and

Diction

The study of methodologies philosophies and techniques of teaching music enjoyment and

music participation permeates our entire curriculum

Along with the coursework required in the Music Education content area our program works

closely with the Education Studies department to provide candidates with further experience and

learning in the educational field The professional education coursework is created and

sequenced in careful alignment with our conceptual framework and is aligned with the Kentucky

Teacher Standards and the NASM Teacher Preparation Standards It is designed to prepare

Vocal Music 15

diverse candidates with knowledge and skills required to teach as defined by Kentuckyrsquos Learner

Goals Program of Studies and Core Content for Assessment Each stage in the program is

defined below

Exploring the Major This occurs during candidatesrsquo enrollment in EDS 150 Introduction to

Education This normally occurs during the first four terms of enrollment During EDS 150

candidatesrsquo experiences are designed to deconstruct their existing vision of the teaching

profession so they can begin to re-conceive a model informed by our conceptual framework

During this course candidates become acquainted with our philosophy and learn how to reflect

on their professional identity and dispositions Also in EDS 150 candidates are presented the

Code of Ethics for review and discussion

Admission to Program After successful completion of EDS 150 with grades no lower than B-

and an overall GPA of at least 25 candidates apply for entry into the program At that time they

complete a formal process that includes both a written assessment and an interviewdiscussion

with the advisor This process is designed to assess and revise the Professional Growth and

Development Plan developed in Key Assessment 1 to assess candidatesrsquo commitment to

teaching and their growing professional identities As part of this process candidates revisit the

Code of Ethics and submit a signed copy verifying their understanding of and commitment to

adhere to the expectations and responsibilities it outlines

Program Alignment

Candidates in the Vocal Music Certification Program enroll in fewer professional education courses

than candidates in most other programs The reason for this is the specialized nature of the content

and the ages they are being prepared to teach Most candidates completing certification programs

enroll in EDS 227 Child Development or EDS 228 Adolescent Development (depending on the age

of the students they will teach) EDS 340 Elementary Special Needs or EDS 480 Secondary Special

Needs (depending on the age of the students they will teach) and EDS 479 Assessment However

the specific needs of candidates being prepared for K-12 certification in an area where the needs and

assessments of students are highly specialized would not benefit from completing these courses

Therefore in a collaborative effort involving Music Education faculty Education Studies faculty a

panel of practicing teachers and a state consultant the program was carefully redesigned and aligned

to ensure that appropriate assessment special needs and k-12 development is infused into the Vocal

Music course offerings The following charts identify where the Teacher Education Programs Goals

and the content related to development and special needs are addressed

PREPARING CANDIDATES IN THE CONTENT AND TEACHING METHODS RELATED

TO CHILD DEVELOPMENT SPECIAL NEEDS AND ASSESSMENT

VOCAL MUSIC CERTIFICATION

Child development assessment strategies skills and interpretations and special needs are

infused into the vocal music methods classes offered by Unit faculty in the Music Department

Vocal Music 16

Working collaboratively with Education Studies faculty this content is taught in ways

appropriate to the special circumstances of teaching vocal music (See scoring key below)

Class Child

Development

Assessed Special

Needs

Assessed Assessment Assessed

EDS

150

Learning Center

Philosophy

Learning Center

Philosophy

Learning Center

Philosophy

MUS

326

Lesson Plans Lesson Plans Lesson Plans

MUS

335

Unit Plans Unit Plans Unit Plans

MUS

337

Unit Plans Unit Plans Unit Plans

MUS

342

EDS

330

Cooperating Teacher

evaluation

Cooperating

Teacher

evaluation

Cooperating Teacher

evaluation

EDS

481

Key Assessment 6

Performance

Evaluation

Key Assessment

6 Performance

Evaluation

Key Assessment 6

Performance

Evaluation

EDS

482

Key Assessment 7

Exit Portfolio

Key Assessment

7

Exit Portfolio

Key Assessment 7

Exit Portfolio

SCORING KEY

Introduced

The introduction-level indicates that the class includes a thorough discussion and exploration of the topic

creating comfort with the language and content and practicing understanding and interpretation sufficient to

prepare candidates for further study throughout the vocal music program

Continued The continued-level indicates that exploration of the related content and teaching methods is infused into the

course content and designed to help candidates become more comfortable with their understandings and practice

through specific classroom assignments and field experiences

Expanded

and Deepened

The ExpandedDeepened-level indicates that the exploration and competence with the content and teaching

practice has been identified as a special focus and that particular attention is paid to preparation and

demonstration of competency in the course content assignments and field placements experiences

Ready to

Student

Teach

Usually the pre-professional term extended experience in the classroom the candidates must demonstrate they

are ready to take on the role of a student teacher have an understanding of the content and teaching methods

related to child development special needs and assessment the abilities and skills required to apply that

understanding in practice and the dispositions necessary to successfully engage students as well as to plan

appropriate experiences based on individual needs and developmental level and assess student learning

lessons and alter plans based on their reflections

Competency

Demonstrated

in Practice

This level indicates that candidates are expected to demonstrate appropriate developmental understanding and

application of the content and teaching methods related to this content in the student teaching and seminar

semester

Vocal Music 17

TEACHING FOR THE TEACHER EDUCATION PROGRAMS GOALS

VOCAL MUSIC

The chart below identifies the courses in the Vocal Music certification program

where the Teacher Education Program Goals are integrated into the coursework

This responsibility is shared equally with the Music and Education Studies faculty

and through collaborative planning and consistent communication candidates

deepen their understandings of these goals and develop the skills and dispositions

necessary to make them operational in their practice

KEY

Introduced The introduction-level indicates that the class includes a thorough discussion and exploration of the goal

creating comfort with the vocabulary and structure of the goals and practice with interpretation of the

statement

Continued The continued-level indicates that exploration of the goal is infused into the course content and designed

to help candidates become more comfortable with their understandings and practice applications of the

goal through classroom assignments and field experiences

Expanded

and Deepened

The ExpandedDeepened-level indicates that the goal has been identified as a special focus in the listed

class and that particular attention is paid to the goal in the course content assignments and field

placements experiences

Ready to

Student

Teach

Usually the pre-professional term extended experience in the classroom the candidates must demonstrate

they are ready to take on the role of a student teacher have an understanding of each goal the abilities

and skills required to apply that understanding with others and the dispositions necessary to successfully

engage students within the framework of these goals

Competency

Demonstrated

in Practice

This level indicates that candidates are expected to demonstrate appropriate developmental understanding

and application of the goals in the student teaching and seminar semester

Class Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 Goal 7 Evidence

EDS 150

Journal paper

Key 1 Assessment

Apology Project

Learning Center

EDS 349 Education Autobiography

Educational Dialogue

EDS 355 Journal Reflections

Conferences

Supervisor Evaluation

Vocal Music 18

MUS 326 Journal Reflections

Mini-Teaching Video

Faculty and Peer Review

Observations

Lesson PlansUnits

MUS 342 Journal Reflections

Mini-Teaching Video

Faculty and Peer Review

Observations

Lesson PlansUnits

MUS 335 Journal Reflections

Mini-Teaching Video

Faculty and Peer Review

Observations

Lesson PlansUnits

MUS 337 Journal Reflections

Mini-Teaching Video

Lesson PlansUnits

EDS 330 Lesson Plans

Mini-Teaching Sessions

Evaluation

EDS 481 Key Assessment 6 Student

Teaching Performance

Assessment

EDS 482 Key Assessment 7 Exit

Portfolio

Progress Through the Program Candidates typically enroll in EDS 349 Education and Culture

in the United States during their sixth term This course causes them to evaluate their own

cultural identity and open their mind to the identities of people from other cultures Candidates

write an education autobiography study the history and culture of a minority group and

participate in an education dialogue with a person from a culture different from theirs During

the summer following this course candidates enroll in EDS 355 Extended Field Experience

Enriching World Visions In EDS 355 the goal is for candidates to be immersed in a culture

different from their own The experience is designed to open their minds to the experiences

marginalized individuals face in schooling experiences and in society The hope is that

candidates will gain empathy for others and work diligently toward reaching every student in

their classroom so they can approach all their students with the openness and respect that is vital

to reaching all children

In order to be accepted into student teaching candidates must meet certain criteria during their

pre-professional term These include receiving favorable recommendations from both the Music

and the Education Studies departments completing an acceptable student teaching portfolio and

completing the Praxis Content exam and Principles of Teaching and Learning exams The

Teacher Education Committee reviews all applications and approves those that are complete and

satisfactory

Vocal Music 19

Student Teaching Student teaching occurs during the ninth term of enrollment for our

candidates The student teaching experience is structured by enrollment in EDS 481 Student

Teaching Seminar (1 credit) and EDS 482 Student Teaching (3 credits) Candidates are matched

with effective teachers working with diverse children They are encouraged to begin their

placement at the beginning of the local school year to participate in the first few weeks while

classroom procedures and culture are being established The College supports this by allowing

them to move into their rooms early if necessary Candidates are expected to work in their

assigned classroom all day every day for the entire term following the placement schoolrsquos

schedule Candidates are expected to carry a full teaching load for at least six weeks although

we encourage as much experience as is prudent During this experience candidates are expected

to create instruction aligned with Kentuckyrsquos Learner Goals the Program of Studies and Core

Content for Assessment Additionally they are expected to comport themselves professionally

at all times attend all meetings and functions required of the cooperating teacher and

communicate effectively with parents

A Explanation of Vocal Music Coursework

For sample syllabi refer to

httpwwwbereaedueducationstudiesncate2011course-syllabiasp

EDUCATION COURSES

EDS 150 Introduction to Education Thinking about Learning Teaching and

Schooling

This course is an introduction to the study of education for prospective teachers and others

interested in education The course will offer students the opportunity to explore the following

essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What

are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)

How does diversity affect teaching learning and schooling The course will introduce some of

the foundational ideas issues and beliefs--historical political economic philosophical

sociological psychological cultural and social--that impact the current educational climate

Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements

and other academic experiential and professional expectations and requirements for those

pursuing teacher certification The course will include both field-based experiences and

volunteerservice-learning experiences with school-aged children andor adolescents Course

Fee $20 1 Course Credit

EDS 330 Extended Teaching Experience

This course provides students in teacher education with time to develop and implement units of

instruction and assess student learning in a classroom setting Students through their work in

developing appropriate instructional materials and in actual teaching will acquire necessary

understandings and skills for successful classroom teaching and assessment of teaching and

learning during this pre-professional term course The course requirements for EDS 330 parallel

a major portion of the professional knowledge criteria of the Professional Education Portfolio

that students must meet satisfactorily for admission to the professional term

Vocal Music 16

Working collaboratively with Education Studies faculty this content is taught in ways

appropriate to the special circumstances of teaching vocal music (See scoring key below)

Class Child

Development

Assessed Special

Needs

Assessed Assessment Assessed

EDS

150

Learning Center

Philosophy

Learning Center

Philosophy

Learning Center

Philosophy

MUS

326

Lesson Plans Lesson Plans Lesson Plans

MUS

335

Unit Plans Unit Plans Unit Plans

MUS

337

Unit Plans Unit Plans Unit Plans

MUS

342

EDS

330

Cooperating Teacher

evaluation

Cooperating

Teacher

evaluation

Cooperating Teacher

evaluation

EDS

481

Key Assessment 6

Performance

Evaluation

Key Assessment

6 Performance

Evaluation

Key Assessment 6

Performance

Evaluation

EDS

482

Key Assessment 7

Exit Portfolio

Key Assessment

7

Exit Portfolio

Key Assessment 7

Exit Portfolio

SCORING KEY

Introduced

The introduction-level indicates that the class includes a thorough discussion and exploration of the topic

creating comfort with the language and content and practicing understanding and interpretation sufficient to

prepare candidates for further study throughout the vocal music program

Continued The continued-level indicates that exploration of the related content and teaching methods is infused into the

course content and designed to help candidates become more comfortable with their understandings and practice

through specific classroom assignments and field experiences

Expanded

and Deepened

The ExpandedDeepened-level indicates that the exploration and competence with the content and teaching

practice has been identified as a special focus and that particular attention is paid to preparation and

demonstration of competency in the course content assignments and field placements experiences

Ready to

Student

Teach

Usually the pre-professional term extended experience in the classroom the candidates must demonstrate they

are ready to take on the role of a student teacher have an understanding of the content and teaching methods

related to child development special needs and assessment the abilities and skills required to apply that

understanding in practice and the dispositions necessary to successfully engage students as well as to plan

appropriate experiences based on individual needs and developmental level and assess student learning

lessons and alter plans based on their reflections

Competency

Demonstrated

in Practice

This level indicates that candidates are expected to demonstrate appropriate developmental understanding and

application of the content and teaching methods related to this content in the student teaching and seminar

semester

Vocal Music 17

TEACHING FOR THE TEACHER EDUCATION PROGRAMS GOALS

VOCAL MUSIC

The chart below identifies the courses in the Vocal Music certification program

where the Teacher Education Program Goals are integrated into the coursework

This responsibility is shared equally with the Music and Education Studies faculty

and through collaborative planning and consistent communication candidates

deepen their understandings of these goals and develop the skills and dispositions

necessary to make them operational in their practice

KEY

Introduced The introduction-level indicates that the class includes a thorough discussion and exploration of the goal

creating comfort with the vocabulary and structure of the goals and practice with interpretation of the

statement

Continued The continued-level indicates that exploration of the goal is infused into the course content and designed

to help candidates become more comfortable with their understandings and practice applications of the

goal through classroom assignments and field experiences

Expanded

and Deepened

The ExpandedDeepened-level indicates that the goal has been identified as a special focus in the listed

class and that particular attention is paid to the goal in the course content assignments and field

placements experiences

Ready to

Student

Teach

Usually the pre-professional term extended experience in the classroom the candidates must demonstrate

they are ready to take on the role of a student teacher have an understanding of each goal the abilities

and skills required to apply that understanding with others and the dispositions necessary to successfully

engage students within the framework of these goals

Competency

Demonstrated

in Practice

This level indicates that candidates are expected to demonstrate appropriate developmental understanding

and application of the goals in the student teaching and seminar semester

Class Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 Goal 7 Evidence

EDS 150

Journal paper

Key 1 Assessment

Apology Project

Learning Center

EDS 349 Education Autobiography

Educational Dialogue

EDS 355 Journal Reflections

Conferences

Supervisor Evaluation

Vocal Music 18

MUS 326 Journal Reflections

Mini-Teaching Video

Faculty and Peer Review

Observations

Lesson PlansUnits

MUS 342 Journal Reflections

Mini-Teaching Video

Faculty and Peer Review

Observations

Lesson PlansUnits

MUS 335 Journal Reflections

Mini-Teaching Video

Faculty and Peer Review

Observations

Lesson PlansUnits

MUS 337 Journal Reflections

Mini-Teaching Video

Lesson PlansUnits

EDS 330 Lesson Plans

Mini-Teaching Sessions

Evaluation

EDS 481 Key Assessment 6 Student

Teaching Performance

Assessment

EDS 482 Key Assessment 7 Exit

Portfolio

Progress Through the Program Candidates typically enroll in EDS 349 Education and Culture

in the United States during their sixth term This course causes them to evaluate their own

cultural identity and open their mind to the identities of people from other cultures Candidates

write an education autobiography study the history and culture of a minority group and

participate in an education dialogue with a person from a culture different from theirs During

the summer following this course candidates enroll in EDS 355 Extended Field Experience

Enriching World Visions In EDS 355 the goal is for candidates to be immersed in a culture

different from their own The experience is designed to open their minds to the experiences

marginalized individuals face in schooling experiences and in society The hope is that

candidates will gain empathy for others and work diligently toward reaching every student in

their classroom so they can approach all their students with the openness and respect that is vital

to reaching all children

In order to be accepted into student teaching candidates must meet certain criteria during their

pre-professional term These include receiving favorable recommendations from both the Music

and the Education Studies departments completing an acceptable student teaching portfolio and

completing the Praxis Content exam and Principles of Teaching and Learning exams The

Teacher Education Committee reviews all applications and approves those that are complete and

satisfactory

Vocal Music 19

Student Teaching Student teaching occurs during the ninth term of enrollment for our

candidates The student teaching experience is structured by enrollment in EDS 481 Student

Teaching Seminar (1 credit) and EDS 482 Student Teaching (3 credits) Candidates are matched

with effective teachers working with diverse children They are encouraged to begin their

placement at the beginning of the local school year to participate in the first few weeks while

classroom procedures and culture are being established The College supports this by allowing

them to move into their rooms early if necessary Candidates are expected to work in their

assigned classroom all day every day for the entire term following the placement schoolrsquos

schedule Candidates are expected to carry a full teaching load for at least six weeks although

we encourage as much experience as is prudent During this experience candidates are expected

to create instruction aligned with Kentuckyrsquos Learner Goals the Program of Studies and Core

Content for Assessment Additionally they are expected to comport themselves professionally

at all times attend all meetings and functions required of the cooperating teacher and

communicate effectively with parents

A Explanation of Vocal Music Coursework

For sample syllabi refer to

httpwwwbereaedueducationstudiesncate2011course-syllabiasp

EDUCATION COURSES

EDS 150 Introduction to Education Thinking about Learning Teaching and

Schooling

This course is an introduction to the study of education for prospective teachers and others

interested in education The course will offer students the opportunity to explore the following

essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What

are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)

How does diversity affect teaching learning and schooling The course will introduce some of

the foundational ideas issues and beliefs--historical political economic philosophical

sociological psychological cultural and social--that impact the current educational climate

Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements

and other academic experiential and professional expectations and requirements for those

pursuing teacher certification The course will include both field-based experiences and

volunteerservice-learning experiences with school-aged children andor adolescents Course

Fee $20 1 Course Credit

EDS 330 Extended Teaching Experience

This course provides students in teacher education with time to develop and implement units of

instruction and assess student learning in a classroom setting Students through their work in

developing appropriate instructional materials and in actual teaching will acquire necessary

understandings and skills for successful classroom teaching and assessment of teaching and

learning during this pre-professional term course The course requirements for EDS 330 parallel

a major portion of the professional knowledge criteria of the Professional Education Portfolio

that students must meet satisfactorily for admission to the professional term

Vocal Music 17

TEACHING FOR THE TEACHER EDUCATION PROGRAMS GOALS

VOCAL MUSIC

The chart below identifies the courses in the Vocal Music certification program

where the Teacher Education Program Goals are integrated into the coursework

This responsibility is shared equally with the Music and Education Studies faculty

and through collaborative planning and consistent communication candidates

deepen their understandings of these goals and develop the skills and dispositions

necessary to make them operational in their practice

KEY

Introduced The introduction-level indicates that the class includes a thorough discussion and exploration of the goal

creating comfort with the vocabulary and structure of the goals and practice with interpretation of the

statement

Continued The continued-level indicates that exploration of the goal is infused into the course content and designed

to help candidates become more comfortable with their understandings and practice applications of the

goal through classroom assignments and field experiences

Expanded

and Deepened

The ExpandedDeepened-level indicates that the goal has been identified as a special focus in the listed

class and that particular attention is paid to the goal in the course content assignments and field

placements experiences

Ready to

Student

Teach

Usually the pre-professional term extended experience in the classroom the candidates must demonstrate

they are ready to take on the role of a student teacher have an understanding of each goal the abilities

and skills required to apply that understanding with others and the dispositions necessary to successfully

engage students within the framework of these goals

Competency

Demonstrated

in Practice

This level indicates that candidates are expected to demonstrate appropriate developmental understanding

and application of the goals in the student teaching and seminar semester

Class Goal 1 Goal 2 Goal 3 Goal 4 Goal 5 Goal 6 Goal 7 Evidence

EDS 150

Journal paper

Key 1 Assessment

Apology Project

Learning Center

EDS 349 Education Autobiography

Educational Dialogue

EDS 355 Journal Reflections

Conferences

Supervisor Evaluation

Vocal Music 18

MUS 326 Journal Reflections

Mini-Teaching Video

Faculty and Peer Review

Observations

Lesson PlansUnits

MUS 342 Journal Reflections

Mini-Teaching Video

Faculty and Peer Review

Observations

Lesson PlansUnits

MUS 335 Journal Reflections

Mini-Teaching Video

Faculty and Peer Review

Observations

Lesson PlansUnits

MUS 337 Journal Reflections

Mini-Teaching Video

Lesson PlansUnits

EDS 330 Lesson Plans

Mini-Teaching Sessions

Evaluation

EDS 481 Key Assessment 6 Student

Teaching Performance

Assessment

EDS 482 Key Assessment 7 Exit

Portfolio

Progress Through the Program Candidates typically enroll in EDS 349 Education and Culture

in the United States during their sixth term This course causes them to evaluate their own

cultural identity and open their mind to the identities of people from other cultures Candidates

write an education autobiography study the history and culture of a minority group and

participate in an education dialogue with a person from a culture different from theirs During

the summer following this course candidates enroll in EDS 355 Extended Field Experience

Enriching World Visions In EDS 355 the goal is for candidates to be immersed in a culture

different from their own The experience is designed to open their minds to the experiences

marginalized individuals face in schooling experiences and in society The hope is that

candidates will gain empathy for others and work diligently toward reaching every student in

their classroom so they can approach all their students with the openness and respect that is vital

to reaching all children

In order to be accepted into student teaching candidates must meet certain criteria during their

pre-professional term These include receiving favorable recommendations from both the Music

and the Education Studies departments completing an acceptable student teaching portfolio and

completing the Praxis Content exam and Principles of Teaching and Learning exams The

Teacher Education Committee reviews all applications and approves those that are complete and

satisfactory

Vocal Music 19

Student Teaching Student teaching occurs during the ninth term of enrollment for our

candidates The student teaching experience is structured by enrollment in EDS 481 Student

Teaching Seminar (1 credit) and EDS 482 Student Teaching (3 credits) Candidates are matched

with effective teachers working with diverse children They are encouraged to begin their

placement at the beginning of the local school year to participate in the first few weeks while

classroom procedures and culture are being established The College supports this by allowing

them to move into their rooms early if necessary Candidates are expected to work in their

assigned classroom all day every day for the entire term following the placement schoolrsquos

schedule Candidates are expected to carry a full teaching load for at least six weeks although

we encourage as much experience as is prudent During this experience candidates are expected

to create instruction aligned with Kentuckyrsquos Learner Goals the Program of Studies and Core

Content for Assessment Additionally they are expected to comport themselves professionally

at all times attend all meetings and functions required of the cooperating teacher and

communicate effectively with parents

A Explanation of Vocal Music Coursework

For sample syllabi refer to

httpwwwbereaedueducationstudiesncate2011course-syllabiasp

EDUCATION COURSES

EDS 150 Introduction to Education Thinking about Learning Teaching and

Schooling

This course is an introduction to the study of education for prospective teachers and others

interested in education The course will offer students the opportunity to explore the following

essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What

are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)

How does diversity affect teaching learning and schooling The course will introduce some of

the foundational ideas issues and beliefs--historical political economic philosophical

sociological psychological cultural and social--that impact the current educational climate

Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements

and other academic experiential and professional expectations and requirements for those

pursuing teacher certification The course will include both field-based experiences and

volunteerservice-learning experiences with school-aged children andor adolescents Course

Fee $20 1 Course Credit

EDS 330 Extended Teaching Experience

This course provides students in teacher education with time to develop and implement units of

instruction and assess student learning in a classroom setting Students through their work in

developing appropriate instructional materials and in actual teaching will acquire necessary

understandings and skills for successful classroom teaching and assessment of teaching and

learning during this pre-professional term course The course requirements for EDS 330 parallel

a major portion of the professional knowledge criteria of the Professional Education Portfolio

that students must meet satisfactorily for admission to the professional term

Vocal Music 18

MUS 326 Journal Reflections

Mini-Teaching Video

Faculty and Peer Review

Observations

Lesson PlansUnits

MUS 342 Journal Reflections

Mini-Teaching Video

Faculty and Peer Review

Observations

Lesson PlansUnits

MUS 335 Journal Reflections

Mini-Teaching Video

Faculty and Peer Review

Observations

Lesson PlansUnits

MUS 337 Journal Reflections

Mini-Teaching Video

Lesson PlansUnits

EDS 330 Lesson Plans

Mini-Teaching Sessions

Evaluation

EDS 481 Key Assessment 6 Student

Teaching Performance

Assessment

EDS 482 Key Assessment 7 Exit

Portfolio

Progress Through the Program Candidates typically enroll in EDS 349 Education and Culture

in the United States during their sixth term This course causes them to evaluate their own

cultural identity and open their mind to the identities of people from other cultures Candidates

write an education autobiography study the history and culture of a minority group and

participate in an education dialogue with a person from a culture different from theirs During

the summer following this course candidates enroll in EDS 355 Extended Field Experience

Enriching World Visions In EDS 355 the goal is for candidates to be immersed in a culture

different from their own The experience is designed to open their minds to the experiences

marginalized individuals face in schooling experiences and in society The hope is that

candidates will gain empathy for others and work diligently toward reaching every student in

their classroom so they can approach all their students with the openness and respect that is vital

to reaching all children

In order to be accepted into student teaching candidates must meet certain criteria during their

pre-professional term These include receiving favorable recommendations from both the Music

and the Education Studies departments completing an acceptable student teaching portfolio and

completing the Praxis Content exam and Principles of Teaching and Learning exams The

Teacher Education Committee reviews all applications and approves those that are complete and

satisfactory

Vocal Music 19

Student Teaching Student teaching occurs during the ninth term of enrollment for our

candidates The student teaching experience is structured by enrollment in EDS 481 Student

Teaching Seminar (1 credit) and EDS 482 Student Teaching (3 credits) Candidates are matched

with effective teachers working with diverse children They are encouraged to begin their

placement at the beginning of the local school year to participate in the first few weeks while

classroom procedures and culture are being established The College supports this by allowing

them to move into their rooms early if necessary Candidates are expected to work in their

assigned classroom all day every day for the entire term following the placement schoolrsquos

schedule Candidates are expected to carry a full teaching load for at least six weeks although

we encourage as much experience as is prudent During this experience candidates are expected

to create instruction aligned with Kentuckyrsquos Learner Goals the Program of Studies and Core

Content for Assessment Additionally they are expected to comport themselves professionally

at all times attend all meetings and functions required of the cooperating teacher and

communicate effectively with parents

A Explanation of Vocal Music Coursework

For sample syllabi refer to

httpwwwbereaedueducationstudiesncate2011course-syllabiasp

EDUCATION COURSES

EDS 150 Introduction to Education Thinking about Learning Teaching and

Schooling

This course is an introduction to the study of education for prospective teachers and others

interested in education The course will offer students the opportunity to explore the following

essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What

are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)

How does diversity affect teaching learning and schooling The course will introduce some of

the foundational ideas issues and beliefs--historical political economic philosophical

sociological psychological cultural and social--that impact the current educational climate

Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements

and other academic experiential and professional expectations and requirements for those

pursuing teacher certification The course will include both field-based experiences and

volunteerservice-learning experiences with school-aged children andor adolescents Course

Fee $20 1 Course Credit

EDS 330 Extended Teaching Experience

This course provides students in teacher education with time to develop and implement units of

instruction and assess student learning in a classroom setting Students through their work in

developing appropriate instructional materials and in actual teaching will acquire necessary

understandings and skills for successful classroom teaching and assessment of teaching and

learning during this pre-professional term course The course requirements for EDS 330 parallel

a major portion of the professional knowledge criteria of the Professional Education Portfolio

that students must meet satisfactorily for admission to the professional term

Vocal Music 19

Student Teaching Student teaching occurs during the ninth term of enrollment for our

candidates The student teaching experience is structured by enrollment in EDS 481 Student

Teaching Seminar (1 credit) and EDS 482 Student Teaching (3 credits) Candidates are matched

with effective teachers working with diverse children They are encouraged to begin their

placement at the beginning of the local school year to participate in the first few weeks while

classroom procedures and culture are being established The College supports this by allowing

them to move into their rooms early if necessary Candidates are expected to work in their

assigned classroom all day every day for the entire term following the placement schoolrsquos

schedule Candidates are expected to carry a full teaching load for at least six weeks although

we encourage as much experience as is prudent During this experience candidates are expected

to create instruction aligned with Kentuckyrsquos Learner Goals the Program of Studies and Core

Content for Assessment Additionally they are expected to comport themselves professionally

at all times attend all meetings and functions required of the cooperating teacher and

communicate effectively with parents

A Explanation of Vocal Music Coursework

For sample syllabi refer to

httpwwwbereaedueducationstudiesncate2011course-syllabiasp

EDUCATION COURSES

EDS 150 Introduction to Education Thinking about Learning Teaching and

Schooling

This course is an introduction to the study of education for prospective teachers and others

interested in education The course will offer students the opportunity to explore the following

essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What

are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)

How does diversity affect teaching learning and schooling The course will introduce some of

the foundational ideas issues and beliefs--historical political economic philosophical

sociological psychological cultural and social--that impact the current educational climate

Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements

and other academic experiential and professional expectations and requirements for those

pursuing teacher certification The course will include both field-based experiences and

volunteerservice-learning experiences with school-aged children andor adolescents Course

Fee $20 1 Course Credit

EDS 330 Extended Teaching Experience

This course provides students in teacher education with time to develop and implement units of

instruction and assess student learning in a classroom setting Students through their work in

developing appropriate instructional materials and in actual teaching will acquire necessary

understandings and skills for successful classroom teaching and assessment of teaching and

learning during this pre-professional term course The course requirements for EDS 330 parallel

a major portion of the professional knowledge criteria of the Professional Education Portfolio

that students must meet satisfactorily for admission to the professional term

Vocal Music 20

EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how

education and schooling may be used to limit or expand individual freedom and opportunities

This course provides a critical examination of contending views of the impact of race ethnicity

culture social class religion language nationality gender and sexual orientation on teaching

and learning in the United States Participants will explore historical and contemporary issues of

equity and inequality in society that maintains institutionalized support of privilege in and

through schools Students will be encouraged to view educational issues from a variety of

perspectives Students will critically examine their own socio-cultural identities to better

understand how their way of thinking behaving and being is influenced by birth status and

experiences Students will have multiple opportunities to reflect on how their personal beliefs

and experiences will influence their teaching philosophy and practice 1 Course Credit

EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or

service agency that places them in a setting with people of racial cultural ethnic or religious

backgrounds different from their own All field experiences locations must be located within the

United States and may be a school or non-school setting Students will undertake field

experiences in settings that will challenge them sufficiently to see life through the eyes of those

with whom they will work Students will examine and challenge their beliefs and attitudes about

working with others different from themselves and encouraged to adopt an affirming attitude and

disposition Students are expected to increase their self-awareness of how interpersonal

relationships and community involvement may have a positive impact on teaching and learning

for students Students will be expected to build positive relationships with others gain an

understanding of barriers and obstacles that some students may face and begin to consider how

they may become change agents to assist schools in being more equitable over time 1 Course

Credit

EDS 481 Student Teaching Seminar

Emphasis in this course is on the development of appropriate instructional units for the assigned

Student Teaching settings Students work with classroom teachers and College faculty to plan

and develop activities and materials focused on the specific subject matter in which the student is

seeking certification Other topics include classroom-management techniques evaluation and

assessment of student learning and motivational techniques Student teachers are to reflect the

values and commitments undergirding Berearsquos Teacher Education Program in their work and

relationships with children peers parents mentors and other colleagues and they are expected

to meet Berearsquos program goals prior to completion of the Professional Year They will be

required to submit a satisfactory exit portfolio addressing the New Teacher Standards established

by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482

1 Course Credit

EDS 482 Student Teaching (P-12 5-12 and 8-12)

This course involves observation participation teaching and a wide variety of school-related

activities under the guidance of supervising teachers and staff members of the Education Studies

Department Student teachers will spend at least twelve (12) weeks five (5) full days per week

Vocal Music 21

in their assigned placement(s) Students will be expected to complete satisfactory entries for the

Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS

481 3 Course Credits

MUSIC COURSES

MUS 115 Introduction to Music Literature

An introduction to the study of music literature Students in this course will be introduced to

significant musical pieces from the major historical periods and will learn to distinguish the

musical stylistic characteristics of those periods Emphasis will be on the development of

listening skills and appropriate methods and abilities to analyze interpret discuss and write

about music Although the focus of the literature will be music from the Western art music

tradition selected examples of music from other world cultures will be included May include

required attendance of live musical performances on campus or in the region as available and

appropriate Four periods per week Arts Perspective 1 Course Credit

MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by

audition Performs wide variety of musical styles both sacred and secular and in several

languages Regular attendance at all rehearsals and performances is required Four periods per

week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall

Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat

14 Course Credit

MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of

the properties of sound the overtone series symbols of notation rhythm intervals scales and

key signatures Harmonic studies include triads and their inversions phrase structure and

cadences and harmonic progressions The course will focus on playing major and minor scales

all triad types and their inversions and basic chord progressions using primary triads Two class

periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE

Noncredit for students who completed MUS 120 12 Course Credit

MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The

musical ear is developed through the sight-singing of simple melodies intervals scales and

rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns

Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE

Noncredit for students who completed MUS 312 12 Course Credit

MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the

four-part chorale style and keyboard style Music forms introductory counterpoint and analysis

of works from music literature Playing basic chord progressions using the secondary as well as

primary triads harmonizing simple melodies simple transposition and basic harmonic

progressions in four parts Two class periods per week plus a keyboard lab Usually taken in

Vocal Music 22

conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS

121 12 Course Credit

MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation

harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three

periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit

for students who completed MUS 313 12 Course Credit

MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation

musical forms and analysis of musical examples from the common practice period Three

periods per week Usually taken in conjunction with MUS 321 12 Course Credit

MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers

in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing

melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS

320 12 Course Credit

MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical

forms alternatives to traditional harmony impressionism atonality polytonality serialism

electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-

century works Creative writing in various styles Three periods per week Usually taken in

conjunction with MUS 323 12 Course Credit

MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and

melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering

aural skills Keyboard skills include harmonization using diatonic and altered chords

transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency

Examination Two periods per week Usually taken in conjunction with MUS 322

12 Course Credit

MUS 326 Vocal Methods

A course in the fundamentals of singing and how these fundamentals may be used in effective

instruction of students in a schoolrsquos music program A study of the vocal mechanism with special

attention given to the physical and psychological aspects of vocal pedagogy A study of methods

appropriate to choral rehearsal A survey of choral music history and of choral literature as it

applies to the school music program at all levels 1 Course Credit

MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A

―music-centered course this survey will include analysis of representative works of the music

literature The music of classical Greece and the early Christian era through the Baroque first

term the Classic era to the present day second term Four periods per week 1 Course Credit

Vocal Music 23

MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A

―music-centered course this survey will include analysis of representative works of the music

literature The music of classical Greece and the early Christian era through the Baroque first

term the Classic era to the present day second term Four periods per week 1 Course Credit

MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music

in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities

would include review of materials assigned readings research class discussions practical

teaching laboratory sessions and practicum experiences Four meetings per week

1 Course Credit

MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes

recitative conducting error detection score reading score marking and other techniques used in

instrumental and choral conducting Practical experience Concurrent participation in ensemble

of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four

periods per week 1 Course Credit

MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)

Consideration of vocal methods use of imagery in teaching resonance tone quality placement

vocalization diction (Italian German French and English) including a working knowledge of

the International Phonetic Alphabet (IPA) and interpretation There will be many reading

assignments as well as listening to recordings and observing singers Practical experience will

be obtained by working with members of the voice class Four periods per week one day will be

a laboratory experience 1 Course Credit

MUS 390A Independent Study

A course initiated directed and organized by the student and the faculty sponsor Course

proposals must meet the guidelines and approval of the Academic Department or

Interdisciplinary Program in which the study will be conducted A detailed information sheet is

available in the Student Self-Service room (101 Lincoln) which includes the form to complete if

seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the

Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE

will be registered as 390490A others will be 390490B 1 Course Credit

MUS 390B Independent Study wo ALE

A course initiated directed and organized by the student and the faculty sponsor Course

proposals must meet the guidelines and approval of the Academic Department or

Interdisciplinary Program in which the study will be conducted A detailed information sheet is

available in the Student Self-Service room (101 Lincoln) which includes the form to complete if

seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the

Vocal Music 24

Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE

will be registered as 390490A others will be 390490B1 Course Credit

MUS 395 Internship

An experiential learning experience individually designed for students with a special academic interest

requiring integration of classroom learning with practical experience Includes on-campus seminars with

academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15

course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in

Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for

determining credit allowance The Coordinator of Internships gives final approval for Internship

proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit

MUS 490A Independent Study

A course initiated directed and organized by the student and the faculty sponsor Course proposals must

meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the

study will be conducted A detailed information sheet is available in the Student Self-Service room (101

Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A

course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be

registered Those approved as ALE will be registered as 390490A others will be 390490B

1 Course Credit

MUA 105-358 Applied Music

Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon

recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and

wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet

flute oboe and saxophone Classification for credit purposes is established by the teacher at the

beginning of the first semester of study Jury examinations at the end of each semester are

required of all students enrolled in applied music courses except those at the 100 levels Music

majors however must take a jury examination in the major applied music instrument every

semester regardless of classification level Attendance at studio and departmental performance

classes is required 14 credit course (12 hour lesson per week)

12 credit course (1 hour lesson per week)

GENERAL STUDIES COURSES

GSTR 110 Writing Seminar I Critical Thinking

This course is designed to help students with transitions from their past experiences to the

challenges of College academic life and culture also emphasizing writing reasoning and

learning as foundations for continuing academic success in General Education and beyond Each

section of the course involves explicit continuing attention to writing reasoning research and

reflective engagement with various texts written and non-written All sections initially address

with students questions about the nature of education liberal-arts education and links to lifelong

learning and living Offered in multiple sections each year taken in onersquos first regular term

Vocal Music 25

NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this

requirement See General Education Program for details 1 Course Credit

GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning

emphases of GSTR 110 while engaging all students on issues close to the historic mission of the

College--race gender Appalachia and class Initially each section explores the story of Berea

including as it relates to the unifying themes of GSTR 210 Each section of the course involves

explicit continuing attention to writing reasoning research and reflective engagement with

various texts including instruction in the processes of producing a research paper Taken in

onersquos second regular term 1 Course Credit

GSTR 310 Understandings of Christianity

This course invites students to imagine and consider Christianity from stances both inside and

outside the faith from the vantage of various disciplines as an instance of the general

phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains

important for many around the world All sections explore together some historical

understandings of Christianity and then individual sections each explore a selected

contemporary issue in light of historical and biblical perspectives Each section applies and

builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit

GSTR 332 Scientific Knowledgeamp Inquiry

This course invites students to explore a variety of scientific disciplines in order to understand

what science is does and tells us about the natural world around us Employing an integrative

approach to the natural sciences the course emphasizes the historical development of laws

models and theories as well as basic scientific literacy important to contemporary concerns

Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See

the ―General Education Program section of this publication for an alternate way to meet this

requirement by taking two approved courses at least one of which must be a laboratory course

1 Course Credit

GSTR 410 Senior Seminar-Contemporary Global Issues

As a capstone experience for General Education this course invites students to synthesize and

integrate their learning by using their developing abilities to reason research and communicate

to investigate aspects of a significant issue for the world today Each section explores a topic

determined by the instructors and is structured to model broadly multi-disciplinary approaches

needed to understand complex problems Each section involves faculty working closely with

studentsrsquo independent research leading to presentation of a project to others in the course

1 Course Credit

How are Candidates in Vocal Music Taught Content Teaching Methods

Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the

beginning the connection between theory and performance of vocal music and the practice of

teaching the content Candidates learn to plan individual and group lessons and practice

Vocal Music 26

implementing their lessons in elementary middle and high schools in the area Both the content

standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that

candidates receive the most up-to-date instruction that they develop skills in best practices and that

they develop the dispositions necessary to teach in the most positive and supportive ways possible

TEACHING FOR THE KENTUCKY TEACHER STANDARDS

VOCAL MUSIC CERTIFICATION

The chart below demonstrates where candidates preparing for certification in Vocal Music

encounter the Kentucky Teacher Standards in their coursework and related field

experiences The descriptions below identify the various gradations of emphasis in each

course ranging from not addressed in the class (when the standard does not match the

course content) to demonstration of competency

Score Explanation

Not addressed These standards are not addressed in this course

Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate

developmental levels are introduced in this course

Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that

support the candidatersquos ability to develop the dispositions skills and practices are provided in this

course

ExpandedDeepened

Understanding and Practice

This level indicates that the standard has been identified as a special focus in the listed class and that

particular attention is paid to the standard in the course content assignments and field placement

experiences

Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are

ready to student teach have an understanding of each standard the abilities and skills required to apply

that understanding with others and the dispositions necessary to successfully engage students within

this framework

Competency Demonstrated in

Practice

This level indicates that candidates are expected to demonstrate appropriate developmental

understanding and application of the standards in the student teaching and seminar semester

EDS

150

EDS

349

EDS

355

MUS

326

MUS

342

MUS

335

MUS

337

EDU

330

EDU

481

EDS

482

Standard 1

The Teacher

Demonstrates Applied

Content Knowledge

11

12

13

14

15

Standard 2

The Teacher Designs

and Plans Instruction

21

22

23

24

Vocal Music 27

25

Standard 3

The Teacher Creates and

Maintains a Learning

Environment

31

32

33

34

35

Standard 4

Teacher Implements and

Manages Instruction

41

42

43

44

45

Standard 5

The Teacher Assesses

and Communicates

Learning Results

51

52

53

54

55

56

Standard 6

The Teacher

Demonstrates the

Implementation of

Technology

61

62

63

64

65

Standard 7

Reflects on and

Evaluates Teaching

and Learning

71

72

73

Standard 8

Collaborates with

Colleagues Parents

and Others

81

82

83

84

Standard 9

Evaluates Teaching and

Implements Professional

Development

91

92

93

94

Standard 10

Provides Leadership

within the School

Community and

Profession

101

102

103

104

Vocal Music 28

BEREA COLLEGE

Teacher Education Programs in Music

Vocal Music

NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC

Standards for the Preparation of Teachers of Music

Standards Courses and Experiences

1 Curricular Structure

a Standard Curricular structure content and time requirements shall

enable students to develop the range of knowledge skills and

competencies expected of those holding a professional baccalaureate

degree in music education as indicated below and in Section VIII

b Guidelines (1) Curricula to accomplish this purpose normally adhere to the

following structural guidelines studies in music including basic

musicianship and performance normally comprise at least 50 of the

total program general studies 30-35 and professional education 15-

20

(2) Music education methods courses such as elementary and

secondary methods and supplementary instruments which are primarily

music in content may be counted under the music component

(3) Professional education is defined as those courses normally offered

by the education unit that deal with philosophical and social

foundations of education educational psychology special education

history of education etc

(4) Although student teachers must be supervised by qualified music

personnel from the institution and coordinating schools student

teaching is counted as professional education

The Music Education Program meets this standard by providing

curricula that is at least 50 basic musicianship and performance music

studies close to 35 general studies coursework and at least 15

professional education coursework

The following classes provide music education methods for the

program MUS 326 MUS 342 and MUS 335

Professional education courses include EDS 150 EDS 349 and EDS

330 The student teaching term consists of EDS 481 EDS 482 and

EDS 355

Vocal Music 29

2 Program Content In addition to the common core of musicianship

and general studies the musician electing a career in school-based

teaching must develop competencies in professional education and in

specific areas of musicianship Professional education components

should be dealt with in a practical context relating the learning of

educational principles to the studentrsquos NASM Handbook 2010-11 98

day-by-day work in music Students must be provided opportunities for

various types of observation and teaching

Within the curricular guidelines above attention should be given to

breadth in general studies attitudes relating to human personal

considerations and social economic and cultural components that give

individual communities their identity

Professional education courses apply teaching and learning to practice

in schools through various types of observation class room

participation field work and extended pre-student teaching experiences

EDS 150 EDS 330 EDS 481 EDS 482

MUS 326 MUS 342 and MUS 335

The general studies coursework includes GSTR 110 GSTR 210 GSTR

310 GSTR 332 and GSTR 410 In addition all students are required

to take six perspectives from the following areas arts social science

western history religion African American studies Appalachian

studies womenrsquos studies and international studies Candidates also

take two courses in practical reasoning with one grounded in math or

statistics PEH 100 Wellness and two additional physical education

courses are also required

Throughout the program emphasis is placed on the development of

attitudes related to social economic cultural and racial diversity along

with personal and community identity EDS 349 and EDS 355 also

serve this purpose

3 Desirable Attributes Essential Competencies and Professional

Procedures

a Desirable Attributes The prospective music teacher should have

(1) Personal commitment to the art of music to teaching music as an

element of civilization and to encouraging the artistic and intellectual

development of students plus the ability to fulfill these commitments as

an independent professional

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences Performances readings in music theory and practice lesson

planning field experiences student teaching

Evaluations Key Assessment 1 Key Assessment 2 Key Assessment 3 Key

Assessment 4 Key Assessment 5 Key Assessment 6 Key assessment 7

Candidates must also pass the required Sophomore and Junior Interviews

Vocal Music 30

(2) The ability to lead students to an understanding of music as an art

form as a means of communication and as a part of their intellectual

and cultural heritage

(3) The capability to inspire others and to excite the imagination of

students engendering a respect for music and a desire for musical

knowledge and experiences

(4) The ability to articulate logical rationales for music as a basic

component of general education and to present the goals and objectives

of a music program effectively to parents professional colleagues and

administrators

(Music Department requirements for all majors) based on performance in

music courses and performance ability in their chosen instrument and in their

piano competency exams They are also required to articulate their specific

musical goals to the entire music faculty prior to admission

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences MUS 336 candidates discuss music as an art form a means of

communication as part of each studentrsquos intellectual and cultural heritage

Evaluations Interviews papers tests Key Assessment 1 Key Assessment 2

Key Assessment 3 Key Assessment 4 Key Assessment 6 Key assessment 7

EDS 150 EDS 349 MUS 336 MUS 337 EDS 330 EDS 481 EDS 482

Experiences Lesson planning observations microteaching papers projects

Through careful study of the Education Programs Goals integrated throughout

the program candidates come to understand joyful learning and its impact on

knowledge understandings and dispositions (Goal 1) Meeting the needs of

each learner is also emphasized in Goals 2 3 and 5 These goals support

candidates understandings of this standard

Evaluations Lesson plans field experiences Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 MUS 335 MUS 326 EDS 330 EDS 481 EDS 482

Experiences Teaching philosophy paper projects lesson planning and

implementation Candidates learn the appropriate tools for music teaching in

the schools in the first professional education course EDS 150 candidates

study the fundamental questions for What is the purpose of School And What

does it mean to teach The themes are then explored more deeply in EDS 330

Vocal Music 31

(5) The ability to work productively within specific education systems

promote scheduling patterns that optimize music instruction maintain

positive relationships with individuals of various social and ethnic

groups and be empathetic with students and colleagues of differing

backgrounds

(6) The ability to evaluate ideas methods and policies in the arts the

humanities and in arts education for their impact on the musical and

cultural development of students

(7) The ability and desire to remain current with developments in the art

of music and in teaching to make independent in-depth evaluations of

their relevance and to use the results to improve musicianship and

teaching skills

The following competencies and procedures provide means for

developing these attributes

Evaluations Lesson plans field experiences rubrics Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 EDS 330 EDS 349 EDS 355 EDS 481 EDS 482

Experiences Field placements group work educational autobiography

educational dialogue reflective journals reflective papers sketchbooks

divergent thinking experiences self evaluation peer editing peer evaluations

Evaluations Presentations field experiences Key Assessment 1 Key

Assessment 3 Key Assessment 6 Key assessment 7

MUS 335 MUS 326 EDS 150 EDS 330 EDS 349 EDS 355 EDS 481

EDS 482

Experiences Education Programs Goals study personal teaching dispositions

exploration philosophy paper lesson plans (purpose explanations) papers

presentations microteaching foundational experiences to understand various

perspectives and growingexpanding cultural competencies

Evaluations Rubrics peer assessments presentations Key Assessment 1

Key Assessment 3

EDS 150 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326 MUS 342

Experiences Annotated bibliographies of current sources used in creation of

lesson plans and teaching Education Programs Goals study dispositions study

researching content projects philosophy statement materials development

assessment and evaluation projects

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7

Vocal Music 32

b Music Competencies The profession of school music teacher now

encompasses a wide range of traditional emerging and experimental

purposes approaches content and methods Each institution makes

choices about what among many possibilities it will offer prospective

specialist music teachers Institutions may offer a comprehensive

curriculum involving two or more specializations andor focus on one

or more particular specializations The following standards provide a

framework for developing and evaluating a wide variety of Teacher

Education Program goals and achievements Items b(1) (2) (3) and

(4) apply to all programs that prepare prospective music teachers Items

c(1) (2) (3) (4)and (5) apply to specializations singly or in

combination as determined by the focus and content of specific program

offerings determined by each institution

In addition to those basic competencies outlined in Sections IV and

VIII the following apply to the preparation of music teachers

(1) Conducting and Musical Leadership The prospective music

teacher must be a competent conductor able to create accurate and

musically expressive performances with various types of performing

groups and in general classroom situations Instruction in conducting

includes score reading and the integration of analysis style NASM

Handbook 2010-11 99 performance practices instrumentation and

conducting techniques Laboratory experiences that give the student

opportunities to apply rehearsal techniques and procedures are essential

Prospective teachers in programs with less focus on the preparation of

ensemble conductors must acquire conducting and musical leadership

skills sufficient to teach effectively in their area(s) of specialization

(2) Arranging The prospective music teacher must be able to arrange

and adapt music from a variety of sources to meet the needs and ability

levels of individuals school performing groups and in classroom

situations

MUS 337 EDS 330 EDS 481 EDS 482

Experiences Conducting their peers observing and assessing their techniques

through videotaping field experiences performances

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7 performances

MUS 342 MUS 326 EDS 330 EDS 481 EDS 482

Experiences candidates gain practical knowledge and application

opportunities in orchestration and arranging with peers in various ensembles

lesson plans microteaching

Vocal Music 33

(3) Functional Performance In addition to the skills required for all

musicians functional performance abilities in keyboard and the voice

are essential Functional performance abilities in instruments

appropriate to the studentrsquos teaching specialization are also essential

(4) AnalysisHistoryLiterature The prospective music teacher should

be able to apply analytical and historical knowledge to curriculum

development lesson planning and daily classroom and performance

activities Teachers should be prepared to relate their understanding of

music with respect to styles literature multiple cultural sources and

historical development both in general and as related to their area(s) of

specialization

c Specialization Competencies Institutions and other educational

authorities make decisions about the extent to which music teachers will

be prepared in one or more specializations The following competencies

apply singly or in combination consistent with the specialization

objectives of each Teacher Education Program in music

Evaluations Performances Key Assessment 4 Key Assessment 6 Key

Assessment 7

MUA 105-338 MUS 131 MUS 342 MUS 335 MUS 326

Experiences Opportunities to play and sing within a group context (Concert

Choir Black Music Ensemble Chamber Singers Concert Band Jazz Band

and Recorder Ensemble offer opportunities for all candidates to participate)

teaching vocal music as individual or group lessons

Evaluations Piano competency test individual lessons on their major

instrument sophomore and junior interviews Key Assessment 4 Key

Assessment 6 Key Assessment 7

MUS 330 MUS 331cedil MUS 320 MUS 322 EDS 330 EDS 349 EDS 355

EDS 481 482

Experiences Focus on acquiring basic knowledge of music literature and its

historical context through assessment in writing research and listening skills

Demonstration of skills in musical analysis chord structure etc through

papers presentations lesson planning microteaching field experiences

Evaluations Tests papers projects Sophomore and Junior Interviews piano

proficiency exam Key Assessment 1 Key Assessment 2 Key Assessment 4

Key Assessment 5 Key Assessment 6 Key Assessment 7

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 21

in their assigned placement(s) Students will be expected to complete satisfactory entries for the

Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS

481 3 Course Credits

MUSIC COURSES

MUS 115 Introduction to Music Literature

An introduction to the study of music literature Students in this course will be introduced to

significant musical pieces from the major historical periods and will learn to distinguish the

musical stylistic characteristics of those periods Emphasis will be on the development of

listening skills and appropriate methods and abilities to analyze interpret discuss and write

about music Although the focus of the literature will be music from the Western art music

tradition selected examples of music from other world cultures will be included May include

required attendance of live musical performances on campus or in the region as available and

appropriate Four periods per week Arts Perspective 1 Course Credit

MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by

audition Performs wide variety of musical styles both sacred and secular and in several

languages Regular attendance at all rehearsals and performances is required Four periods per

week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall

Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat

14 Course Credit

MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of

the properties of sound the overtone series symbols of notation rhythm intervals scales and

key signatures Harmonic studies include triads and their inversions phrase structure and

cadences and harmonic progressions The course will focus on playing major and minor scales

all triad types and their inversions and basic chord progressions using primary triads Two class

periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE

Noncredit for students who completed MUS 120 12 Course Credit

MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The

musical ear is developed through the sight-singing of simple melodies intervals scales and

rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns

Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE

Noncredit for students who completed MUS 312 12 Course Credit

MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the

four-part chorale style and keyboard style Music forms introductory counterpoint and analysis

of works from music literature Playing basic chord progressions using the secondary as well as

primary triads harmonizing simple melodies simple transposition and basic harmonic

progressions in four parts Two class periods per week plus a keyboard lab Usually taken in

Vocal Music 22

conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS

121 12 Course Credit

MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation

harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three

periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit

for students who completed MUS 313 12 Course Credit

MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation

musical forms and analysis of musical examples from the common practice period Three

periods per week Usually taken in conjunction with MUS 321 12 Course Credit

MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers

in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing

melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS

320 12 Course Credit

MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical

forms alternatives to traditional harmony impressionism atonality polytonality serialism

electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-

century works Creative writing in various styles Three periods per week Usually taken in

conjunction with MUS 323 12 Course Credit

MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and

melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering

aural skills Keyboard skills include harmonization using diatonic and altered chords

transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency

Examination Two periods per week Usually taken in conjunction with MUS 322

12 Course Credit

MUS 326 Vocal Methods

A course in the fundamentals of singing and how these fundamentals may be used in effective

instruction of students in a schoolrsquos music program A study of the vocal mechanism with special

attention given to the physical and psychological aspects of vocal pedagogy A study of methods

appropriate to choral rehearsal A survey of choral music history and of choral literature as it

applies to the school music program at all levels 1 Course Credit

MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A

―music-centered course this survey will include analysis of representative works of the music

literature The music of classical Greece and the early Christian era through the Baroque first

term the Classic era to the present day second term Four periods per week 1 Course Credit

Vocal Music 23

MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A

―music-centered course this survey will include analysis of representative works of the music

literature The music of classical Greece and the early Christian era through the Baroque first

term the Classic era to the present day second term Four periods per week 1 Course Credit

MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music

in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities

would include review of materials assigned readings research class discussions practical

teaching laboratory sessions and practicum experiences Four meetings per week

1 Course Credit

MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes

recitative conducting error detection score reading score marking and other techniques used in

instrumental and choral conducting Practical experience Concurrent participation in ensemble

of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four

periods per week 1 Course Credit

MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)

Consideration of vocal methods use of imagery in teaching resonance tone quality placement

vocalization diction (Italian German French and English) including a working knowledge of

the International Phonetic Alphabet (IPA) and interpretation There will be many reading

assignments as well as listening to recordings and observing singers Practical experience will

be obtained by working with members of the voice class Four periods per week one day will be

a laboratory experience 1 Course Credit

MUS 390A Independent Study

A course initiated directed and organized by the student and the faculty sponsor Course

proposals must meet the guidelines and approval of the Academic Department or

Interdisciplinary Program in which the study will be conducted A detailed information sheet is

available in the Student Self-Service room (101 Lincoln) which includes the form to complete if

seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the

Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE

will be registered as 390490A others will be 390490B 1 Course Credit

MUS 390B Independent Study wo ALE

A course initiated directed and organized by the student and the faculty sponsor Course

proposals must meet the guidelines and approval of the Academic Department or

Interdisciplinary Program in which the study will be conducted A detailed information sheet is

available in the Student Self-Service room (101 Lincoln) which includes the form to complete if

seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the

Vocal Music 24

Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE

will be registered as 390490A others will be 390490B1 Course Credit

MUS 395 Internship

An experiential learning experience individually designed for students with a special academic interest

requiring integration of classroom learning with practical experience Includes on-campus seminars with

academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15

course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in

Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for

determining credit allowance The Coordinator of Internships gives final approval for Internship

proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit

MUS 490A Independent Study

A course initiated directed and organized by the student and the faculty sponsor Course proposals must

meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the

study will be conducted A detailed information sheet is available in the Student Self-Service room (101

Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A

course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be

registered Those approved as ALE will be registered as 390490A others will be 390490B

1 Course Credit

MUA 105-358 Applied Music

Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon

recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and

wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet

flute oboe and saxophone Classification for credit purposes is established by the teacher at the

beginning of the first semester of study Jury examinations at the end of each semester are

required of all students enrolled in applied music courses except those at the 100 levels Music

majors however must take a jury examination in the major applied music instrument every

semester regardless of classification level Attendance at studio and departmental performance

classes is required 14 credit course (12 hour lesson per week)

12 credit course (1 hour lesson per week)

GENERAL STUDIES COURSES

GSTR 110 Writing Seminar I Critical Thinking

This course is designed to help students with transitions from their past experiences to the

challenges of College academic life and culture also emphasizing writing reasoning and

learning as foundations for continuing academic success in General Education and beyond Each

section of the course involves explicit continuing attention to writing reasoning research and

reflective engagement with various texts written and non-written All sections initially address

with students questions about the nature of education liberal-arts education and links to lifelong

learning and living Offered in multiple sections each year taken in onersquos first regular term

Vocal Music 25

NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this

requirement See General Education Program for details 1 Course Credit

GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning

emphases of GSTR 110 while engaging all students on issues close to the historic mission of the

College--race gender Appalachia and class Initially each section explores the story of Berea

including as it relates to the unifying themes of GSTR 210 Each section of the course involves

explicit continuing attention to writing reasoning research and reflective engagement with

various texts including instruction in the processes of producing a research paper Taken in

onersquos second regular term 1 Course Credit

GSTR 310 Understandings of Christianity

This course invites students to imagine and consider Christianity from stances both inside and

outside the faith from the vantage of various disciplines as an instance of the general

phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains

important for many around the world All sections explore together some historical

understandings of Christianity and then individual sections each explore a selected

contemporary issue in light of historical and biblical perspectives Each section applies and

builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit

GSTR 332 Scientific Knowledgeamp Inquiry

This course invites students to explore a variety of scientific disciplines in order to understand

what science is does and tells us about the natural world around us Employing an integrative

approach to the natural sciences the course emphasizes the historical development of laws

models and theories as well as basic scientific literacy important to contemporary concerns

Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See

the ―General Education Program section of this publication for an alternate way to meet this

requirement by taking two approved courses at least one of which must be a laboratory course

1 Course Credit

GSTR 410 Senior Seminar-Contemporary Global Issues

As a capstone experience for General Education this course invites students to synthesize and

integrate their learning by using their developing abilities to reason research and communicate

to investigate aspects of a significant issue for the world today Each section explores a topic

determined by the instructors and is structured to model broadly multi-disciplinary approaches

needed to understand complex problems Each section involves faculty working closely with

studentsrsquo independent research leading to presentation of a project to others in the course

1 Course Credit

How are Candidates in Vocal Music Taught Content Teaching Methods

Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the

beginning the connection between theory and performance of vocal music and the practice of

teaching the content Candidates learn to plan individual and group lessons and practice

Vocal Music 26

implementing their lessons in elementary middle and high schools in the area Both the content

standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that

candidates receive the most up-to-date instruction that they develop skills in best practices and that

they develop the dispositions necessary to teach in the most positive and supportive ways possible

TEACHING FOR THE KENTUCKY TEACHER STANDARDS

VOCAL MUSIC CERTIFICATION

The chart below demonstrates where candidates preparing for certification in Vocal Music

encounter the Kentucky Teacher Standards in their coursework and related field

experiences The descriptions below identify the various gradations of emphasis in each

course ranging from not addressed in the class (when the standard does not match the

course content) to demonstration of competency

Score Explanation

Not addressed These standards are not addressed in this course

Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate

developmental levels are introduced in this course

Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that

support the candidatersquos ability to develop the dispositions skills and practices are provided in this

course

ExpandedDeepened

Understanding and Practice

This level indicates that the standard has been identified as a special focus in the listed class and that

particular attention is paid to the standard in the course content assignments and field placement

experiences

Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are

ready to student teach have an understanding of each standard the abilities and skills required to apply

that understanding with others and the dispositions necessary to successfully engage students within

this framework

Competency Demonstrated in

Practice

This level indicates that candidates are expected to demonstrate appropriate developmental

understanding and application of the standards in the student teaching and seminar semester

EDS

150

EDS

349

EDS

355

MUS

326

MUS

342

MUS

335

MUS

337

EDU

330

EDU

481

EDS

482

Standard 1

The Teacher

Demonstrates Applied

Content Knowledge

11

12

13

14

15

Standard 2

The Teacher Designs

and Plans Instruction

21

22

23

24

Vocal Music 27

25

Standard 3

The Teacher Creates and

Maintains a Learning

Environment

31

32

33

34

35

Standard 4

Teacher Implements and

Manages Instruction

41

42

43

44

45

Standard 5

The Teacher Assesses

and Communicates

Learning Results

51

52

53

54

55

56

Standard 6

The Teacher

Demonstrates the

Implementation of

Technology

61

62

63

64

65

Standard 7

Reflects on and

Evaluates Teaching

and Learning

71

72

73

Standard 8

Collaborates with

Colleagues Parents

and Others

81

82

83

84

Standard 9

Evaluates Teaching and

Implements Professional

Development

91

92

93

94

Standard 10

Provides Leadership

within the School

Community and

Profession

101

102

103

104

Vocal Music 28

BEREA COLLEGE

Teacher Education Programs in Music

Vocal Music

NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC

Standards for the Preparation of Teachers of Music

Standards Courses and Experiences

1 Curricular Structure

a Standard Curricular structure content and time requirements shall

enable students to develop the range of knowledge skills and

competencies expected of those holding a professional baccalaureate

degree in music education as indicated below and in Section VIII

b Guidelines (1) Curricula to accomplish this purpose normally adhere to the

following structural guidelines studies in music including basic

musicianship and performance normally comprise at least 50 of the

total program general studies 30-35 and professional education 15-

20

(2) Music education methods courses such as elementary and

secondary methods and supplementary instruments which are primarily

music in content may be counted under the music component

(3) Professional education is defined as those courses normally offered

by the education unit that deal with philosophical and social

foundations of education educational psychology special education

history of education etc

(4) Although student teachers must be supervised by qualified music

personnel from the institution and coordinating schools student

teaching is counted as professional education

The Music Education Program meets this standard by providing

curricula that is at least 50 basic musicianship and performance music

studies close to 35 general studies coursework and at least 15

professional education coursework

The following classes provide music education methods for the

program MUS 326 MUS 342 and MUS 335

Professional education courses include EDS 150 EDS 349 and EDS

330 The student teaching term consists of EDS 481 EDS 482 and

EDS 355

Vocal Music 29

2 Program Content In addition to the common core of musicianship

and general studies the musician electing a career in school-based

teaching must develop competencies in professional education and in

specific areas of musicianship Professional education components

should be dealt with in a practical context relating the learning of

educational principles to the studentrsquos NASM Handbook 2010-11 98

day-by-day work in music Students must be provided opportunities for

various types of observation and teaching

Within the curricular guidelines above attention should be given to

breadth in general studies attitudes relating to human personal

considerations and social economic and cultural components that give

individual communities their identity

Professional education courses apply teaching and learning to practice

in schools through various types of observation class room

participation field work and extended pre-student teaching experiences

EDS 150 EDS 330 EDS 481 EDS 482

MUS 326 MUS 342 and MUS 335

The general studies coursework includes GSTR 110 GSTR 210 GSTR

310 GSTR 332 and GSTR 410 In addition all students are required

to take six perspectives from the following areas arts social science

western history religion African American studies Appalachian

studies womenrsquos studies and international studies Candidates also

take two courses in practical reasoning with one grounded in math or

statistics PEH 100 Wellness and two additional physical education

courses are also required

Throughout the program emphasis is placed on the development of

attitudes related to social economic cultural and racial diversity along

with personal and community identity EDS 349 and EDS 355 also

serve this purpose

3 Desirable Attributes Essential Competencies and Professional

Procedures

a Desirable Attributes The prospective music teacher should have

(1) Personal commitment to the art of music to teaching music as an

element of civilization and to encouraging the artistic and intellectual

development of students plus the ability to fulfill these commitments as

an independent professional

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences Performances readings in music theory and practice lesson

planning field experiences student teaching

Evaluations Key Assessment 1 Key Assessment 2 Key Assessment 3 Key

Assessment 4 Key Assessment 5 Key Assessment 6 Key assessment 7

Candidates must also pass the required Sophomore and Junior Interviews

Vocal Music 30

(2) The ability to lead students to an understanding of music as an art

form as a means of communication and as a part of their intellectual

and cultural heritage

(3) The capability to inspire others and to excite the imagination of

students engendering a respect for music and a desire for musical

knowledge and experiences

(4) The ability to articulate logical rationales for music as a basic

component of general education and to present the goals and objectives

of a music program effectively to parents professional colleagues and

administrators

(Music Department requirements for all majors) based on performance in

music courses and performance ability in their chosen instrument and in their

piano competency exams They are also required to articulate their specific

musical goals to the entire music faculty prior to admission

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences MUS 336 candidates discuss music as an art form a means of

communication as part of each studentrsquos intellectual and cultural heritage

Evaluations Interviews papers tests Key Assessment 1 Key Assessment 2

Key Assessment 3 Key Assessment 4 Key Assessment 6 Key assessment 7

EDS 150 EDS 349 MUS 336 MUS 337 EDS 330 EDS 481 EDS 482

Experiences Lesson planning observations microteaching papers projects

Through careful study of the Education Programs Goals integrated throughout

the program candidates come to understand joyful learning and its impact on

knowledge understandings and dispositions (Goal 1) Meeting the needs of

each learner is also emphasized in Goals 2 3 and 5 These goals support

candidates understandings of this standard

Evaluations Lesson plans field experiences Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 MUS 335 MUS 326 EDS 330 EDS 481 EDS 482

Experiences Teaching philosophy paper projects lesson planning and

implementation Candidates learn the appropriate tools for music teaching in

the schools in the first professional education course EDS 150 candidates

study the fundamental questions for What is the purpose of School And What

does it mean to teach The themes are then explored more deeply in EDS 330

Vocal Music 31

(5) The ability to work productively within specific education systems

promote scheduling patterns that optimize music instruction maintain

positive relationships with individuals of various social and ethnic

groups and be empathetic with students and colleagues of differing

backgrounds

(6) The ability to evaluate ideas methods and policies in the arts the

humanities and in arts education for their impact on the musical and

cultural development of students

(7) The ability and desire to remain current with developments in the art

of music and in teaching to make independent in-depth evaluations of

their relevance and to use the results to improve musicianship and

teaching skills

The following competencies and procedures provide means for

developing these attributes

Evaluations Lesson plans field experiences rubrics Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 EDS 330 EDS 349 EDS 355 EDS 481 EDS 482

Experiences Field placements group work educational autobiography

educational dialogue reflective journals reflective papers sketchbooks

divergent thinking experiences self evaluation peer editing peer evaluations

Evaluations Presentations field experiences Key Assessment 1 Key

Assessment 3 Key Assessment 6 Key assessment 7

MUS 335 MUS 326 EDS 150 EDS 330 EDS 349 EDS 355 EDS 481

EDS 482

Experiences Education Programs Goals study personal teaching dispositions

exploration philosophy paper lesson plans (purpose explanations) papers

presentations microteaching foundational experiences to understand various

perspectives and growingexpanding cultural competencies

Evaluations Rubrics peer assessments presentations Key Assessment 1

Key Assessment 3

EDS 150 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326 MUS 342

Experiences Annotated bibliographies of current sources used in creation of

lesson plans and teaching Education Programs Goals study dispositions study

researching content projects philosophy statement materials development

assessment and evaluation projects

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7

Vocal Music 32

b Music Competencies The profession of school music teacher now

encompasses a wide range of traditional emerging and experimental

purposes approaches content and methods Each institution makes

choices about what among many possibilities it will offer prospective

specialist music teachers Institutions may offer a comprehensive

curriculum involving two or more specializations andor focus on one

or more particular specializations The following standards provide a

framework for developing and evaluating a wide variety of Teacher

Education Program goals and achievements Items b(1) (2) (3) and

(4) apply to all programs that prepare prospective music teachers Items

c(1) (2) (3) (4)and (5) apply to specializations singly or in

combination as determined by the focus and content of specific program

offerings determined by each institution

In addition to those basic competencies outlined in Sections IV and

VIII the following apply to the preparation of music teachers

(1) Conducting and Musical Leadership The prospective music

teacher must be a competent conductor able to create accurate and

musically expressive performances with various types of performing

groups and in general classroom situations Instruction in conducting

includes score reading and the integration of analysis style NASM

Handbook 2010-11 99 performance practices instrumentation and

conducting techniques Laboratory experiences that give the student

opportunities to apply rehearsal techniques and procedures are essential

Prospective teachers in programs with less focus on the preparation of

ensemble conductors must acquire conducting and musical leadership

skills sufficient to teach effectively in their area(s) of specialization

(2) Arranging The prospective music teacher must be able to arrange

and adapt music from a variety of sources to meet the needs and ability

levels of individuals school performing groups and in classroom

situations

MUS 337 EDS 330 EDS 481 EDS 482

Experiences Conducting their peers observing and assessing their techniques

through videotaping field experiences performances

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7 performances

MUS 342 MUS 326 EDS 330 EDS 481 EDS 482

Experiences candidates gain practical knowledge and application

opportunities in orchestration and arranging with peers in various ensembles

lesson plans microteaching

Vocal Music 33

(3) Functional Performance In addition to the skills required for all

musicians functional performance abilities in keyboard and the voice

are essential Functional performance abilities in instruments

appropriate to the studentrsquos teaching specialization are also essential

(4) AnalysisHistoryLiterature The prospective music teacher should

be able to apply analytical and historical knowledge to curriculum

development lesson planning and daily classroom and performance

activities Teachers should be prepared to relate their understanding of

music with respect to styles literature multiple cultural sources and

historical development both in general and as related to their area(s) of

specialization

c Specialization Competencies Institutions and other educational

authorities make decisions about the extent to which music teachers will

be prepared in one or more specializations The following competencies

apply singly or in combination consistent with the specialization

objectives of each Teacher Education Program in music

Evaluations Performances Key Assessment 4 Key Assessment 6 Key

Assessment 7

MUA 105-338 MUS 131 MUS 342 MUS 335 MUS 326

Experiences Opportunities to play and sing within a group context (Concert

Choir Black Music Ensemble Chamber Singers Concert Band Jazz Band

and Recorder Ensemble offer opportunities for all candidates to participate)

teaching vocal music as individual or group lessons

Evaluations Piano competency test individual lessons on their major

instrument sophomore and junior interviews Key Assessment 4 Key

Assessment 6 Key Assessment 7

MUS 330 MUS 331cedil MUS 320 MUS 322 EDS 330 EDS 349 EDS 355

EDS 481 482

Experiences Focus on acquiring basic knowledge of music literature and its

historical context through assessment in writing research and listening skills

Demonstration of skills in musical analysis chord structure etc through

papers presentations lesson planning microteaching field experiences

Evaluations Tests papers projects Sophomore and Junior Interviews piano

proficiency exam Key Assessment 1 Key Assessment 2 Key Assessment 4

Key Assessment 5 Key Assessment 6 Key Assessment 7

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 22

conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS

121 12 Course Credit

MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation

harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three

periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit

for students who completed MUS 313 12 Course Credit

MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation

musical forms and analysis of musical examples from the common practice period Three

periods per week Usually taken in conjunction with MUS 321 12 Course Credit

MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers

in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing

melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS

320 12 Course Credit

MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical

forms alternatives to traditional harmony impressionism atonality polytonality serialism

electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-

century works Creative writing in various styles Three periods per week Usually taken in

conjunction with MUS 323 12 Course Credit

MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and

melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering

aural skills Keyboard skills include harmonization using diatonic and altered chords

transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency

Examination Two periods per week Usually taken in conjunction with MUS 322

12 Course Credit

MUS 326 Vocal Methods

A course in the fundamentals of singing and how these fundamentals may be used in effective

instruction of students in a schoolrsquos music program A study of the vocal mechanism with special

attention given to the physical and psychological aspects of vocal pedagogy A study of methods

appropriate to choral rehearsal A survey of choral music history and of choral literature as it

applies to the school music program at all levels 1 Course Credit

MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A

―music-centered course this survey will include analysis of representative works of the music

literature The music of classical Greece and the early Christian era through the Baroque first

term the Classic era to the present day second term Four periods per week 1 Course Credit

Vocal Music 23

MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A

―music-centered course this survey will include analysis of representative works of the music

literature The music of classical Greece and the early Christian era through the Baroque first

term the Classic era to the present day second term Four periods per week 1 Course Credit

MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music

in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities

would include review of materials assigned readings research class discussions practical

teaching laboratory sessions and practicum experiences Four meetings per week

1 Course Credit

MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes

recitative conducting error detection score reading score marking and other techniques used in

instrumental and choral conducting Practical experience Concurrent participation in ensemble

of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four

periods per week 1 Course Credit

MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)

Consideration of vocal methods use of imagery in teaching resonance tone quality placement

vocalization diction (Italian German French and English) including a working knowledge of

the International Phonetic Alphabet (IPA) and interpretation There will be many reading

assignments as well as listening to recordings and observing singers Practical experience will

be obtained by working with members of the voice class Four periods per week one day will be

a laboratory experience 1 Course Credit

MUS 390A Independent Study

A course initiated directed and organized by the student and the faculty sponsor Course

proposals must meet the guidelines and approval of the Academic Department or

Interdisciplinary Program in which the study will be conducted A detailed information sheet is

available in the Student Self-Service room (101 Lincoln) which includes the form to complete if

seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the

Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE

will be registered as 390490A others will be 390490B 1 Course Credit

MUS 390B Independent Study wo ALE

A course initiated directed and organized by the student and the faculty sponsor Course

proposals must meet the guidelines and approval of the Academic Department or

Interdisciplinary Program in which the study will be conducted A detailed information sheet is

available in the Student Self-Service room (101 Lincoln) which includes the form to complete if

seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the

Vocal Music 24

Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE

will be registered as 390490A others will be 390490B1 Course Credit

MUS 395 Internship

An experiential learning experience individually designed for students with a special academic interest

requiring integration of classroom learning with practical experience Includes on-campus seminars with

academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15

course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in

Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for

determining credit allowance The Coordinator of Internships gives final approval for Internship

proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit

MUS 490A Independent Study

A course initiated directed and organized by the student and the faculty sponsor Course proposals must

meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the

study will be conducted A detailed information sheet is available in the Student Self-Service room (101

Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A

course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be

registered Those approved as ALE will be registered as 390490A others will be 390490B

1 Course Credit

MUA 105-358 Applied Music

Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon

recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and

wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet

flute oboe and saxophone Classification for credit purposes is established by the teacher at the

beginning of the first semester of study Jury examinations at the end of each semester are

required of all students enrolled in applied music courses except those at the 100 levels Music

majors however must take a jury examination in the major applied music instrument every

semester regardless of classification level Attendance at studio and departmental performance

classes is required 14 credit course (12 hour lesson per week)

12 credit course (1 hour lesson per week)

GENERAL STUDIES COURSES

GSTR 110 Writing Seminar I Critical Thinking

This course is designed to help students with transitions from their past experiences to the

challenges of College academic life and culture also emphasizing writing reasoning and

learning as foundations for continuing academic success in General Education and beyond Each

section of the course involves explicit continuing attention to writing reasoning research and

reflective engagement with various texts written and non-written All sections initially address

with students questions about the nature of education liberal-arts education and links to lifelong

learning and living Offered in multiple sections each year taken in onersquos first regular term

Vocal Music 25

NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this

requirement See General Education Program for details 1 Course Credit

GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning

emphases of GSTR 110 while engaging all students on issues close to the historic mission of the

College--race gender Appalachia and class Initially each section explores the story of Berea

including as it relates to the unifying themes of GSTR 210 Each section of the course involves

explicit continuing attention to writing reasoning research and reflective engagement with

various texts including instruction in the processes of producing a research paper Taken in

onersquos second regular term 1 Course Credit

GSTR 310 Understandings of Christianity

This course invites students to imagine and consider Christianity from stances both inside and

outside the faith from the vantage of various disciplines as an instance of the general

phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains

important for many around the world All sections explore together some historical

understandings of Christianity and then individual sections each explore a selected

contemporary issue in light of historical and biblical perspectives Each section applies and

builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit

GSTR 332 Scientific Knowledgeamp Inquiry

This course invites students to explore a variety of scientific disciplines in order to understand

what science is does and tells us about the natural world around us Employing an integrative

approach to the natural sciences the course emphasizes the historical development of laws

models and theories as well as basic scientific literacy important to contemporary concerns

Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See

the ―General Education Program section of this publication for an alternate way to meet this

requirement by taking two approved courses at least one of which must be a laboratory course

1 Course Credit

GSTR 410 Senior Seminar-Contemporary Global Issues

As a capstone experience for General Education this course invites students to synthesize and

integrate their learning by using their developing abilities to reason research and communicate

to investigate aspects of a significant issue for the world today Each section explores a topic

determined by the instructors and is structured to model broadly multi-disciplinary approaches

needed to understand complex problems Each section involves faculty working closely with

studentsrsquo independent research leading to presentation of a project to others in the course

1 Course Credit

How are Candidates in Vocal Music Taught Content Teaching Methods

Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the

beginning the connection between theory and performance of vocal music and the practice of

teaching the content Candidates learn to plan individual and group lessons and practice

Vocal Music 26

implementing their lessons in elementary middle and high schools in the area Both the content

standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that

candidates receive the most up-to-date instruction that they develop skills in best practices and that

they develop the dispositions necessary to teach in the most positive and supportive ways possible

TEACHING FOR THE KENTUCKY TEACHER STANDARDS

VOCAL MUSIC CERTIFICATION

The chart below demonstrates where candidates preparing for certification in Vocal Music

encounter the Kentucky Teacher Standards in their coursework and related field

experiences The descriptions below identify the various gradations of emphasis in each

course ranging from not addressed in the class (when the standard does not match the

course content) to demonstration of competency

Score Explanation

Not addressed These standards are not addressed in this course

Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate

developmental levels are introduced in this course

Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that

support the candidatersquos ability to develop the dispositions skills and practices are provided in this

course

ExpandedDeepened

Understanding and Practice

This level indicates that the standard has been identified as a special focus in the listed class and that

particular attention is paid to the standard in the course content assignments and field placement

experiences

Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are

ready to student teach have an understanding of each standard the abilities and skills required to apply

that understanding with others and the dispositions necessary to successfully engage students within

this framework

Competency Demonstrated in

Practice

This level indicates that candidates are expected to demonstrate appropriate developmental

understanding and application of the standards in the student teaching and seminar semester

EDS

150

EDS

349

EDS

355

MUS

326

MUS

342

MUS

335

MUS

337

EDU

330

EDU

481

EDS

482

Standard 1

The Teacher

Demonstrates Applied

Content Knowledge

11

12

13

14

15

Standard 2

The Teacher Designs

and Plans Instruction

21

22

23

24

Vocal Music 27

25

Standard 3

The Teacher Creates and

Maintains a Learning

Environment

31

32

33

34

35

Standard 4

Teacher Implements and

Manages Instruction

41

42

43

44

45

Standard 5

The Teacher Assesses

and Communicates

Learning Results

51

52

53

54

55

56

Standard 6

The Teacher

Demonstrates the

Implementation of

Technology

61

62

63

64

65

Standard 7

Reflects on and

Evaluates Teaching

and Learning

71

72

73

Standard 8

Collaborates with

Colleagues Parents

and Others

81

82

83

84

Standard 9

Evaluates Teaching and

Implements Professional

Development

91

92

93

94

Standard 10

Provides Leadership

within the School

Community and

Profession

101

102

103

104

Vocal Music 28

BEREA COLLEGE

Teacher Education Programs in Music

Vocal Music

NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC

Standards for the Preparation of Teachers of Music

Standards Courses and Experiences

1 Curricular Structure

a Standard Curricular structure content and time requirements shall

enable students to develop the range of knowledge skills and

competencies expected of those holding a professional baccalaureate

degree in music education as indicated below and in Section VIII

b Guidelines (1) Curricula to accomplish this purpose normally adhere to the

following structural guidelines studies in music including basic

musicianship and performance normally comprise at least 50 of the

total program general studies 30-35 and professional education 15-

20

(2) Music education methods courses such as elementary and

secondary methods and supplementary instruments which are primarily

music in content may be counted under the music component

(3) Professional education is defined as those courses normally offered

by the education unit that deal with philosophical and social

foundations of education educational psychology special education

history of education etc

(4) Although student teachers must be supervised by qualified music

personnel from the institution and coordinating schools student

teaching is counted as professional education

The Music Education Program meets this standard by providing

curricula that is at least 50 basic musicianship and performance music

studies close to 35 general studies coursework and at least 15

professional education coursework

The following classes provide music education methods for the

program MUS 326 MUS 342 and MUS 335

Professional education courses include EDS 150 EDS 349 and EDS

330 The student teaching term consists of EDS 481 EDS 482 and

EDS 355

Vocal Music 29

2 Program Content In addition to the common core of musicianship

and general studies the musician electing a career in school-based

teaching must develop competencies in professional education and in

specific areas of musicianship Professional education components

should be dealt with in a practical context relating the learning of

educational principles to the studentrsquos NASM Handbook 2010-11 98

day-by-day work in music Students must be provided opportunities for

various types of observation and teaching

Within the curricular guidelines above attention should be given to

breadth in general studies attitudes relating to human personal

considerations and social economic and cultural components that give

individual communities their identity

Professional education courses apply teaching and learning to practice

in schools through various types of observation class room

participation field work and extended pre-student teaching experiences

EDS 150 EDS 330 EDS 481 EDS 482

MUS 326 MUS 342 and MUS 335

The general studies coursework includes GSTR 110 GSTR 210 GSTR

310 GSTR 332 and GSTR 410 In addition all students are required

to take six perspectives from the following areas arts social science

western history religion African American studies Appalachian

studies womenrsquos studies and international studies Candidates also

take two courses in practical reasoning with one grounded in math or

statistics PEH 100 Wellness and two additional physical education

courses are also required

Throughout the program emphasis is placed on the development of

attitudes related to social economic cultural and racial diversity along

with personal and community identity EDS 349 and EDS 355 also

serve this purpose

3 Desirable Attributes Essential Competencies and Professional

Procedures

a Desirable Attributes The prospective music teacher should have

(1) Personal commitment to the art of music to teaching music as an

element of civilization and to encouraging the artistic and intellectual

development of students plus the ability to fulfill these commitments as

an independent professional

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences Performances readings in music theory and practice lesson

planning field experiences student teaching

Evaluations Key Assessment 1 Key Assessment 2 Key Assessment 3 Key

Assessment 4 Key Assessment 5 Key Assessment 6 Key assessment 7

Candidates must also pass the required Sophomore and Junior Interviews

Vocal Music 30

(2) The ability to lead students to an understanding of music as an art

form as a means of communication and as a part of their intellectual

and cultural heritage

(3) The capability to inspire others and to excite the imagination of

students engendering a respect for music and a desire for musical

knowledge and experiences

(4) The ability to articulate logical rationales for music as a basic

component of general education and to present the goals and objectives

of a music program effectively to parents professional colleagues and

administrators

(Music Department requirements for all majors) based on performance in

music courses and performance ability in their chosen instrument and in their

piano competency exams They are also required to articulate their specific

musical goals to the entire music faculty prior to admission

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences MUS 336 candidates discuss music as an art form a means of

communication as part of each studentrsquos intellectual and cultural heritage

Evaluations Interviews papers tests Key Assessment 1 Key Assessment 2

Key Assessment 3 Key Assessment 4 Key Assessment 6 Key assessment 7

EDS 150 EDS 349 MUS 336 MUS 337 EDS 330 EDS 481 EDS 482

Experiences Lesson planning observations microteaching papers projects

Through careful study of the Education Programs Goals integrated throughout

the program candidates come to understand joyful learning and its impact on

knowledge understandings and dispositions (Goal 1) Meeting the needs of

each learner is also emphasized in Goals 2 3 and 5 These goals support

candidates understandings of this standard

Evaluations Lesson plans field experiences Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 MUS 335 MUS 326 EDS 330 EDS 481 EDS 482

Experiences Teaching philosophy paper projects lesson planning and

implementation Candidates learn the appropriate tools for music teaching in

the schools in the first professional education course EDS 150 candidates

study the fundamental questions for What is the purpose of School And What

does it mean to teach The themes are then explored more deeply in EDS 330

Vocal Music 31

(5) The ability to work productively within specific education systems

promote scheduling patterns that optimize music instruction maintain

positive relationships with individuals of various social and ethnic

groups and be empathetic with students and colleagues of differing

backgrounds

(6) The ability to evaluate ideas methods and policies in the arts the

humanities and in arts education for their impact on the musical and

cultural development of students

(7) The ability and desire to remain current with developments in the art

of music and in teaching to make independent in-depth evaluations of

their relevance and to use the results to improve musicianship and

teaching skills

The following competencies and procedures provide means for

developing these attributes

Evaluations Lesson plans field experiences rubrics Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 EDS 330 EDS 349 EDS 355 EDS 481 EDS 482

Experiences Field placements group work educational autobiography

educational dialogue reflective journals reflective papers sketchbooks

divergent thinking experiences self evaluation peer editing peer evaluations

Evaluations Presentations field experiences Key Assessment 1 Key

Assessment 3 Key Assessment 6 Key assessment 7

MUS 335 MUS 326 EDS 150 EDS 330 EDS 349 EDS 355 EDS 481

EDS 482

Experiences Education Programs Goals study personal teaching dispositions

exploration philosophy paper lesson plans (purpose explanations) papers

presentations microteaching foundational experiences to understand various

perspectives and growingexpanding cultural competencies

Evaluations Rubrics peer assessments presentations Key Assessment 1

Key Assessment 3

EDS 150 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326 MUS 342

Experiences Annotated bibliographies of current sources used in creation of

lesson plans and teaching Education Programs Goals study dispositions study

researching content projects philosophy statement materials development

assessment and evaluation projects

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7

Vocal Music 32

b Music Competencies The profession of school music teacher now

encompasses a wide range of traditional emerging and experimental

purposes approaches content and methods Each institution makes

choices about what among many possibilities it will offer prospective

specialist music teachers Institutions may offer a comprehensive

curriculum involving two or more specializations andor focus on one

or more particular specializations The following standards provide a

framework for developing and evaluating a wide variety of Teacher

Education Program goals and achievements Items b(1) (2) (3) and

(4) apply to all programs that prepare prospective music teachers Items

c(1) (2) (3) (4)and (5) apply to specializations singly or in

combination as determined by the focus and content of specific program

offerings determined by each institution

In addition to those basic competencies outlined in Sections IV and

VIII the following apply to the preparation of music teachers

(1) Conducting and Musical Leadership The prospective music

teacher must be a competent conductor able to create accurate and

musically expressive performances with various types of performing

groups and in general classroom situations Instruction in conducting

includes score reading and the integration of analysis style NASM

Handbook 2010-11 99 performance practices instrumentation and

conducting techniques Laboratory experiences that give the student

opportunities to apply rehearsal techniques and procedures are essential

Prospective teachers in programs with less focus on the preparation of

ensemble conductors must acquire conducting and musical leadership

skills sufficient to teach effectively in their area(s) of specialization

(2) Arranging The prospective music teacher must be able to arrange

and adapt music from a variety of sources to meet the needs and ability

levels of individuals school performing groups and in classroom

situations

MUS 337 EDS 330 EDS 481 EDS 482

Experiences Conducting their peers observing and assessing their techniques

through videotaping field experiences performances

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7 performances

MUS 342 MUS 326 EDS 330 EDS 481 EDS 482

Experiences candidates gain practical knowledge and application

opportunities in orchestration and arranging with peers in various ensembles

lesson plans microteaching

Vocal Music 33

(3) Functional Performance In addition to the skills required for all

musicians functional performance abilities in keyboard and the voice

are essential Functional performance abilities in instruments

appropriate to the studentrsquos teaching specialization are also essential

(4) AnalysisHistoryLiterature The prospective music teacher should

be able to apply analytical and historical knowledge to curriculum

development lesson planning and daily classroom and performance

activities Teachers should be prepared to relate their understanding of

music with respect to styles literature multiple cultural sources and

historical development both in general and as related to their area(s) of

specialization

c Specialization Competencies Institutions and other educational

authorities make decisions about the extent to which music teachers will

be prepared in one or more specializations The following competencies

apply singly or in combination consistent with the specialization

objectives of each Teacher Education Program in music

Evaluations Performances Key Assessment 4 Key Assessment 6 Key

Assessment 7

MUA 105-338 MUS 131 MUS 342 MUS 335 MUS 326

Experiences Opportunities to play and sing within a group context (Concert

Choir Black Music Ensemble Chamber Singers Concert Band Jazz Band

and Recorder Ensemble offer opportunities for all candidates to participate)

teaching vocal music as individual or group lessons

Evaluations Piano competency test individual lessons on their major

instrument sophomore and junior interviews Key Assessment 4 Key

Assessment 6 Key Assessment 7

MUS 330 MUS 331cedil MUS 320 MUS 322 EDS 330 EDS 349 EDS 355

EDS 481 482

Experiences Focus on acquiring basic knowledge of music literature and its

historical context through assessment in writing research and listening skills

Demonstration of skills in musical analysis chord structure etc through

papers presentations lesson planning microteaching field experiences

Evaluations Tests papers projects Sophomore and Junior Interviews piano

proficiency exam Key Assessment 1 Key Assessment 2 Key Assessment 4

Key Assessment 5 Key Assessment 6 Key Assessment 7

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 23

MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A

―music-centered course this survey will include analysis of representative works of the music

literature The music of classical Greece and the early Christian era through the Baroque first

term the Classic era to the present day second term Four periods per week 1 Course Credit

MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music

in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities

would include review of materials assigned readings research class discussions practical

teaching laboratory sessions and practicum experiences Four meetings per week

1 Course Credit

MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes

recitative conducting error detection score reading score marking and other techniques used in

instrumental and choral conducting Practical experience Concurrent participation in ensemble

of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four

periods per week 1 Course Credit

MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)

Consideration of vocal methods use of imagery in teaching resonance tone quality placement

vocalization diction (Italian German French and English) including a working knowledge of

the International Phonetic Alphabet (IPA) and interpretation There will be many reading

assignments as well as listening to recordings and observing singers Practical experience will

be obtained by working with members of the voice class Four periods per week one day will be

a laboratory experience 1 Course Credit

MUS 390A Independent Study

A course initiated directed and organized by the student and the faculty sponsor Course

proposals must meet the guidelines and approval of the Academic Department or

Interdisciplinary Program in which the study will be conducted A detailed information sheet is

available in the Student Self-Service room (101 Lincoln) which includes the form to complete if

seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the

Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE

will be registered as 390490A others will be 390490B 1 Course Credit

MUS 390B Independent Study wo ALE

A course initiated directed and organized by the student and the faculty sponsor Course

proposals must meet the guidelines and approval of the Academic Department or

Interdisciplinary Program in which the study will be conducted A detailed information sheet is

available in the Student Self-Service room (101 Lincoln) which includes the form to complete if

seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the

Vocal Music 24

Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE

will be registered as 390490A others will be 390490B1 Course Credit

MUS 395 Internship

An experiential learning experience individually designed for students with a special academic interest

requiring integration of classroom learning with practical experience Includes on-campus seminars with

academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15

course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in

Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for

determining credit allowance The Coordinator of Internships gives final approval for Internship

proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit

MUS 490A Independent Study

A course initiated directed and organized by the student and the faculty sponsor Course proposals must

meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the

study will be conducted A detailed information sheet is available in the Student Self-Service room (101

Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A

course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be

registered Those approved as ALE will be registered as 390490A others will be 390490B

1 Course Credit

MUA 105-358 Applied Music

Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon

recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and

wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet

flute oboe and saxophone Classification for credit purposes is established by the teacher at the

beginning of the first semester of study Jury examinations at the end of each semester are

required of all students enrolled in applied music courses except those at the 100 levels Music

majors however must take a jury examination in the major applied music instrument every

semester regardless of classification level Attendance at studio and departmental performance

classes is required 14 credit course (12 hour lesson per week)

12 credit course (1 hour lesson per week)

GENERAL STUDIES COURSES

GSTR 110 Writing Seminar I Critical Thinking

This course is designed to help students with transitions from their past experiences to the

challenges of College academic life and culture also emphasizing writing reasoning and

learning as foundations for continuing academic success in General Education and beyond Each

section of the course involves explicit continuing attention to writing reasoning research and

reflective engagement with various texts written and non-written All sections initially address

with students questions about the nature of education liberal-arts education and links to lifelong

learning and living Offered in multiple sections each year taken in onersquos first regular term

Vocal Music 25

NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this

requirement See General Education Program for details 1 Course Credit

GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning

emphases of GSTR 110 while engaging all students on issues close to the historic mission of the

College--race gender Appalachia and class Initially each section explores the story of Berea

including as it relates to the unifying themes of GSTR 210 Each section of the course involves

explicit continuing attention to writing reasoning research and reflective engagement with

various texts including instruction in the processes of producing a research paper Taken in

onersquos second regular term 1 Course Credit

GSTR 310 Understandings of Christianity

This course invites students to imagine and consider Christianity from stances both inside and

outside the faith from the vantage of various disciplines as an instance of the general

phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains

important for many around the world All sections explore together some historical

understandings of Christianity and then individual sections each explore a selected

contemporary issue in light of historical and biblical perspectives Each section applies and

builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit

GSTR 332 Scientific Knowledgeamp Inquiry

This course invites students to explore a variety of scientific disciplines in order to understand

what science is does and tells us about the natural world around us Employing an integrative

approach to the natural sciences the course emphasizes the historical development of laws

models and theories as well as basic scientific literacy important to contemporary concerns

Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See

the ―General Education Program section of this publication for an alternate way to meet this

requirement by taking two approved courses at least one of which must be a laboratory course

1 Course Credit

GSTR 410 Senior Seminar-Contemporary Global Issues

As a capstone experience for General Education this course invites students to synthesize and

integrate their learning by using their developing abilities to reason research and communicate

to investigate aspects of a significant issue for the world today Each section explores a topic

determined by the instructors and is structured to model broadly multi-disciplinary approaches

needed to understand complex problems Each section involves faculty working closely with

studentsrsquo independent research leading to presentation of a project to others in the course

1 Course Credit

How are Candidates in Vocal Music Taught Content Teaching Methods

Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the

beginning the connection between theory and performance of vocal music and the practice of

teaching the content Candidates learn to plan individual and group lessons and practice

Vocal Music 26

implementing their lessons in elementary middle and high schools in the area Both the content

standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that

candidates receive the most up-to-date instruction that they develop skills in best practices and that

they develop the dispositions necessary to teach in the most positive and supportive ways possible

TEACHING FOR THE KENTUCKY TEACHER STANDARDS

VOCAL MUSIC CERTIFICATION

The chart below demonstrates where candidates preparing for certification in Vocal Music

encounter the Kentucky Teacher Standards in their coursework and related field

experiences The descriptions below identify the various gradations of emphasis in each

course ranging from not addressed in the class (when the standard does not match the

course content) to demonstration of competency

Score Explanation

Not addressed These standards are not addressed in this course

Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate

developmental levels are introduced in this course

Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that

support the candidatersquos ability to develop the dispositions skills and practices are provided in this

course

ExpandedDeepened

Understanding and Practice

This level indicates that the standard has been identified as a special focus in the listed class and that

particular attention is paid to the standard in the course content assignments and field placement

experiences

Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are

ready to student teach have an understanding of each standard the abilities and skills required to apply

that understanding with others and the dispositions necessary to successfully engage students within

this framework

Competency Demonstrated in

Practice

This level indicates that candidates are expected to demonstrate appropriate developmental

understanding and application of the standards in the student teaching and seminar semester

EDS

150

EDS

349

EDS

355

MUS

326

MUS

342

MUS

335

MUS

337

EDU

330

EDU

481

EDS

482

Standard 1

The Teacher

Demonstrates Applied

Content Knowledge

11

12

13

14

15

Standard 2

The Teacher Designs

and Plans Instruction

21

22

23

24

Vocal Music 27

25

Standard 3

The Teacher Creates and

Maintains a Learning

Environment

31

32

33

34

35

Standard 4

Teacher Implements and

Manages Instruction

41

42

43

44

45

Standard 5

The Teacher Assesses

and Communicates

Learning Results

51

52

53

54

55

56

Standard 6

The Teacher

Demonstrates the

Implementation of

Technology

61

62

63

64

65

Standard 7

Reflects on and

Evaluates Teaching

and Learning

71

72

73

Standard 8

Collaborates with

Colleagues Parents

and Others

81

82

83

84

Standard 9

Evaluates Teaching and

Implements Professional

Development

91

92

93

94

Standard 10

Provides Leadership

within the School

Community and

Profession

101

102

103

104

Vocal Music 28

BEREA COLLEGE

Teacher Education Programs in Music

Vocal Music

NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC

Standards for the Preparation of Teachers of Music

Standards Courses and Experiences

1 Curricular Structure

a Standard Curricular structure content and time requirements shall

enable students to develop the range of knowledge skills and

competencies expected of those holding a professional baccalaureate

degree in music education as indicated below and in Section VIII

b Guidelines (1) Curricula to accomplish this purpose normally adhere to the

following structural guidelines studies in music including basic

musicianship and performance normally comprise at least 50 of the

total program general studies 30-35 and professional education 15-

20

(2) Music education methods courses such as elementary and

secondary methods and supplementary instruments which are primarily

music in content may be counted under the music component

(3) Professional education is defined as those courses normally offered

by the education unit that deal with philosophical and social

foundations of education educational psychology special education

history of education etc

(4) Although student teachers must be supervised by qualified music

personnel from the institution and coordinating schools student

teaching is counted as professional education

The Music Education Program meets this standard by providing

curricula that is at least 50 basic musicianship and performance music

studies close to 35 general studies coursework and at least 15

professional education coursework

The following classes provide music education methods for the

program MUS 326 MUS 342 and MUS 335

Professional education courses include EDS 150 EDS 349 and EDS

330 The student teaching term consists of EDS 481 EDS 482 and

EDS 355

Vocal Music 29

2 Program Content In addition to the common core of musicianship

and general studies the musician electing a career in school-based

teaching must develop competencies in professional education and in

specific areas of musicianship Professional education components

should be dealt with in a practical context relating the learning of

educational principles to the studentrsquos NASM Handbook 2010-11 98

day-by-day work in music Students must be provided opportunities for

various types of observation and teaching

Within the curricular guidelines above attention should be given to

breadth in general studies attitudes relating to human personal

considerations and social economic and cultural components that give

individual communities their identity

Professional education courses apply teaching and learning to practice

in schools through various types of observation class room

participation field work and extended pre-student teaching experiences

EDS 150 EDS 330 EDS 481 EDS 482

MUS 326 MUS 342 and MUS 335

The general studies coursework includes GSTR 110 GSTR 210 GSTR

310 GSTR 332 and GSTR 410 In addition all students are required

to take six perspectives from the following areas arts social science

western history religion African American studies Appalachian

studies womenrsquos studies and international studies Candidates also

take two courses in practical reasoning with one grounded in math or

statistics PEH 100 Wellness and two additional physical education

courses are also required

Throughout the program emphasis is placed on the development of

attitudes related to social economic cultural and racial diversity along

with personal and community identity EDS 349 and EDS 355 also

serve this purpose

3 Desirable Attributes Essential Competencies and Professional

Procedures

a Desirable Attributes The prospective music teacher should have

(1) Personal commitment to the art of music to teaching music as an

element of civilization and to encouraging the artistic and intellectual

development of students plus the ability to fulfill these commitments as

an independent professional

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences Performances readings in music theory and practice lesson

planning field experiences student teaching

Evaluations Key Assessment 1 Key Assessment 2 Key Assessment 3 Key

Assessment 4 Key Assessment 5 Key Assessment 6 Key assessment 7

Candidates must also pass the required Sophomore and Junior Interviews

Vocal Music 30

(2) The ability to lead students to an understanding of music as an art

form as a means of communication and as a part of their intellectual

and cultural heritage

(3) The capability to inspire others and to excite the imagination of

students engendering a respect for music and a desire for musical

knowledge and experiences

(4) The ability to articulate logical rationales for music as a basic

component of general education and to present the goals and objectives

of a music program effectively to parents professional colleagues and

administrators

(Music Department requirements for all majors) based on performance in

music courses and performance ability in their chosen instrument and in their

piano competency exams They are also required to articulate their specific

musical goals to the entire music faculty prior to admission

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences MUS 336 candidates discuss music as an art form a means of

communication as part of each studentrsquos intellectual and cultural heritage

Evaluations Interviews papers tests Key Assessment 1 Key Assessment 2

Key Assessment 3 Key Assessment 4 Key Assessment 6 Key assessment 7

EDS 150 EDS 349 MUS 336 MUS 337 EDS 330 EDS 481 EDS 482

Experiences Lesson planning observations microteaching papers projects

Through careful study of the Education Programs Goals integrated throughout

the program candidates come to understand joyful learning and its impact on

knowledge understandings and dispositions (Goal 1) Meeting the needs of

each learner is also emphasized in Goals 2 3 and 5 These goals support

candidates understandings of this standard

Evaluations Lesson plans field experiences Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 MUS 335 MUS 326 EDS 330 EDS 481 EDS 482

Experiences Teaching philosophy paper projects lesson planning and

implementation Candidates learn the appropriate tools for music teaching in

the schools in the first professional education course EDS 150 candidates

study the fundamental questions for What is the purpose of School And What

does it mean to teach The themes are then explored more deeply in EDS 330

Vocal Music 31

(5) The ability to work productively within specific education systems

promote scheduling patterns that optimize music instruction maintain

positive relationships with individuals of various social and ethnic

groups and be empathetic with students and colleagues of differing

backgrounds

(6) The ability to evaluate ideas methods and policies in the arts the

humanities and in arts education for their impact on the musical and

cultural development of students

(7) The ability and desire to remain current with developments in the art

of music and in teaching to make independent in-depth evaluations of

their relevance and to use the results to improve musicianship and

teaching skills

The following competencies and procedures provide means for

developing these attributes

Evaluations Lesson plans field experiences rubrics Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 EDS 330 EDS 349 EDS 355 EDS 481 EDS 482

Experiences Field placements group work educational autobiography

educational dialogue reflective journals reflective papers sketchbooks

divergent thinking experiences self evaluation peer editing peer evaluations

Evaluations Presentations field experiences Key Assessment 1 Key

Assessment 3 Key Assessment 6 Key assessment 7

MUS 335 MUS 326 EDS 150 EDS 330 EDS 349 EDS 355 EDS 481

EDS 482

Experiences Education Programs Goals study personal teaching dispositions

exploration philosophy paper lesson plans (purpose explanations) papers

presentations microteaching foundational experiences to understand various

perspectives and growingexpanding cultural competencies

Evaluations Rubrics peer assessments presentations Key Assessment 1

Key Assessment 3

EDS 150 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326 MUS 342

Experiences Annotated bibliographies of current sources used in creation of

lesson plans and teaching Education Programs Goals study dispositions study

researching content projects philosophy statement materials development

assessment and evaluation projects

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7

Vocal Music 32

b Music Competencies The profession of school music teacher now

encompasses a wide range of traditional emerging and experimental

purposes approaches content and methods Each institution makes

choices about what among many possibilities it will offer prospective

specialist music teachers Institutions may offer a comprehensive

curriculum involving two or more specializations andor focus on one

or more particular specializations The following standards provide a

framework for developing and evaluating a wide variety of Teacher

Education Program goals and achievements Items b(1) (2) (3) and

(4) apply to all programs that prepare prospective music teachers Items

c(1) (2) (3) (4)and (5) apply to specializations singly or in

combination as determined by the focus and content of specific program

offerings determined by each institution

In addition to those basic competencies outlined in Sections IV and

VIII the following apply to the preparation of music teachers

(1) Conducting and Musical Leadership The prospective music

teacher must be a competent conductor able to create accurate and

musically expressive performances with various types of performing

groups and in general classroom situations Instruction in conducting

includes score reading and the integration of analysis style NASM

Handbook 2010-11 99 performance practices instrumentation and

conducting techniques Laboratory experiences that give the student

opportunities to apply rehearsal techniques and procedures are essential

Prospective teachers in programs with less focus on the preparation of

ensemble conductors must acquire conducting and musical leadership

skills sufficient to teach effectively in their area(s) of specialization

(2) Arranging The prospective music teacher must be able to arrange

and adapt music from a variety of sources to meet the needs and ability

levels of individuals school performing groups and in classroom

situations

MUS 337 EDS 330 EDS 481 EDS 482

Experiences Conducting their peers observing and assessing their techniques

through videotaping field experiences performances

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7 performances

MUS 342 MUS 326 EDS 330 EDS 481 EDS 482

Experiences candidates gain practical knowledge and application

opportunities in orchestration and arranging with peers in various ensembles

lesson plans microteaching

Vocal Music 33

(3) Functional Performance In addition to the skills required for all

musicians functional performance abilities in keyboard and the voice

are essential Functional performance abilities in instruments

appropriate to the studentrsquos teaching specialization are also essential

(4) AnalysisHistoryLiterature The prospective music teacher should

be able to apply analytical and historical knowledge to curriculum

development lesson planning and daily classroom and performance

activities Teachers should be prepared to relate their understanding of

music with respect to styles literature multiple cultural sources and

historical development both in general and as related to their area(s) of

specialization

c Specialization Competencies Institutions and other educational

authorities make decisions about the extent to which music teachers will

be prepared in one or more specializations The following competencies

apply singly or in combination consistent with the specialization

objectives of each Teacher Education Program in music

Evaluations Performances Key Assessment 4 Key Assessment 6 Key

Assessment 7

MUA 105-338 MUS 131 MUS 342 MUS 335 MUS 326

Experiences Opportunities to play and sing within a group context (Concert

Choir Black Music Ensemble Chamber Singers Concert Band Jazz Band

and Recorder Ensemble offer opportunities for all candidates to participate)

teaching vocal music as individual or group lessons

Evaluations Piano competency test individual lessons on their major

instrument sophomore and junior interviews Key Assessment 4 Key

Assessment 6 Key Assessment 7

MUS 330 MUS 331cedil MUS 320 MUS 322 EDS 330 EDS 349 EDS 355

EDS 481 482

Experiences Focus on acquiring basic knowledge of music literature and its

historical context through assessment in writing research and listening skills

Demonstration of skills in musical analysis chord structure etc through

papers presentations lesson planning microteaching field experiences

Evaluations Tests papers projects Sophomore and Junior Interviews piano

proficiency exam Key Assessment 1 Key Assessment 2 Key Assessment 4

Key Assessment 5 Key Assessment 6 Key Assessment 7

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 24

Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE

will be registered as 390490A others will be 390490B1 Course Credit

MUS 395 Internship

An experiential learning experience individually designed for students with a special academic interest

requiring integration of classroom learning with practical experience Includes on-campus seminars with

academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15

course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in

Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for

determining credit allowance The Coordinator of Internships gives final approval for Internship

proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit

MUS 490A Independent Study

A course initiated directed and organized by the student and the faculty sponsor Course proposals must

meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the

study will be conducted A detailed information sheet is available in the Student Self-Service room (101

Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A

course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be

registered Those approved as ALE will be registered as 390490A others will be 390490B

1 Course Credit

MUA 105-358 Applied Music

Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon

recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and

wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet

flute oboe and saxophone Classification for credit purposes is established by the teacher at the

beginning of the first semester of study Jury examinations at the end of each semester are

required of all students enrolled in applied music courses except those at the 100 levels Music

majors however must take a jury examination in the major applied music instrument every

semester regardless of classification level Attendance at studio and departmental performance

classes is required 14 credit course (12 hour lesson per week)

12 credit course (1 hour lesson per week)

GENERAL STUDIES COURSES

GSTR 110 Writing Seminar I Critical Thinking

This course is designed to help students with transitions from their past experiences to the

challenges of College academic life and culture also emphasizing writing reasoning and

learning as foundations for continuing academic success in General Education and beyond Each

section of the course involves explicit continuing attention to writing reasoning research and

reflective engagement with various texts written and non-written All sections initially address

with students questions about the nature of education liberal-arts education and links to lifelong

learning and living Offered in multiple sections each year taken in onersquos first regular term

Vocal Music 25

NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this

requirement See General Education Program for details 1 Course Credit

GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning

emphases of GSTR 110 while engaging all students on issues close to the historic mission of the

College--race gender Appalachia and class Initially each section explores the story of Berea

including as it relates to the unifying themes of GSTR 210 Each section of the course involves

explicit continuing attention to writing reasoning research and reflective engagement with

various texts including instruction in the processes of producing a research paper Taken in

onersquos second regular term 1 Course Credit

GSTR 310 Understandings of Christianity

This course invites students to imagine and consider Christianity from stances both inside and

outside the faith from the vantage of various disciplines as an instance of the general

phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains

important for many around the world All sections explore together some historical

understandings of Christianity and then individual sections each explore a selected

contemporary issue in light of historical and biblical perspectives Each section applies and

builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit

GSTR 332 Scientific Knowledgeamp Inquiry

This course invites students to explore a variety of scientific disciplines in order to understand

what science is does and tells us about the natural world around us Employing an integrative

approach to the natural sciences the course emphasizes the historical development of laws

models and theories as well as basic scientific literacy important to contemporary concerns

Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See

the ―General Education Program section of this publication for an alternate way to meet this

requirement by taking two approved courses at least one of which must be a laboratory course

1 Course Credit

GSTR 410 Senior Seminar-Contemporary Global Issues

As a capstone experience for General Education this course invites students to synthesize and

integrate their learning by using their developing abilities to reason research and communicate

to investigate aspects of a significant issue for the world today Each section explores a topic

determined by the instructors and is structured to model broadly multi-disciplinary approaches

needed to understand complex problems Each section involves faculty working closely with

studentsrsquo independent research leading to presentation of a project to others in the course

1 Course Credit

How are Candidates in Vocal Music Taught Content Teaching Methods

Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the

beginning the connection between theory and performance of vocal music and the practice of

teaching the content Candidates learn to plan individual and group lessons and practice

Vocal Music 26

implementing their lessons in elementary middle and high schools in the area Both the content

standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that

candidates receive the most up-to-date instruction that they develop skills in best practices and that

they develop the dispositions necessary to teach in the most positive and supportive ways possible

TEACHING FOR THE KENTUCKY TEACHER STANDARDS

VOCAL MUSIC CERTIFICATION

The chart below demonstrates where candidates preparing for certification in Vocal Music

encounter the Kentucky Teacher Standards in their coursework and related field

experiences The descriptions below identify the various gradations of emphasis in each

course ranging from not addressed in the class (when the standard does not match the

course content) to demonstration of competency

Score Explanation

Not addressed These standards are not addressed in this course

Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate

developmental levels are introduced in this course

Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that

support the candidatersquos ability to develop the dispositions skills and practices are provided in this

course

ExpandedDeepened

Understanding and Practice

This level indicates that the standard has been identified as a special focus in the listed class and that

particular attention is paid to the standard in the course content assignments and field placement

experiences

Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are

ready to student teach have an understanding of each standard the abilities and skills required to apply

that understanding with others and the dispositions necessary to successfully engage students within

this framework

Competency Demonstrated in

Practice

This level indicates that candidates are expected to demonstrate appropriate developmental

understanding and application of the standards in the student teaching and seminar semester

EDS

150

EDS

349

EDS

355

MUS

326

MUS

342

MUS

335

MUS

337

EDU

330

EDU

481

EDS

482

Standard 1

The Teacher

Demonstrates Applied

Content Knowledge

11

12

13

14

15

Standard 2

The Teacher Designs

and Plans Instruction

21

22

23

24

Vocal Music 27

25

Standard 3

The Teacher Creates and

Maintains a Learning

Environment

31

32

33

34

35

Standard 4

Teacher Implements and

Manages Instruction

41

42

43

44

45

Standard 5

The Teacher Assesses

and Communicates

Learning Results

51

52

53

54

55

56

Standard 6

The Teacher

Demonstrates the

Implementation of

Technology

61

62

63

64

65

Standard 7

Reflects on and

Evaluates Teaching

and Learning

71

72

73

Standard 8

Collaborates with

Colleagues Parents

and Others

81

82

83

84

Standard 9

Evaluates Teaching and

Implements Professional

Development

91

92

93

94

Standard 10

Provides Leadership

within the School

Community and

Profession

101

102

103

104

Vocal Music 28

BEREA COLLEGE

Teacher Education Programs in Music

Vocal Music

NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC

Standards for the Preparation of Teachers of Music

Standards Courses and Experiences

1 Curricular Structure

a Standard Curricular structure content and time requirements shall

enable students to develop the range of knowledge skills and

competencies expected of those holding a professional baccalaureate

degree in music education as indicated below and in Section VIII

b Guidelines (1) Curricula to accomplish this purpose normally adhere to the

following structural guidelines studies in music including basic

musicianship and performance normally comprise at least 50 of the

total program general studies 30-35 and professional education 15-

20

(2) Music education methods courses such as elementary and

secondary methods and supplementary instruments which are primarily

music in content may be counted under the music component

(3) Professional education is defined as those courses normally offered

by the education unit that deal with philosophical and social

foundations of education educational psychology special education

history of education etc

(4) Although student teachers must be supervised by qualified music

personnel from the institution and coordinating schools student

teaching is counted as professional education

The Music Education Program meets this standard by providing

curricula that is at least 50 basic musicianship and performance music

studies close to 35 general studies coursework and at least 15

professional education coursework

The following classes provide music education methods for the

program MUS 326 MUS 342 and MUS 335

Professional education courses include EDS 150 EDS 349 and EDS

330 The student teaching term consists of EDS 481 EDS 482 and

EDS 355

Vocal Music 29

2 Program Content In addition to the common core of musicianship

and general studies the musician electing a career in school-based

teaching must develop competencies in professional education and in

specific areas of musicianship Professional education components

should be dealt with in a practical context relating the learning of

educational principles to the studentrsquos NASM Handbook 2010-11 98

day-by-day work in music Students must be provided opportunities for

various types of observation and teaching

Within the curricular guidelines above attention should be given to

breadth in general studies attitudes relating to human personal

considerations and social economic and cultural components that give

individual communities their identity

Professional education courses apply teaching and learning to practice

in schools through various types of observation class room

participation field work and extended pre-student teaching experiences

EDS 150 EDS 330 EDS 481 EDS 482

MUS 326 MUS 342 and MUS 335

The general studies coursework includes GSTR 110 GSTR 210 GSTR

310 GSTR 332 and GSTR 410 In addition all students are required

to take six perspectives from the following areas arts social science

western history religion African American studies Appalachian

studies womenrsquos studies and international studies Candidates also

take two courses in practical reasoning with one grounded in math or

statistics PEH 100 Wellness and two additional physical education

courses are also required

Throughout the program emphasis is placed on the development of

attitudes related to social economic cultural and racial diversity along

with personal and community identity EDS 349 and EDS 355 also

serve this purpose

3 Desirable Attributes Essential Competencies and Professional

Procedures

a Desirable Attributes The prospective music teacher should have

(1) Personal commitment to the art of music to teaching music as an

element of civilization and to encouraging the artistic and intellectual

development of students plus the ability to fulfill these commitments as

an independent professional

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences Performances readings in music theory and practice lesson

planning field experiences student teaching

Evaluations Key Assessment 1 Key Assessment 2 Key Assessment 3 Key

Assessment 4 Key Assessment 5 Key Assessment 6 Key assessment 7

Candidates must also pass the required Sophomore and Junior Interviews

Vocal Music 30

(2) The ability to lead students to an understanding of music as an art

form as a means of communication and as a part of their intellectual

and cultural heritage

(3) The capability to inspire others and to excite the imagination of

students engendering a respect for music and a desire for musical

knowledge and experiences

(4) The ability to articulate logical rationales for music as a basic

component of general education and to present the goals and objectives

of a music program effectively to parents professional colleagues and

administrators

(Music Department requirements for all majors) based on performance in

music courses and performance ability in their chosen instrument and in their

piano competency exams They are also required to articulate their specific

musical goals to the entire music faculty prior to admission

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences MUS 336 candidates discuss music as an art form a means of

communication as part of each studentrsquos intellectual and cultural heritage

Evaluations Interviews papers tests Key Assessment 1 Key Assessment 2

Key Assessment 3 Key Assessment 4 Key Assessment 6 Key assessment 7

EDS 150 EDS 349 MUS 336 MUS 337 EDS 330 EDS 481 EDS 482

Experiences Lesson planning observations microteaching papers projects

Through careful study of the Education Programs Goals integrated throughout

the program candidates come to understand joyful learning and its impact on

knowledge understandings and dispositions (Goal 1) Meeting the needs of

each learner is also emphasized in Goals 2 3 and 5 These goals support

candidates understandings of this standard

Evaluations Lesson plans field experiences Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 MUS 335 MUS 326 EDS 330 EDS 481 EDS 482

Experiences Teaching philosophy paper projects lesson planning and

implementation Candidates learn the appropriate tools for music teaching in

the schools in the first professional education course EDS 150 candidates

study the fundamental questions for What is the purpose of School And What

does it mean to teach The themes are then explored more deeply in EDS 330

Vocal Music 31

(5) The ability to work productively within specific education systems

promote scheduling patterns that optimize music instruction maintain

positive relationships with individuals of various social and ethnic

groups and be empathetic with students and colleagues of differing

backgrounds

(6) The ability to evaluate ideas methods and policies in the arts the

humanities and in arts education for their impact on the musical and

cultural development of students

(7) The ability and desire to remain current with developments in the art

of music and in teaching to make independent in-depth evaluations of

their relevance and to use the results to improve musicianship and

teaching skills

The following competencies and procedures provide means for

developing these attributes

Evaluations Lesson plans field experiences rubrics Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 EDS 330 EDS 349 EDS 355 EDS 481 EDS 482

Experiences Field placements group work educational autobiography

educational dialogue reflective journals reflective papers sketchbooks

divergent thinking experiences self evaluation peer editing peer evaluations

Evaluations Presentations field experiences Key Assessment 1 Key

Assessment 3 Key Assessment 6 Key assessment 7

MUS 335 MUS 326 EDS 150 EDS 330 EDS 349 EDS 355 EDS 481

EDS 482

Experiences Education Programs Goals study personal teaching dispositions

exploration philosophy paper lesson plans (purpose explanations) papers

presentations microteaching foundational experiences to understand various

perspectives and growingexpanding cultural competencies

Evaluations Rubrics peer assessments presentations Key Assessment 1

Key Assessment 3

EDS 150 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326 MUS 342

Experiences Annotated bibliographies of current sources used in creation of

lesson plans and teaching Education Programs Goals study dispositions study

researching content projects philosophy statement materials development

assessment and evaluation projects

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7

Vocal Music 32

b Music Competencies The profession of school music teacher now

encompasses a wide range of traditional emerging and experimental

purposes approaches content and methods Each institution makes

choices about what among many possibilities it will offer prospective

specialist music teachers Institutions may offer a comprehensive

curriculum involving two or more specializations andor focus on one

or more particular specializations The following standards provide a

framework for developing and evaluating a wide variety of Teacher

Education Program goals and achievements Items b(1) (2) (3) and

(4) apply to all programs that prepare prospective music teachers Items

c(1) (2) (3) (4)and (5) apply to specializations singly or in

combination as determined by the focus and content of specific program

offerings determined by each institution

In addition to those basic competencies outlined in Sections IV and

VIII the following apply to the preparation of music teachers

(1) Conducting and Musical Leadership The prospective music

teacher must be a competent conductor able to create accurate and

musically expressive performances with various types of performing

groups and in general classroom situations Instruction in conducting

includes score reading and the integration of analysis style NASM

Handbook 2010-11 99 performance practices instrumentation and

conducting techniques Laboratory experiences that give the student

opportunities to apply rehearsal techniques and procedures are essential

Prospective teachers in programs with less focus on the preparation of

ensemble conductors must acquire conducting and musical leadership

skills sufficient to teach effectively in their area(s) of specialization

(2) Arranging The prospective music teacher must be able to arrange

and adapt music from a variety of sources to meet the needs and ability

levels of individuals school performing groups and in classroom

situations

MUS 337 EDS 330 EDS 481 EDS 482

Experiences Conducting their peers observing and assessing their techniques

through videotaping field experiences performances

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7 performances

MUS 342 MUS 326 EDS 330 EDS 481 EDS 482

Experiences candidates gain practical knowledge and application

opportunities in orchestration and arranging with peers in various ensembles

lesson plans microteaching

Vocal Music 33

(3) Functional Performance In addition to the skills required for all

musicians functional performance abilities in keyboard and the voice

are essential Functional performance abilities in instruments

appropriate to the studentrsquos teaching specialization are also essential

(4) AnalysisHistoryLiterature The prospective music teacher should

be able to apply analytical and historical knowledge to curriculum

development lesson planning and daily classroom and performance

activities Teachers should be prepared to relate their understanding of

music with respect to styles literature multiple cultural sources and

historical development both in general and as related to their area(s) of

specialization

c Specialization Competencies Institutions and other educational

authorities make decisions about the extent to which music teachers will

be prepared in one or more specializations The following competencies

apply singly or in combination consistent with the specialization

objectives of each Teacher Education Program in music

Evaluations Performances Key Assessment 4 Key Assessment 6 Key

Assessment 7

MUA 105-338 MUS 131 MUS 342 MUS 335 MUS 326

Experiences Opportunities to play and sing within a group context (Concert

Choir Black Music Ensemble Chamber Singers Concert Band Jazz Band

and Recorder Ensemble offer opportunities for all candidates to participate)

teaching vocal music as individual or group lessons

Evaluations Piano competency test individual lessons on their major

instrument sophomore and junior interviews Key Assessment 4 Key

Assessment 6 Key Assessment 7

MUS 330 MUS 331cedil MUS 320 MUS 322 EDS 330 EDS 349 EDS 355

EDS 481 482

Experiences Focus on acquiring basic knowledge of music literature and its

historical context through assessment in writing research and listening skills

Demonstration of skills in musical analysis chord structure etc through

papers presentations lesson planning microteaching field experiences

Evaluations Tests papers projects Sophomore and Junior Interviews piano

proficiency exam Key Assessment 1 Key Assessment 2 Key Assessment 4

Key Assessment 5 Key Assessment 6 Key Assessment 7

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 25

NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this

requirement See General Education Program for details 1 Course Credit

GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning

emphases of GSTR 110 while engaging all students on issues close to the historic mission of the

College--race gender Appalachia and class Initially each section explores the story of Berea

including as it relates to the unifying themes of GSTR 210 Each section of the course involves

explicit continuing attention to writing reasoning research and reflective engagement with

various texts including instruction in the processes of producing a research paper Taken in

onersquos second regular term 1 Course Credit

GSTR 310 Understandings of Christianity

This course invites students to imagine and consider Christianity from stances both inside and

outside the faith from the vantage of various disciplines as an instance of the general

phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains

important for many around the world All sections explore together some historical

understandings of Christianity and then individual sections each explore a selected

contemporary issue in light of historical and biblical perspectives Each section applies and

builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit

GSTR 332 Scientific Knowledgeamp Inquiry

This course invites students to explore a variety of scientific disciplines in order to understand

what science is does and tells us about the natural world around us Employing an integrative

approach to the natural sciences the course emphasizes the historical development of laws

models and theories as well as basic scientific literacy important to contemporary concerns

Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See

the ―General Education Program section of this publication for an alternate way to meet this

requirement by taking two approved courses at least one of which must be a laboratory course

1 Course Credit

GSTR 410 Senior Seminar-Contemporary Global Issues

As a capstone experience for General Education this course invites students to synthesize and

integrate their learning by using their developing abilities to reason research and communicate

to investigate aspects of a significant issue for the world today Each section explores a topic

determined by the instructors and is structured to model broadly multi-disciplinary approaches

needed to understand complex problems Each section involves faculty working closely with

studentsrsquo independent research leading to presentation of a project to others in the course

1 Course Credit

How are Candidates in Vocal Music Taught Content Teaching Methods

Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the

beginning the connection between theory and performance of vocal music and the practice of

teaching the content Candidates learn to plan individual and group lessons and practice

Vocal Music 26

implementing their lessons in elementary middle and high schools in the area Both the content

standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that

candidates receive the most up-to-date instruction that they develop skills in best practices and that

they develop the dispositions necessary to teach in the most positive and supportive ways possible

TEACHING FOR THE KENTUCKY TEACHER STANDARDS

VOCAL MUSIC CERTIFICATION

The chart below demonstrates where candidates preparing for certification in Vocal Music

encounter the Kentucky Teacher Standards in their coursework and related field

experiences The descriptions below identify the various gradations of emphasis in each

course ranging from not addressed in the class (when the standard does not match the

course content) to demonstration of competency

Score Explanation

Not addressed These standards are not addressed in this course

Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate

developmental levels are introduced in this course

Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that

support the candidatersquos ability to develop the dispositions skills and practices are provided in this

course

ExpandedDeepened

Understanding and Practice

This level indicates that the standard has been identified as a special focus in the listed class and that

particular attention is paid to the standard in the course content assignments and field placement

experiences

Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are

ready to student teach have an understanding of each standard the abilities and skills required to apply

that understanding with others and the dispositions necessary to successfully engage students within

this framework

Competency Demonstrated in

Practice

This level indicates that candidates are expected to demonstrate appropriate developmental

understanding and application of the standards in the student teaching and seminar semester

EDS

150

EDS

349

EDS

355

MUS

326

MUS

342

MUS

335

MUS

337

EDU

330

EDU

481

EDS

482

Standard 1

The Teacher

Demonstrates Applied

Content Knowledge

11

12

13

14

15

Standard 2

The Teacher Designs

and Plans Instruction

21

22

23

24

Vocal Music 27

25

Standard 3

The Teacher Creates and

Maintains a Learning

Environment

31

32

33

34

35

Standard 4

Teacher Implements and

Manages Instruction

41

42

43

44

45

Standard 5

The Teacher Assesses

and Communicates

Learning Results

51

52

53

54

55

56

Standard 6

The Teacher

Demonstrates the

Implementation of

Technology

61

62

63

64

65

Standard 7

Reflects on and

Evaluates Teaching

and Learning

71

72

73

Standard 8

Collaborates with

Colleagues Parents

and Others

81

82

83

84

Standard 9

Evaluates Teaching and

Implements Professional

Development

91

92

93

94

Standard 10

Provides Leadership

within the School

Community and

Profession

101

102

103

104

Vocal Music 28

BEREA COLLEGE

Teacher Education Programs in Music

Vocal Music

NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC

Standards for the Preparation of Teachers of Music

Standards Courses and Experiences

1 Curricular Structure

a Standard Curricular structure content and time requirements shall

enable students to develop the range of knowledge skills and

competencies expected of those holding a professional baccalaureate

degree in music education as indicated below and in Section VIII

b Guidelines (1) Curricula to accomplish this purpose normally adhere to the

following structural guidelines studies in music including basic

musicianship and performance normally comprise at least 50 of the

total program general studies 30-35 and professional education 15-

20

(2) Music education methods courses such as elementary and

secondary methods and supplementary instruments which are primarily

music in content may be counted under the music component

(3) Professional education is defined as those courses normally offered

by the education unit that deal with philosophical and social

foundations of education educational psychology special education

history of education etc

(4) Although student teachers must be supervised by qualified music

personnel from the institution and coordinating schools student

teaching is counted as professional education

The Music Education Program meets this standard by providing

curricula that is at least 50 basic musicianship and performance music

studies close to 35 general studies coursework and at least 15

professional education coursework

The following classes provide music education methods for the

program MUS 326 MUS 342 and MUS 335

Professional education courses include EDS 150 EDS 349 and EDS

330 The student teaching term consists of EDS 481 EDS 482 and

EDS 355

Vocal Music 29

2 Program Content In addition to the common core of musicianship

and general studies the musician electing a career in school-based

teaching must develop competencies in professional education and in

specific areas of musicianship Professional education components

should be dealt with in a practical context relating the learning of

educational principles to the studentrsquos NASM Handbook 2010-11 98

day-by-day work in music Students must be provided opportunities for

various types of observation and teaching

Within the curricular guidelines above attention should be given to

breadth in general studies attitudes relating to human personal

considerations and social economic and cultural components that give

individual communities their identity

Professional education courses apply teaching and learning to practice

in schools through various types of observation class room

participation field work and extended pre-student teaching experiences

EDS 150 EDS 330 EDS 481 EDS 482

MUS 326 MUS 342 and MUS 335

The general studies coursework includes GSTR 110 GSTR 210 GSTR

310 GSTR 332 and GSTR 410 In addition all students are required

to take six perspectives from the following areas arts social science

western history religion African American studies Appalachian

studies womenrsquos studies and international studies Candidates also

take two courses in practical reasoning with one grounded in math or

statistics PEH 100 Wellness and two additional physical education

courses are also required

Throughout the program emphasis is placed on the development of

attitudes related to social economic cultural and racial diversity along

with personal and community identity EDS 349 and EDS 355 also

serve this purpose

3 Desirable Attributes Essential Competencies and Professional

Procedures

a Desirable Attributes The prospective music teacher should have

(1) Personal commitment to the art of music to teaching music as an

element of civilization and to encouraging the artistic and intellectual

development of students plus the ability to fulfill these commitments as

an independent professional

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences Performances readings in music theory and practice lesson

planning field experiences student teaching

Evaluations Key Assessment 1 Key Assessment 2 Key Assessment 3 Key

Assessment 4 Key Assessment 5 Key Assessment 6 Key assessment 7

Candidates must also pass the required Sophomore and Junior Interviews

Vocal Music 30

(2) The ability to lead students to an understanding of music as an art

form as a means of communication and as a part of their intellectual

and cultural heritage

(3) The capability to inspire others and to excite the imagination of

students engendering a respect for music and a desire for musical

knowledge and experiences

(4) The ability to articulate logical rationales for music as a basic

component of general education and to present the goals and objectives

of a music program effectively to parents professional colleagues and

administrators

(Music Department requirements for all majors) based on performance in

music courses and performance ability in their chosen instrument and in their

piano competency exams They are also required to articulate their specific

musical goals to the entire music faculty prior to admission

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences MUS 336 candidates discuss music as an art form a means of

communication as part of each studentrsquos intellectual and cultural heritage

Evaluations Interviews papers tests Key Assessment 1 Key Assessment 2

Key Assessment 3 Key Assessment 4 Key Assessment 6 Key assessment 7

EDS 150 EDS 349 MUS 336 MUS 337 EDS 330 EDS 481 EDS 482

Experiences Lesson planning observations microteaching papers projects

Through careful study of the Education Programs Goals integrated throughout

the program candidates come to understand joyful learning and its impact on

knowledge understandings and dispositions (Goal 1) Meeting the needs of

each learner is also emphasized in Goals 2 3 and 5 These goals support

candidates understandings of this standard

Evaluations Lesson plans field experiences Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 MUS 335 MUS 326 EDS 330 EDS 481 EDS 482

Experiences Teaching philosophy paper projects lesson planning and

implementation Candidates learn the appropriate tools for music teaching in

the schools in the first professional education course EDS 150 candidates

study the fundamental questions for What is the purpose of School And What

does it mean to teach The themes are then explored more deeply in EDS 330

Vocal Music 31

(5) The ability to work productively within specific education systems

promote scheduling patterns that optimize music instruction maintain

positive relationships with individuals of various social and ethnic

groups and be empathetic with students and colleagues of differing

backgrounds

(6) The ability to evaluate ideas methods and policies in the arts the

humanities and in arts education for their impact on the musical and

cultural development of students

(7) The ability and desire to remain current with developments in the art

of music and in teaching to make independent in-depth evaluations of

their relevance and to use the results to improve musicianship and

teaching skills

The following competencies and procedures provide means for

developing these attributes

Evaluations Lesson plans field experiences rubrics Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 EDS 330 EDS 349 EDS 355 EDS 481 EDS 482

Experiences Field placements group work educational autobiography

educational dialogue reflective journals reflective papers sketchbooks

divergent thinking experiences self evaluation peer editing peer evaluations

Evaluations Presentations field experiences Key Assessment 1 Key

Assessment 3 Key Assessment 6 Key assessment 7

MUS 335 MUS 326 EDS 150 EDS 330 EDS 349 EDS 355 EDS 481

EDS 482

Experiences Education Programs Goals study personal teaching dispositions

exploration philosophy paper lesson plans (purpose explanations) papers

presentations microteaching foundational experiences to understand various

perspectives and growingexpanding cultural competencies

Evaluations Rubrics peer assessments presentations Key Assessment 1

Key Assessment 3

EDS 150 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326 MUS 342

Experiences Annotated bibliographies of current sources used in creation of

lesson plans and teaching Education Programs Goals study dispositions study

researching content projects philosophy statement materials development

assessment and evaluation projects

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7

Vocal Music 32

b Music Competencies The profession of school music teacher now

encompasses a wide range of traditional emerging and experimental

purposes approaches content and methods Each institution makes

choices about what among many possibilities it will offer prospective

specialist music teachers Institutions may offer a comprehensive

curriculum involving two or more specializations andor focus on one

or more particular specializations The following standards provide a

framework for developing and evaluating a wide variety of Teacher

Education Program goals and achievements Items b(1) (2) (3) and

(4) apply to all programs that prepare prospective music teachers Items

c(1) (2) (3) (4)and (5) apply to specializations singly or in

combination as determined by the focus and content of specific program

offerings determined by each institution

In addition to those basic competencies outlined in Sections IV and

VIII the following apply to the preparation of music teachers

(1) Conducting and Musical Leadership The prospective music

teacher must be a competent conductor able to create accurate and

musically expressive performances with various types of performing

groups and in general classroom situations Instruction in conducting

includes score reading and the integration of analysis style NASM

Handbook 2010-11 99 performance practices instrumentation and

conducting techniques Laboratory experiences that give the student

opportunities to apply rehearsal techniques and procedures are essential

Prospective teachers in programs with less focus on the preparation of

ensemble conductors must acquire conducting and musical leadership

skills sufficient to teach effectively in their area(s) of specialization

(2) Arranging The prospective music teacher must be able to arrange

and adapt music from a variety of sources to meet the needs and ability

levels of individuals school performing groups and in classroom

situations

MUS 337 EDS 330 EDS 481 EDS 482

Experiences Conducting their peers observing and assessing their techniques

through videotaping field experiences performances

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7 performances

MUS 342 MUS 326 EDS 330 EDS 481 EDS 482

Experiences candidates gain practical knowledge and application

opportunities in orchestration and arranging with peers in various ensembles

lesson plans microteaching

Vocal Music 33

(3) Functional Performance In addition to the skills required for all

musicians functional performance abilities in keyboard and the voice

are essential Functional performance abilities in instruments

appropriate to the studentrsquos teaching specialization are also essential

(4) AnalysisHistoryLiterature The prospective music teacher should

be able to apply analytical and historical knowledge to curriculum

development lesson planning and daily classroom and performance

activities Teachers should be prepared to relate their understanding of

music with respect to styles literature multiple cultural sources and

historical development both in general and as related to their area(s) of

specialization

c Specialization Competencies Institutions and other educational

authorities make decisions about the extent to which music teachers will

be prepared in one or more specializations The following competencies

apply singly or in combination consistent with the specialization

objectives of each Teacher Education Program in music

Evaluations Performances Key Assessment 4 Key Assessment 6 Key

Assessment 7

MUA 105-338 MUS 131 MUS 342 MUS 335 MUS 326

Experiences Opportunities to play and sing within a group context (Concert

Choir Black Music Ensemble Chamber Singers Concert Band Jazz Band

and Recorder Ensemble offer opportunities for all candidates to participate)

teaching vocal music as individual or group lessons

Evaluations Piano competency test individual lessons on their major

instrument sophomore and junior interviews Key Assessment 4 Key

Assessment 6 Key Assessment 7

MUS 330 MUS 331cedil MUS 320 MUS 322 EDS 330 EDS 349 EDS 355

EDS 481 482

Experiences Focus on acquiring basic knowledge of music literature and its

historical context through assessment in writing research and listening skills

Demonstration of skills in musical analysis chord structure etc through

papers presentations lesson planning microteaching field experiences

Evaluations Tests papers projects Sophomore and Junior Interviews piano

proficiency exam Key Assessment 1 Key Assessment 2 Key Assessment 4

Key Assessment 5 Key Assessment 6 Key Assessment 7

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 26

implementing their lessons in elementary middle and high schools in the area Both the content

standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that

candidates receive the most up-to-date instruction that they develop skills in best practices and that

they develop the dispositions necessary to teach in the most positive and supportive ways possible

TEACHING FOR THE KENTUCKY TEACHER STANDARDS

VOCAL MUSIC CERTIFICATION

The chart below demonstrates where candidates preparing for certification in Vocal Music

encounter the Kentucky Teacher Standards in their coursework and related field

experiences The descriptions below identify the various gradations of emphasis in each

course ranging from not addressed in the class (when the standard does not match the

course content) to demonstration of competency

Score Explanation

Not addressed These standards are not addressed in this course

Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate

developmental levels are introduced in this course

Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that

support the candidatersquos ability to develop the dispositions skills and practices are provided in this

course

ExpandedDeepened

Understanding and Practice

This level indicates that the standard has been identified as a special focus in the listed class and that

particular attention is paid to the standard in the course content assignments and field placement

experiences

Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are

ready to student teach have an understanding of each standard the abilities and skills required to apply

that understanding with others and the dispositions necessary to successfully engage students within

this framework

Competency Demonstrated in

Practice

This level indicates that candidates are expected to demonstrate appropriate developmental

understanding and application of the standards in the student teaching and seminar semester

EDS

150

EDS

349

EDS

355

MUS

326

MUS

342

MUS

335

MUS

337

EDU

330

EDU

481

EDS

482

Standard 1

The Teacher

Demonstrates Applied

Content Knowledge

11

12

13

14

15

Standard 2

The Teacher Designs

and Plans Instruction

21

22

23

24

Vocal Music 27

25

Standard 3

The Teacher Creates and

Maintains a Learning

Environment

31

32

33

34

35

Standard 4

Teacher Implements and

Manages Instruction

41

42

43

44

45

Standard 5

The Teacher Assesses

and Communicates

Learning Results

51

52

53

54

55

56

Standard 6

The Teacher

Demonstrates the

Implementation of

Technology

61

62

63

64

65

Standard 7

Reflects on and

Evaluates Teaching

and Learning

71

72

73

Standard 8

Collaborates with

Colleagues Parents

and Others

81

82

83

84

Standard 9

Evaluates Teaching and

Implements Professional

Development

91

92

93

94

Standard 10

Provides Leadership

within the School

Community and

Profession

101

102

103

104

Vocal Music 28

BEREA COLLEGE

Teacher Education Programs in Music

Vocal Music

NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC

Standards for the Preparation of Teachers of Music

Standards Courses and Experiences

1 Curricular Structure

a Standard Curricular structure content and time requirements shall

enable students to develop the range of knowledge skills and

competencies expected of those holding a professional baccalaureate

degree in music education as indicated below and in Section VIII

b Guidelines (1) Curricula to accomplish this purpose normally adhere to the

following structural guidelines studies in music including basic

musicianship and performance normally comprise at least 50 of the

total program general studies 30-35 and professional education 15-

20

(2) Music education methods courses such as elementary and

secondary methods and supplementary instruments which are primarily

music in content may be counted under the music component

(3) Professional education is defined as those courses normally offered

by the education unit that deal with philosophical and social

foundations of education educational psychology special education

history of education etc

(4) Although student teachers must be supervised by qualified music

personnel from the institution and coordinating schools student

teaching is counted as professional education

The Music Education Program meets this standard by providing

curricula that is at least 50 basic musicianship and performance music

studies close to 35 general studies coursework and at least 15

professional education coursework

The following classes provide music education methods for the

program MUS 326 MUS 342 and MUS 335

Professional education courses include EDS 150 EDS 349 and EDS

330 The student teaching term consists of EDS 481 EDS 482 and

EDS 355

Vocal Music 29

2 Program Content In addition to the common core of musicianship

and general studies the musician electing a career in school-based

teaching must develop competencies in professional education and in

specific areas of musicianship Professional education components

should be dealt with in a practical context relating the learning of

educational principles to the studentrsquos NASM Handbook 2010-11 98

day-by-day work in music Students must be provided opportunities for

various types of observation and teaching

Within the curricular guidelines above attention should be given to

breadth in general studies attitudes relating to human personal

considerations and social economic and cultural components that give

individual communities their identity

Professional education courses apply teaching and learning to practice

in schools through various types of observation class room

participation field work and extended pre-student teaching experiences

EDS 150 EDS 330 EDS 481 EDS 482

MUS 326 MUS 342 and MUS 335

The general studies coursework includes GSTR 110 GSTR 210 GSTR

310 GSTR 332 and GSTR 410 In addition all students are required

to take six perspectives from the following areas arts social science

western history religion African American studies Appalachian

studies womenrsquos studies and international studies Candidates also

take two courses in practical reasoning with one grounded in math or

statistics PEH 100 Wellness and two additional physical education

courses are also required

Throughout the program emphasis is placed on the development of

attitudes related to social economic cultural and racial diversity along

with personal and community identity EDS 349 and EDS 355 also

serve this purpose

3 Desirable Attributes Essential Competencies and Professional

Procedures

a Desirable Attributes The prospective music teacher should have

(1) Personal commitment to the art of music to teaching music as an

element of civilization and to encouraging the artistic and intellectual

development of students plus the ability to fulfill these commitments as

an independent professional

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences Performances readings in music theory and practice lesson

planning field experiences student teaching

Evaluations Key Assessment 1 Key Assessment 2 Key Assessment 3 Key

Assessment 4 Key Assessment 5 Key Assessment 6 Key assessment 7

Candidates must also pass the required Sophomore and Junior Interviews

Vocal Music 30

(2) The ability to lead students to an understanding of music as an art

form as a means of communication and as a part of their intellectual

and cultural heritage

(3) The capability to inspire others and to excite the imagination of

students engendering a respect for music and a desire for musical

knowledge and experiences

(4) The ability to articulate logical rationales for music as a basic

component of general education and to present the goals and objectives

of a music program effectively to parents professional colleagues and

administrators

(Music Department requirements for all majors) based on performance in

music courses and performance ability in their chosen instrument and in their

piano competency exams They are also required to articulate their specific

musical goals to the entire music faculty prior to admission

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences MUS 336 candidates discuss music as an art form a means of

communication as part of each studentrsquos intellectual and cultural heritage

Evaluations Interviews papers tests Key Assessment 1 Key Assessment 2

Key Assessment 3 Key Assessment 4 Key Assessment 6 Key assessment 7

EDS 150 EDS 349 MUS 336 MUS 337 EDS 330 EDS 481 EDS 482

Experiences Lesson planning observations microteaching papers projects

Through careful study of the Education Programs Goals integrated throughout

the program candidates come to understand joyful learning and its impact on

knowledge understandings and dispositions (Goal 1) Meeting the needs of

each learner is also emphasized in Goals 2 3 and 5 These goals support

candidates understandings of this standard

Evaluations Lesson plans field experiences Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 MUS 335 MUS 326 EDS 330 EDS 481 EDS 482

Experiences Teaching philosophy paper projects lesson planning and

implementation Candidates learn the appropriate tools for music teaching in

the schools in the first professional education course EDS 150 candidates

study the fundamental questions for What is the purpose of School And What

does it mean to teach The themes are then explored more deeply in EDS 330

Vocal Music 31

(5) The ability to work productively within specific education systems

promote scheduling patterns that optimize music instruction maintain

positive relationships with individuals of various social and ethnic

groups and be empathetic with students and colleagues of differing

backgrounds

(6) The ability to evaluate ideas methods and policies in the arts the

humanities and in arts education for their impact on the musical and

cultural development of students

(7) The ability and desire to remain current with developments in the art

of music and in teaching to make independent in-depth evaluations of

their relevance and to use the results to improve musicianship and

teaching skills

The following competencies and procedures provide means for

developing these attributes

Evaluations Lesson plans field experiences rubrics Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 EDS 330 EDS 349 EDS 355 EDS 481 EDS 482

Experiences Field placements group work educational autobiography

educational dialogue reflective journals reflective papers sketchbooks

divergent thinking experiences self evaluation peer editing peer evaluations

Evaluations Presentations field experiences Key Assessment 1 Key

Assessment 3 Key Assessment 6 Key assessment 7

MUS 335 MUS 326 EDS 150 EDS 330 EDS 349 EDS 355 EDS 481

EDS 482

Experiences Education Programs Goals study personal teaching dispositions

exploration philosophy paper lesson plans (purpose explanations) papers

presentations microteaching foundational experiences to understand various

perspectives and growingexpanding cultural competencies

Evaluations Rubrics peer assessments presentations Key Assessment 1

Key Assessment 3

EDS 150 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326 MUS 342

Experiences Annotated bibliographies of current sources used in creation of

lesson plans and teaching Education Programs Goals study dispositions study

researching content projects philosophy statement materials development

assessment and evaluation projects

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7

Vocal Music 32

b Music Competencies The profession of school music teacher now

encompasses a wide range of traditional emerging and experimental

purposes approaches content and methods Each institution makes

choices about what among many possibilities it will offer prospective

specialist music teachers Institutions may offer a comprehensive

curriculum involving two or more specializations andor focus on one

or more particular specializations The following standards provide a

framework for developing and evaluating a wide variety of Teacher

Education Program goals and achievements Items b(1) (2) (3) and

(4) apply to all programs that prepare prospective music teachers Items

c(1) (2) (3) (4)and (5) apply to specializations singly or in

combination as determined by the focus and content of specific program

offerings determined by each institution

In addition to those basic competencies outlined in Sections IV and

VIII the following apply to the preparation of music teachers

(1) Conducting and Musical Leadership The prospective music

teacher must be a competent conductor able to create accurate and

musically expressive performances with various types of performing

groups and in general classroom situations Instruction in conducting

includes score reading and the integration of analysis style NASM

Handbook 2010-11 99 performance practices instrumentation and

conducting techniques Laboratory experiences that give the student

opportunities to apply rehearsal techniques and procedures are essential

Prospective teachers in programs with less focus on the preparation of

ensemble conductors must acquire conducting and musical leadership

skills sufficient to teach effectively in their area(s) of specialization

(2) Arranging The prospective music teacher must be able to arrange

and adapt music from a variety of sources to meet the needs and ability

levels of individuals school performing groups and in classroom

situations

MUS 337 EDS 330 EDS 481 EDS 482

Experiences Conducting their peers observing and assessing their techniques

through videotaping field experiences performances

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7 performances

MUS 342 MUS 326 EDS 330 EDS 481 EDS 482

Experiences candidates gain practical knowledge and application

opportunities in orchestration and arranging with peers in various ensembles

lesson plans microteaching

Vocal Music 33

(3) Functional Performance In addition to the skills required for all

musicians functional performance abilities in keyboard and the voice

are essential Functional performance abilities in instruments

appropriate to the studentrsquos teaching specialization are also essential

(4) AnalysisHistoryLiterature The prospective music teacher should

be able to apply analytical and historical knowledge to curriculum

development lesson planning and daily classroom and performance

activities Teachers should be prepared to relate their understanding of

music with respect to styles literature multiple cultural sources and

historical development both in general and as related to their area(s) of

specialization

c Specialization Competencies Institutions and other educational

authorities make decisions about the extent to which music teachers will

be prepared in one or more specializations The following competencies

apply singly or in combination consistent with the specialization

objectives of each Teacher Education Program in music

Evaluations Performances Key Assessment 4 Key Assessment 6 Key

Assessment 7

MUA 105-338 MUS 131 MUS 342 MUS 335 MUS 326

Experiences Opportunities to play and sing within a group context (Concert

Choir Black Music Ensemble Chamber Singers Concert Band Jazz Band

and Recorder Ensemble offer opportunities for all candidates to participate)

teaching vocal music as individual or group lessons

Evaluations Piano competency test individual lessons on their major

instrument sophomore and junior interviews Key Assessment 4 Key

Assessment 6 Key Assessment 7

MUS 330 MUS 331cedil MUS 320 MUS 322 EDS 330 EDS 349 EDS 355

EDS 481 482

Experiences Focus on acquiring basic knowledge of music literature and its

historical context through assessment in writing research and listening skills

Demonstration of skills in musical analysis chord structure etc through

papers presentations lesson planning microteaching field experiences

Evaluations Tests papers projects Sophomore and Junior Interviews piano

proficiency exam Key Assessment 1 Key Assessment 2 Key Assessment 4

Key Assessment 5 Key Assessment 6 Key Assessment 7

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 27

25

Standard 3

The Teacher Creates and

Maintains a Learning

Environment

31

32

33

34

35

Standard 4

Teacher Implements and

Manages Instruction

41

42

43

44

45

Standard 5

The Teacher Assesses

and Communicates

Learning Results

51

52

53

54

55

56

Standard 6

The Teacher

Demonstrates the

Implementation of

Technology

61

62

63

64

65

Standard 7

Reflects on and

Evaluates Teaching

and Learning

71

72

73

Standard 8

Collaborates with

Colleagues Parents

and Others

81

82

83

84

Standard 9

Evaluates Teaching and

Implements Professional

Development

91

92

93

94

Standard 10

Provides Leadership

within the School

Community and

Profession

101

102

103

104

Vocal Music 28

BEREA COLLEGE

Teacher Education Programs in Music

Vocal Music

NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC

Standards for the Preparation of Teachers of Music

Standards Courses and Experiences

1 Curricular Structure

a Standard Curricular structure content and time requirements shall

enable students to develop the range of knowledge skills and

competencies expected of those holding a professional baccalaureate

degree in music education as indicated below and in Section VIII

b Guidelines (1) Curricula to accomplish this purpose normally adhere to the

following structural guidelines studies in music including basic

musicianship and performance normally comprise at least 50 of the

total program general studies 30-35 and professional education 15-

20

(2) Music education methods courses such as elementary and

secondary methods and supplementary instruments which are primarily

music in content may be counted under the music component

(3) Professional education is defined as those courses normally offered

by the education unit that deal with philosophical and social

foundations of education educational psychology special education

history of education etc

(4) Although student teachers must be supervised by qualified music

personnel from the institution and coordinating schools student

teaching is counted as professional education

The Music Education Program meets this standard by providing

curricula that is at least 50 basic musicianship and performance music

studies close to 35 general studies coursework and at least 15

professional education coursework

The following classes provide music education methods for the

program MUS 326 MUS 342 and MUS 335

Professional education courses include EDS 150 EDS 349 and EDS

330 The student teaching term consists of EDS 481 EDS 482 and

EDS 355

Vocal Music 29

2 Program Content In addition to the common core of musicianship

and general studies the musician electing a career in school-based

teaching must develop competencies in professional education and in

specific areas of musicianship Professional education components

should be dealt with in a practical context relating the learning of

educational principles to the studentrsquos NASM Handbook 2010-11 98

day-by-day work in music Students must be provided opportunities for

various types of observation and teaching

Within the curricular guidelines above attention should be given to

breadth in general studies attitudes relating to human personal

considerations and social economic and cultural components that give

individual communities their identity

Professional education courses apply teaching and learning to practice

in schools through various types of observation class room

participation field work and extended pre-student teaching experiences

EDS 150 EDS 330 EDS 481 EDS 482

MUS 326 MUS 342 and MUS 335

The general studies coursework includes GSTR 110 GSTR 210 GSTR

310 GSTR 332 and GSTR 410 In addition all students are required

to take six perspectives from the following areas arts social science

western history religion African American studies Appalachian

studies womenrsquos studies and international studies Candidates also

take two courses in practical reasoning with one grounded in math or

statistics PEH 100 Wellness and two additional physical education

courses are also required

Throughout the program emphasis is placed on the development of

attitudes related to social economic cultural and racial diversity along

with personal and community identity EDS 349 and EDS 355 also

serve this purpose

3 Desirable Attributes Essential Competencies and Professional

Procedures

a Desirable Attributes The prospective music teacher should have

(1) Personal commitment to the art of music to teaching music as an

element of civilization and to encouraging the artistic and intellectual

development of students plus the ability to fulfill these commitments as

an independent professional

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences Performances readings in music theory and practice lesson

planning field experiences student teaching

Evaluations Key Assessment 1 Key Assessment 2 Key Assessment 3 Key

Assessment 4 Key Assessment 5 Key Assessment 6 Key assessment 7

Candidates must also pass the required Sophomore and Junior Interviews

Vocal Music 30

(2) The ability to lead students to an understanding of music as an art

form as a means of communication and as a part of their intellectual

and cultural heritage

(3) The capability to inspire others and to excite the imagination of

students engendering a respect for music and a desire for musical

knowledge and experiences

(4) The ability to articulate logical rationales for music as a basic

component of general education and to present the goals and objectives

of a music program effectively to parents professional colleagues and

administrators

(Music Department requirements for all majors) based on performance in

music courses and performance ability in their chosen instrument and in their

piano competency exams They are also required to articulate their specific

musical goals to the entire music faculty prior to admission

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences MUS 336 candidates discuss music as an art form a means of

communication as part of each studentrsquos intellectual and cultural heritage

Evaluations Interviews papers tests Key Assessment 1 Key Assessment 2

Key Assessment 3 Key Assessment 4 Key Assessment 6 Key assessment 7

EDS 150 EDS 349 MUS 336 MUS 337 EDS 330 EDS 481 EDS 482

Experiences Lesson planning observations microteaching papers projects

Through careful study of the Education Programs Goals integrated throughout

the program candidates come to understand joyful learning and its impact on

knowledge understandings and dispositions (Goal 1) Meeting the needs of

each learner is also emphasized in Goals 2 3 and 5 These goals support

candidates understandings of this standard

Evaluations Lesson plans field experiences Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 MUS 335 MUS 326 EDS 330 EDS 481 EDS 482

Experiences Teaching philosophy paper projects lesson planning and

implementation Candidates learn the appropriate tools for music teaching in

the schools in the first professional education course EDS 150 candidates

study the fundamental questions for What is the purpose of School And What

does it mean to teach The themes are then explored more deeply in EDS 330

Vocal Music 31

(5) The ability to work productively within specific education systems

promote scheduling patterns that optimize music instruction maintain

positive relationships with individuals of various social and ethnic

groups and be empathetic with students and colleagues of differing

backgrounds

(6) The ability to evaluate ideas methods and policies in the arts the

humanities and in arts education for their impact on the musical and

cultural development of students

(7) The ability and desire to remain current with developments in the art

of music and in teaching to make independent in-depth evaluations of

their relevance and to use the results to improve musicianship and

teaching skills

The following competencies and procedures provide means for

developing these attributes

Evaluations Lesson plans field experiences rubrics Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 EDS 330 EDS 349 EDS 355 EDS 481 EDS 482

Experiences Field placements group work educational autobiography

educational dialogue reflective journals reflective papers sketchbooks

divergent thinking experiences self evaluation peer editing peer evaluations

Evaluations Presentations field experiences Key Assessment 1 Key

Assessment 3 Key Assessment 6 Key assessment 7

MUS 335 MUS 326 EDS 150 EDS 330 EDS 349 EDS 355 EDS 481

EDS 482

Experiences Education Programs Goals study personal teaching dispositions

exploration philosophy paper lesson plans (purpose explanations) papers

presentations microteaching foundational experiences to understand various

perspectives and growingexpanding cultural competencies

Evaluations Rubrics peer assessments presentations Key Assessment 1

Key Assessment 3

EDS 150 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326 MUS 342

Experiences Annotated bibliographies of current sources used in creation of

lesson plans and teaching Education Programs Goals study dispositions study

researching content projects philosophy statement materials development

assessment and evaluation projects

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7

Vocal Music 32

b Music Competencies The profession of school music teacher now

encompasses a wide range of traditional emerging and experimental

purposes approaches content and methods Each institution makes

choices about what among many possibilities it will offer prospective

specialist music teachers Institutions may offer a comprehensive

curriculum involving two or more specializations andor focus on one

or more particular specializations The following standards provide a

framework for developing and evaluating a wide variety of Teacher

Education Program goals and achievements Items b(1) (2) (3) and

(4) apply to all programs that prepare prospective music teachers Items

c(1) (2) (3) (4)and (5) apply to specializations singly or in

combination as determined by the focus and content of specific program

offerings determined by each institution

In addition to those basic competencies outlined in Sections IV and

VIII the following apply to the preparation of music teachers

(1) Conducting and Musical Leadership The prospective music

teacher must be a competent conductor able to create accurate and

musically expressive performances with various types of performing

groups and in general classroom situations Instruction in conducting

includes score reading and the integration of analysis style NASM

Handbook 2010-11 99 performance practices instrumentation and

conducting techniques Laboratory experiences that give the student

opportunities to apply rehearsal techniques and procedures are essential

Prospective teachers in programs with less focus on the preparation of

ensemble conductors must acquire conducting and musical leadership

skills sufficient to teach effectively in their area(s) of specialization

(2) Arranging The prospective music teacher must be able to arrange

and adapt music from a variety of sources to meet the needs and ability

levels of individuals school performing groups and in classroom

situations

MUS 337 EDS 330 EDS 481 EDS 482

Experiences Conducting their peers observing and assessing their techniques

through videotaping field experiences performances

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7 performances

MUS 342 MUS 326 EDS 330 EDS 481 EDS 482

Experiences candidates gain practical knowledge and application

opportunities in orchestration and arranging with peers in various ensembles

lesson plans microteaching

Vocal Music 33

(3) Functional Performance In addition to the skills required for all

musicians functional performance abilities in keyboard and the voice

are essential Functional performance abilities in instruments

appropriate to the studentrsquos teaching specialization are also essential

(4) AnalysisHistoryLiterature The prospective music teacher should

be able to apply analytical and historical knowledge to curriculum

development lesson planning and daily classroom and performance

activities Teachers should be prepared to relate their understanding of

music with respect to styles literature multiple cultural sources and

historical development both in general and as related to their area(s) of

specialization

c Specialization Competencies Institutions and other educational

authorities make decisions about the extent to which music teachers will

be prepared in one or more specializations The following competencies

apply singly or in combination consistent with the specialization

objectives of each Teacher Education Program in music

Evaluations Performances Key Assessment 4 Key Assessment 6 Key

Assessment 7

MUA 105-338 MUS 131 MUS 342 MUS 335 MUS 326

Experiences Opportunities to play and sing within a group context (Concert

Choir Black Music Ensemble Chamber Singers Concert Band Jazz Band

and Recorder Ensemble offer opportunities for all candidates to participate)

teaching vocal music as individual or group lessons

Evaluations Piano competency test individual lessons on their major

instrument sophomore and junior interviews Key Assessment 4 Key

Assessment 6 Key Assessment 7

MUS 330 MUS 331cedil MUS 320 MUS 322 EDS 330 EDS 349 EDS 355

EDS 481 482

Experiences Focus on acquiring basic knowledge of music literature and its

historical context through assessment in writing research and listening skills

Demonstration of skills in musical analysis chord structure etc through

papers presentations lesson planning microteaching field experiences

Evaluations Tests papers projects Sophomore and Junior Interviews piano

proficiency exam Key Assessment 1 Key Assessment 2 Key Assessment 4

Key Assessment 5 Key Assessment 6 Key Assessment 7

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 28

BEREA COLLEGE

Teacher Education Programs in Music

Vocal Music

NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC

Standards for the Preparation of Teachers of Music

Standards Courses and Experiences

1 Curricular Structure

a Standard Curricular structure content and time requirements shall

enable students to develop the range of knowledge skills and

competencies expected of those holding a professional baccalaureate

degree in music education as indicated below and in Section VIII

b Guidelines (1) Curricula to accomplish this purpose normally adhere to the

following structural guidelines studies in music including basic

musicianship and performance normally comprise at least 50 of the

total program general studies 30-35 and professional education 15-

20

(2) Music education methods courses such as elementary and

secondary methods and supplementary instruments which are primarily

music in content may be counted under the music component

(3) Professional education is defined as those courses normally offered

by the education unit that deal with philosophical and social

foundations of education educational psychology special education

history of education etc

(4) Although student teachers must be supervised by qualified music

personnel from the institution and coordinating schools student

teaching is counted as professional education

The Music Education Program meets this standard by providing

curricula that is at least 50 basic musicianship and performance music

studies close to 35 general studies coursework and at least 15

professional education coursework

The following classes provide music education methods for the

program MUS 326 MUS 342 and MUS 335

Professional education courses include EDS 150 EDS 349 and EDS

330 The student teaching term consists of EDS 481 EDS 482 and

EDS 355

Vocal Music 29

2 Program Content In addition to the common core of musicianship

and general studies the musician electing a career in school-based

teaching must develop competencies in professional education and in

specific areas of musicianship Professional education components

should be dealt with in a practical context relating the learning of

educational principles to the studentrsquos NASM Handbook 2010-11 98

day-by-day work in music Students must be provided opportunities for

various types of observation and teaching

Within the curricular guidelines above attention should be given to

breadth in general studies attitudes relating to human personal

considerations and social economic and cultural components that give

individual communities their identity

Professional education courses apply teaching and learning to practice

in schools through various types of observation class room

participation field work and extended pre-student teaching experiences

EDS 150 EDS 330 EDS 481 EDS 482

MUS 326 MUS 342 and MUS 335

The general studies coursework includes GSTR 110 GSTR 210 GSTR

310 GSTR 332 and GSTR 410 In addition all students are required

to take six perspectives from the following areas arts social science

western history religion African American studies Appalachian

studies womenrsquos studies and international studies Candidates also

take two courses in practical reasoning with one grounded in math or

statistics PEH 100 Wellness and two additional physical education

courses are also required

Throughout the program emphasis is placed on the development of

attitudes related to social economic cultural and racial diversity along

with personal and community identity EDS 349 and EDS 355 also

serve this purpose

3 Desirable Attributes Essential Competencies and Professional

Procedures

a Desirable Attributes The prospective music teacher should have

(1) Personal commitment to the art of music to teaching music as an

element of civilization and to encouraging the artistic and intellectual

development of students plus the ability to fulfill these commitments as

an independent professional

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences Performances readings in music theory and practice lesson

planning field experiences student teaching

Evaluations Key Assessment 1 Key Assessment 2 Key Assessment 3 Key

Assessment 4 Key Assessment 5 Key Assessment 6 Key assessment 7

Candidates must also pass the required Sophomore and Junior Interviews

Vocal Music 30

(2) The ability to lead students to an understanding of music as an art

form as a means of communication and as a part of their intellectual

and cultural heritage

(3) The capability to inspire others and to excite the imagination of

students engendering a respect for music and a desire for musical

knowledge and experiences

(4) The ability to articulate logical rationales for music as a basic

component of general education and to present the goals and objectives

of a music program effectively to parents professional colleagues and

administrators

(Music Department requirements for all majors) based on performance in

music courses and performance ability in their chosen instrument and in their

piano competency exams They are also required to articulate their specific

musical goals to the entire music faculty prior to admission

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences MUS 336 candidates discuss music as an art form a means of

communication as part of each studentrsquos intellectual and cultural heritage

Evaluations Interviews papers tests Key Assessment 1 Key Assessment 2

Key Assessment 3 Key Assessment 4 Key Assessment 6 Key assessment 7

EDS 150 EDS 349 MUS 336 MUS 337 EDS 330 EDS 481 EDS 482

Experiences Lesson planning observations microteaching papers projects

Through careful study of the Education Programs Goals integrated throughout

the program candidates come to understand joyful learning and its impact on

knowledge understandings and dispositions (Goal 1) Meeting the needs of

each learner is also emphasized in Goals 2 3 and 5 These goals support

candidates understandings of this standard

Evaluations Lesson plans field experiences Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 MUS 335 MUS 326 EDS 330 EDS 481 EDS 482

Experiences Teaching philosophy paper projects lesson planning and

implementation Candidates learn the appropriate tools for music teaching in

the schools in the first professional education course EDS 150 candidates

study the fundamental questions for What is the purpose of School And What

does it mean to teach The themes are then explored more deeply in EDS 330

Vocal Music 31

(5) The ability to work productively within specific education systems

promote scheduling patterns that optimize music instruction maintain

positive relationships with individuals of various social and ethnic

groups and be empathetic with students and colleagues of differing

backgrounds

(6) The ability to evaluate ideas methods and policies in the arts the

humanities and in arts education for their impact on the musical and

cultural development of students

(7) The ability and desire to remain current with developments in the art

of music and in teaching to make independent in-depth evaluations of

their relevance and to use the results to improve musicianship and

teaching skills

The following competencies and procedures provide means for

developing these attributes

Evaluations Lesson plans field experiences rubrics Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 EDS 330 EDS 349 EDS 355 EDS 481 EDS 482

Experiences Field placements group work educational autobiography

educational dialogue reflective journals reflective papers sketchbooks

divergent thinking experiences self evaluation peer editing peer evaluations

Evaluations Presentations field experiences Key Assessment 1 Key

Assessment 3 Key Assessment 6 Key assessment 7

MUS 335 MUS 326 EDS 150 EDS 330 EDS 349 EDS 355 EDS 481

EDS 482

Experiences Education Programs Goals study personal teaching dispositions

exploration philosophy paper lesson plans (purpose explanations) papers

presentations microteaching foundational experiences to understand various

perspectives and growingexpanding cultural competencies

Evaluations Rubrics peer assessments presentations Key Assessment 1

Key Assessment 3

EDS 150 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326 MUS 342

Experiences Annotated bibliographies of current sources used in creation of

lesson plans and teaching Education Programs Goals study dispositions study

researching content projects philosophy statement materials development

assessment and evaluation projects

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7

Vocal Music 32

b Music Competencies The profession of school music teacher now

encompasses a wide range of traditional emerging and experimental

purposes approaches content and methods Each institution makes

choices about what among many possibilities it will offer prospective

specialist music teachers Institutions may offer a comprehensive

curriculum involving two or more specializations andor focus on one

or more particular specializations The following standards provide a

framework for developing and evaluating a wide variety of Teacher

Education Program goals and achievements Items b(1) (2) (3) and

(4) apply to all programs that prepare prospective music teachers Items

c(1) (2) (3) (4)and (5) apply to specializations singly or in

combination as determined by the focus and content of specific program

offerings determined by each institution

In addition to those basic competencies outlined in Sections IV and

VIII the following apply to the preparation of music teachers

(1) Conducting and Musical Leadership The prospective music

teacher must be a competent conductor able to create accurate and

musically expressive performances with various types of performing

groups and in general classroom situations Instruction in conducting

includes score reading and the integration of analysis style NASM

Handbook 2010-11 99 performance practices instrumentation and

conducting techniques Laboratory experiences that give the student

opportunities to apply rehearsal techniques and procedures are essential

Prospective teachers in programs with less focus on the preparation of

ensemble conductors must acquire conducting and musical leadership

skills sufficient to teach effectively in their area(s) of specialization

(2) Arranging The prospective music teacher must be able to arrange

and adapt music from a variety of sources to meet the needs and ability

levels of individuals school performing groups and in classroom

situations

MUS 337 EDS 330 EDS 481 EDS 482

Experiences Conducting their peers observing and assessing their techniques

through videotaping field experiences performances

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7 performances

MUS 342 MUS 326 EDS 330 EDS 481 EDS 482

Experiences candidates gain practical knowledge and application

opportunities in orchestration and arranging with peers in various ensembles

lesson plans microteaching

Vocal Music 33

(3) Functional Performance In addition to the skills required for all

musicians functional performance abilities in keyboard and the voice

are essential Functional performance abilities in instruments

appropriate to the studentrsquos teaching specialization are also essential

(4) AnalysisHistoryLiterature The prospective music teacher should

be able to apply analytical and historical knowledge to curriculum

development lesson planning and daily classroom and performance

activities Teachers should be prepared to relate their understanding of

music with respect to styles literature multiple cultural sources and

historical development both in general and as related to their area(s) of

specialization

c Specialization Competencies Institutions and other educational

authorities make decisions about the extent to which music teachers will

be prepared in one or more specializations The following competencies

apply singly or in combination consistent with the specialization

objectives of each Teacher Education Program in music

Evaluations Performances Key Assessment 4 Key Assessment 6 Key

Assessment 7

MUA 105-338 MUS 131 MUS 342 MUS 335 MUS 326

Experiences Opportunities to play and sing within a group context (Concert

Choir Black Music Ensemble Chamber Singers Concert Band Jazz Band

and Recorder Ensemble offer opportunities for all candidates to participate)

teaching vocal music as individual or group lessons

Evaluations Piano competency test individual lessons on their major

instrument sophomore and junior interviews Key Assessment 4 Key

Assessment 6 Key Assessment 7

MUS 330 MUS 331cedil MUS 320 MUS 322 EDS 330 EDS 349 EDS 355

EDS 481 482

Experiences Focus on acquiring basic knowledge of music literature and its

historical context through assessment in writing research and listening skills

Demonstration of skills in musical analysis chord structure etc through

papers presentations lesson planning microteaching field experiences

Evaluations Tests papers projects Sophomore and Junior Interviews piano

proficiency exam Key Assessment 1 Key Assessment 2 Key Assessment 4

Key Assessment 5 Key Assessment 6 Key Assessment 7

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 29

2 Program Content In addition to the common core of musicianship

and general studies the musician electing a career in school-based

teaching must develop competencies in professional education and in

specific areas of musicianship Professional education components

should be dealt with in a practical context relating the learning of

educational principles to the studentrsquos NASM Handbook 2010-11 98

day-by-day work in music Students must be provided opportunities for

various types of observation and teaching

Within the curricular guidelines above attention should be given to

breadth in general studies attitudes relating to human personal

considerations and social economic and cultural components that give

individual communities their identity

Professional education courses apply teaching and learning to practice

in schools through various types of observation class room

participation field work and extended pre-student teaching experiences

EDS 150 EDS 330 EDS 481 EDS 482

MUS 326 MUS 342 and MUS 335

The general studies coursework includes GSTR 110 GSTR 210 GSTR

310 GSTR 332 and GSTR 410 In addition all students are required

to take six perspectives from the following areas arts social science

western history religion African American studies Appalachian

studies womenrsquos studies and international studies Candidates also

take two courses in practical reasoning with one grounded in math or

statistics PEH 100 Wellness and two additional physical education

courses are also required

Throughout the program emphasis is placed on the development of

attitudes related to social economic cultural and racial diversity along

with personal and community identity EDS 349 and EDS 355 also

serve this purpose

3 Desirable Attributes Essential Competencies and Professional

Procedures

a Desirable Attributes The prospective music teacher should have

(1) Personal commitment to the art of music to teaching music as an

element of civilization and to encouraging the artistic and intellectual

development of students plus the ability to fulfill these commitments as

an independent professional

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences Performances readings in music theory and practice lesson

planning field experiences student teaching

Evaluations Key Assessment 1 Key Assessment 2 Key Assessment 3 Key

Assessment 4 Key Assessment 5 Key Assessment 6 Key assessment 7

Candidates must also pass the required Sophomore and Junior Interviews

Vocal Music 30

(2) The ability to lead students to an understanding of music as an art

form as a means of communication and as a part of their intellectual

and cultural heritage

(3) The capability to inspire others and to excite the imagination of

students engendering a respect for music and a desire for musical

knowledge and experiences

(4) The ability to articulate logical rationales for music as a basic

component of general education and to present the goals and objectives

of a music program effectively to parents professional colleagues and

administrators

(Music Department requirements for all majors) based on performance in

music courses and performance ability in their chosen instrument and in their

piano competency exams They are also required to articulate their specific

musical goals to the entire music faculty prior to admission

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences MUS 336 candidates discuss music as an art form a means of

communication as part of each studentrsquos intellectual and cultural heritage

Evaluations Interviews papers tests Key Assessment 1 Key Assessment 2

Key Assessment 3 Key Assessment 4 Key Assessment 6 Key assessment 7

EDS 150 EDS 349 MUS 336 MUS 337 EDS 330 EDS 481 EDS 482

Experiences Lesson planning observations microteaching papers projects

Through careful study of the Education Programs Goals integrated throughout

the program candidates come to understand joyful learning and its impact on

knowledge understandings and dispositions (Goal 1) Meeting the needs of

each learner is also emphasized in Goals 2 3 and 5 These goals support

candidates understandings of this standard

Evaluations Lesson plans field experiences Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 MUS 335 MUS 326 EDS 330 EDS 481 EDS 482

Experiences Teaching philosophy paper projects lesson planning and

implementation Candidates learn the appropriate tools for music teaching in

the schools in the first professional education course EDS 150 candidates

study the fundamental questions for What is the purpose of School And What

does it mean to teach The themes are then explored more deeply in EDS 330

Vocal Music 31

(5) The ability to work productively within specific education systems

promote scheduling patterns that optimize music instruction maintain

positive relationships with individuals of various social and ethnic

groups and be empathetic with students and colleagues of differing

backgrounds

(6) The ability to evaluate ideas methods and policies in the arts the

humanities and in arts education for their impact on the musical and

cultural development of students

(7) The ability and desire to remain current with developments in the art

of music and in teaching to make independent in-depth evaluations of

their relevance and to use the results to improve musicianship and

teaching skills

The following competencies and procedures provide means for

developing these attributes

Evaluations Lesson plans field experiences rubrics Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 EDS 330 EDS 349 EDS 355 EDS 481 EDS 482

Experiences Field placements group work educational autobiography

educational dialogue reflective journals reflective papers sketchbooks

divergent thinking experiences self evaluation peer editing peer evaluations

Evaluations Presentations field experiences Key Assessment 1 Key

Assessment 3 Key Assessment 6 Key assessment 7

MUS 335 MUS 326 EDS 150 EDS 330 EDS 349 EDS 355 EDS 481

EDS 482

Experiences Education Programs Goals study personal teaching dispositions

exploration philosophy paper lesson plans (purpose explanations) papers

presentations microteaching foundational experiences to understand various

perspectives and growingexpanding cultural competencies

Evaluations Rubrics peer assessments presentations Key Assessment 1

Key Assessment 3

EDS 150 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326 MUS 342

Experiences Annotated bibliographies of current sources used in creation of

lesson plans and teaching Education Programs Goals study dispositions study

researching content projects philosophy statement materials development

assessment and evaluation projects

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7

Vocal Music 32

b Music Competencies The profession of school music teacher now

encompasses a wide range of traditional emerging and experimental

purposes approaches content and methods Each institution makes

choices about what among many possibilities it will offer prospective

specialist music teachers Institutions may offer a comprehensive

curriculum involving two or more specializations andor focus on one

or more particular specializations The following standards provide a

framework for developing and evaluating a wide variety of Teacher

Education Program goals and achievements Items b(1) (2) (3) and

(4) apply to all programs that prepare prospective music teachers Items

c(1) (2) (3) (4)and (5) apply to specializations singly or in

combination as determined by the focus and content of specific program

offerings determined by each institution

In addition to those basic competencies outlined in Sections IV and

VIII the following apply to the preparation of music teachers

(1) Conducting and Musical Leadership The prospective music

teacher must be a competent conductor able to create accurate and

musically expressive performances with various types of performing

groups and in general classroom situations Instruction in conducting

includes score reading and the integration of analysis style NASM

Handbook 2010-11 99 performance practices instrumentation and

conducting techniques Laboratory experiences that give the student

opportunities to apply rehearsal techniques and procedures are essential

Prospective teachers in programs with less focus on the preparation of

ensemble conductors must acquire conducting and musical leadership

skills sufficient to teach effectively in their area(s) of specialization

(2) Arranging The prospective music teacher must be able to arrange

and adapt music from a variety of sources to meet the needs and ability

levels of individuals school performing groups and in classroom

situations

MUS 337 EDS 330 EDS 481 EDS 482

Experiences Conducting their peers observing and assessing their techniques

through videotaping field experiences performances

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7 performances

MUS 342 MUS 326 EDS 330 EDS 481 EDS 482

Experiences candidates gain practical knowledge and application

opportunities in orchestration and arranging with peers in various ensembles

lesson plans microteaching

Vocal Music 33

(3) Functional Performance In addition to the skills required for all

musicians functional performance abilities in keyboard and the voice

are essential Functional performance abilities in instruments

appropriate to the studentrsquos teaching specialization are also essential

(4) AnalysisHistoryLiterature The prospective music teacher should

be able to apply analytical and historical knowledge to curriculum

development lesson planning and daily classroom and performance

activities Teachers should be prepared to relate their understanding of

music with respect to styles literature multiple cultural sources and

historical development both in general and as related to their area(s) of

specialization

c Specialization Competencies Institutions and other educational

authorities make decisions about the extent to which music teachers will

be prepared in one or more specializations The following competencies

apply singly or in combination consistent with the specialization

objectives of each Teacher Education Program in music

Evaluations Performances Key Assessment 4 Key Assessment 6 Key

Assessment 7

MUA 105-338 MUS 131 MUS 342 MUS 335 MUS 326

Experiences Opportunities to play and sing within a group context (Concert

Choir Black Music Ensemble Chamber Singers Concert Band Jazz Band

and Recorder Ensemble offer opportunities for all candidates to participate)

teaching vocal music as individual or group lessons

Evaluations Piano competency test individual lessons on their major

instrument sophomore and junior interviews Key Assessment 4 Key

Assessment 6 Key Assessment 7

MUS 330 MUS 331cedil MUS 320 MUS 322 EDS 330 EDS 349 EDS 355

EDS 481 482

Experiences Focus on acquiring basic knowledge of music literature and its

historical context through assessment in writing research and listening skills

Demonstration of skills in musical analysis chord structure etc through

papers presentations lesson planning microteaching field experiences

Evaluations Tests papers projects Sophomore and Junior Interviews piano

proficiency exam Key Assessment 1 Key Assessment 2 Key Assessment 4

Key Assessment 5 Key Assessment 6 Key Assessment 7

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 30

(2) The ability to lead students to an understanding of music as an art

form as a means of communication and as a part of their intellectual

and cultural heritage

(3) The capability to inspire others and to excite the imagination of

students engendering a respect for music and a desire for musical

knowledge and experiences

(4) The ability to articulate logical rationales for music as a basic

component of general education and to present the goals and objectives

of a music program effectively to parents professional colleagues and

administrators

(Music Department requirements for all majors) based on performance in

music courses and performance ability in their chosen instrument and in their

piano competency exams They are also required to articulate their specific

musical goals to the entire music faculty prior to admission

EDS 150 EDS 330 MUS 326 MUS 342 MUS 335 EDS 481 EDS 482

Arts Perspective

Experiences MUS 336 candidates discuss music as an art form a means of

communication as part of each studentrsquos intellectual and cultural heritage

Evaluations Interviews papers tests Key Assessment 1 Key Assessment 2

Key Assessment 3 Key Assessment 4 Key Assessment 6 Key assessment 7

EDS 150 EDS 349 MUS 336 MUS 337 EDS 330 EDS 481 EDS 482

Experiences Lesson planning observations microteaching papers projects

Through careful study of the Education Programs Goals integrated throughout

the program candidates come to understand joyful learning and its impact on

knowledge understandings and dispositions (Goal 1) Meeting the needs of

each learner is also emphasized in Goals 2 3 and 5 These goals support

candidates understandings of this standard

Evaluations Lesson plans field experiences Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 MUS 335 MUS 326 EDS 330 EDS 481 EDS 482

Experiences Teaching philosophy paper projects lesson planning and

implementation Candidates learn the appropriate tools for music teaching in

the schools in the first professional education course EDS 150 candidates

study the fundamental questions for What is the purpose of School And What

does it mean to teach The themes are then explored more deeply in EDS 330

Vocal Music 31

(5) The ability to work productively within specific education systems

promote scheduling patterns that optimize music instruction maintain

positive relationships with individuals of various social and ethnic

groups and be empathetic with students and colleagues of differing

backgrounds

(6) The ability to evaluate ideas methods and policies in the arts the

humanities and in arts education for their impact on the musical and

cultural development of students

(7) The ability and desire to remain current with developments in the art

of music and in teaching to make independent in-depth evaluations of

their relevance and to use the results to improve musicianship and

teaching skills

The following competencies and procedures provide means for

developing these attributes

Evaluations Lesson plans field experiences rubrics Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 EDS 330 EDS 349 EDS 355 EDS 481 EDS 482

Experiences Field placements group work educational autobiography

educational dialogue reflective journals reflective papers sketchbooks

divergent thinking experiences self evaluation peer editing peer evaluations

Evaluations Presentations field experiences Key Assessment 1 Key

Assessment 3 Key Assessment 6 Key assessment 7

MUS 335 MUS 326 EDS 150 EDS 330 EDS 349 EDS 355 EDS 481

EDS 482

Experiences Education Programs Goals study personal teaching dispositions

exploration philosophy paper lesson plans (purpose explanations) papers

presentations microteaching foundational experiences to understand various

perspectives and growingexpanding cultural competencies

Evaluations Rubrics peer assessments presentations Key Assessment 1

Key Assessment 3

EDS 150 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326 MUS 342

Experiences Annotated bibliographies of current sources used in creation of

lesson plans and teaching Education Programs Goals study dispositions study

researching content projects philosophy statement materials development

assessment and evaluation projects

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7

Vocal Music 32

b Music Competencies The profession of school music teacher now

encompasses a wide range of traditional emerging and experimental

purposes approaches content and methods Each institution makes

choices about what among many possibilities it will offer prospective

specialist music teachers Institutions may offer a comprehensive

curriculum involving two or more specializations andor focus on one

or more particular specializations The following standards provide a

framework for developing and evaluating a wide variety of Teacher

Education Program goals and achievements Items b(1) (2) (3) and

(4) apply to all programs that prepare prospective music teachers Items

c(1) (2) (3) (4)and (5) apply to specializations singly or in

combination as determined by the focus and content of specific program

offerings determined by each institution

In addition to those basic competencies outlined in Sections IV and

VIII the following apply to the preparation of music teachers

(1) Conducting and Musical Leadership The prospective music

teacher must be a competent conductor able to create accurate and

musically expressive performances with various types of performing

groups and in general classroom situations Instruction in conducting

includes score reading and the integration of analysis style NASM

Handbook 2010-11 99 performance practices instrumentation and

conducting techniques Laboratory experiences that give the student

opportunities to apply rehearsal techniques and procedures are essential

Prospective teachers in programs with less focus on the preparation of

ensemble conductors must acquire conducting and musical leadership

skills sufficient to teach effectively in their area(s) of specialization

(2) Arranging The prospective music teacher must be able to arrange

and adapt music from a variety of sources to meet the needs and ability

levels of individuals school performing groups and in classroom

situations

MUS 337 EDS 330 EDS 481 EDS 482

Experiences Conducting their peers observing and assessing their techniques

through videotaping field experiences performances

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7 performances

MUS 342 MUS 326 EDS 330 EDS 481 EDS 482

Experiences candidates gain practical knowledge and application

opportunities in orchestration and arranging with peers in various ensembles

lesson plans microteaching

Vocal Music 33

(3) Functional Performance In addition to the skills required for all

musicians functional performance abilities in keyboard and the voice

are essential Functional performance abilities in instruments

appropriate to the studentrsquos teaching specialization are also essential

(4) AnalysisHistoryLiterature The prospective music teacher should

be able to apply analytical and historical knowledge to curriculum

development lesson planning and daily classroom and performance

activities Teachers should be prepared to relate their understanding of

music with respect to styles literature multiple cultural sources and

historical development both in general and as related to their area(s) of

specialization

c Specialization Competencies Institutions and other educational

authorities make decisions about the extent to which music teachers will

be prepared in one or more specializations The following competencies

apply singly or in combination consistent with the specialization

objectives of each Teacher Education Program in music

Evaluations Performances Key Assessment 4 Key Assessment 6 Key

Assessment 7

MUA 105-338 MUS 131 MUS 342 MUS 335 MUS 326

Experiences Opportunities to play and sing within a group context (Concert

Choir Black Music Ensemble Chamber Singers Concert Band Jazz Band

and Recorder Ensemble offer opportunities for all candidates to participate)

teaching vocal music as individual or group lessons

Evaluations Piano competency test individual lessons on their major

instrument sophomore and junior interviews Key Assessment 4 Key

Assessment 6 Key Assessment 7

MUS 330 MUS 331cedil MUS 320 MUS 322 EDS 330 EDS 349 EDS 355

EDS 481 482

Experiences Focus on acquiring basic knowledge of music literature and its

historical context through assessment in writing research and listening skills

Demonstration of skills in musical analysis chord structure etc through

papers presentations lesson planning microteaching field experiences

Evaluations Tests papers projects Sophomore and Junior Interviews piano

proficiency exam Key Assessment 1 Key Assessment 2 Key Assessment 4

Key Assessment 5 Key Assessment 6 Key Assessment 7

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 31

(5) The ability to work productively within specific education systems

promote scheduling patterns that optimize music instruction maintain

positive relationships with individuals of various social and ethnic

groups and be empathetic with students and colleagues of differing

backgrounds

(6) The ability to evaluate ideas methods and policies in the arts the

humanities and in arts education for their impact on the musical and

cultural development of students

(7) The ability and desire to remain current with developments in the art

of music and in teaching to make independent in-depth evaluations of

their relevance and to use the results to improve musicianship and

teaching skills

The following competencies and procedures provide means for

developing these attributes

Evaluations Lesson plans field experiences rubrics Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

assessment 7

EDS 150 EDS 330 EDS 349 EDS 355 EDS 481 EDS 482

Experiences Field placements group work educational autobiography

educational dialogue reflective journals reflective papers sketchbooks

divergent thinking experiences self evaluation peer editing peer evaluations

Evaluations Presentations field experiences Key Assessment 1 Key

Assessment 3 Key Assessment 6 Key assessment 7

MUS 335 MUS 326 EDS 150 EDS 330 EDS 349 EDS 355 EDS 481

EDS 482

Experiences Education Programs Goals study personal teaching dispositions

exploration philosophy paper lesson plans (purpose explanations) papers

presentations microteaching foundational experiences to understand various

perspectives and growingexpanding cultural competencies

Evaluations Rubrics peer assessments presentations Key Assessment 1

Key Assessment 3

EDS 150 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326 MUS 342

Experiences Annotated bibliographies of current sources used in creation of

lesson plans and teaching Education Programs Goals study dispositions study

researching content projects philosophy statement materials development

assessment and evaluation projects

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7

Vocal Music 32

b Music Competencies The profession of school music teacher now

encompasses a wide range of traditional emerging and experimental

purposes approaches content and methods Each institution makes

choices about what among many possibilities it will offer prospective

specialist music teachers Institutions may offer a comprehensive

curriculum involving two or more specializations andor focus on one

or more particular specializations The following standards provide a

framework for developing and evaluating a wide variety of Teacher

Education Program goals and achievements Items b(1) (2) (3) and

(4) apply to all programs that prepare prospective music teachers Items

c(1) (2) (3) (4)and (5) apply to specializations singly or in

combination as determined by the focus and content of specific program

offerings determined by each institution

In addition to those basic competencies outlined in Sections IV and

VIII the following apply to the preparation of music teachers

(1) Conducting and Musical Leadership The prospective music

teacher must be a competent conductor able to create accurate and

musically expressive performances with various types of performing

groups and in general classroom situations Instruction in conducting

includes score reading and the integration of analysis style NASM

Handbook 2010-11 99 performance practices instrumentation and

conducting techniques Laboratory experiences that give the student

opportunities to apply rehearsal techniques and procedures are essential

Prospective teachers in programs with less focus on the preparation of

ensemble conductors must acquire conducting and musical leadership

skills sufficient to teach effectively in their area(s) of specialization

(2) Arranging The prospective music teacher must be able to arrange

and adapt music from a variety of sources to meet the needs and ability

levels of individuals school performing groups and in classroom

situations

MUS 337 EDS 330 EDS 481 EDS 482

Experiences Conducting their peers observing and assessing their techniques

through videotaping field experiences performances

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7 performances

MUS 342 MUS 326 EDS 330 EDS 481 EDS 482

Experiences candidates gain practical knowledge and application

opportunities in orchestration and arranging with peers in various ensembles

lesson plans microteaching

Vocal Music 33

(3) Functional Performance In addition to the skills required for all

musicians functional performance abilities in keyboard and the voice

are essential Functional performance abilities in instruments

appropriate to the studentrsquos teaching specialization are also essential

(4) AnalysisHistoryLiterature The prospective music teacher should

be able to apply analytical and historical knowledge to curriculum

development lesson planning and daily classroom and performance

activities Teachers should be prepared to relate their understanding of

music with respect to styles literature multiple cultural sources and

historical development both in general and as related to their area(s) of

specialization

c Specialization Competencies Institutions and other educational

authorities make decisions about the extent to which music teachers will

be prepared in one or more specializations The following competencies

apply singly or in combination consistent with the specialization

objectives of each Teacher Education Program in music

Evaluations Performances Key Assessment 4 Key Assessment 6 Key

Assessment 7

MUA 105-338 MUS 131 MUS 342 MUS 335 MUS 326

Experiences Opportunities to play and sing within a group context (Concert

Choir Black Music Ensemble Chamber Singers Concert Band Jazz Band

and Recorder Ensemble offer opportunities for all candidates to participate)

teaching vocal music as individual or group lessons

Evaluations Piano competency test individual lessons on their major

instrument sophomore and junior interviews Key Assessment 4 Key

Assessment 6 Key Assessment 7

MUS 330 MUS 331cedil MUS 320 MUS 322 EDS 330 EDS 349 EDS 355

EDS 481 482

Experiences Focus on acquiring basic knowledge of music literature and its

historical context through assessment in writing research and listening skills

Demonstration of skills in musical analysis chord structure etc through

papers presentations lesson planning microteaching field experiences

Evaluations Tests papers projects Sophomore and Junior Interviews piano

proficiency exam Key Assessment 1 Key Assessment 2 Key Assessment 4

Key Assessment 5 Key Assessment 6 Key Assessment 7

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 32

b Music Competencies The profession of school music teacher now

encompasses a wide range of traditional emerging and experimental

purposes approaches content and methods Each institution makes

choices about what among many possibilities it will offer prospective

specialist music teachers Institutions may offer a comprehensive

curriculum involving two or more specializations andor focus on one

or more particular specializations The following standards provide a

framework for developing and evaluating a wide variety of Teacher

Education Program goals and achievements Items b(1) (2) (3) and

(4) apply to all programs that prepare prospective music teachers Items

c(1) (2) (3) (4)and (5) apply to specializations singly or in

combination as determined by the focus and content of specific program

offerings determined by each institution

In addition to those basic competencies outlined in Sections IV and

VIII the following apply to the preparation of music teachers

(1) Conducting and Musical Leadership The prospective music

teacher must be a competent conductor able to create accurate and

musically expressive performances with various types of performing

groups and in general classroom situations Instruction in conducting

includes score reading and the integration of analysis style NASM

Handbook 2010-11 99 performance practices instrumentation and

conducting techniques Laboratory experiences that give the student

opportunities to apply rehearsal techniques and procedures are essential

Prospective teachers in programs with less focus on the preparation of

ensemble conductors must acquire conducting and musical leadership

skills sufficient to teach effectively in their area(s) of specialization

(2) Arranging The prospective music teacher must be able to arrange

and adapt music from a variety of sources to meet the needs and ability

levels of individuals school performing groups and in classroom

situations

MUS 337 EDS 330 EDS 481 EDS 482

Experiences Conducting their peers observing and assessing their techniques

through videotaping field experiences performances

Evaluations Presentations papers lesson plans Key Assessment 1 Key

Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6 Key

Assessment 7 performances

MUS 342 MUS 326 EDS 330 EDS 481 EDS 482

Experiences candidates gain practical knowledge and application

opportunities in orchestration and arranging with peers in various ensembles

lesson plans microteaching

Vocal Music 33

(3) Functional Performance In addition to the skills required for all

musicians functional performance abilities in keyboard and the voice

are essential Functional performance abilities in instruments

appropriate to the studentrsquos teaching specialization are also essential

(4) AnalysisHistoryLiterature The prospective music teacher should

be able to apply analytical and historical knowledge to curriculum

development lesson planning and daily classroom and performance

activities Teachers should be prepared to relate their understanding of

music with respect to styles literature multiple cultural sources and

historical development both in general and as related to their area(s) of

specialization

c Specialization Competencies Institutions and other educational

authorities make decisions about the extent to which music teachers will

be prepared in one or more specializations The following competencies

apply singly or in combination consistent with the specialization

objectives of each Teacher Education Program in music

Evaluations Performances Key Assessment 4 Key Assessment 6 Key

Assessment 7

MUA 105-338 MUS 131 MUS 342 MUS 335 MUS 326

Experiences Opportunities to play and sing within a group context (Concert

Choir Black Music Ensemble Chamber Singers Concert Band Jazz Band

and Recorder Ensemble offer opportunities for all candidates to participate)

teaching vocal music as individual or group lessons

Evaluations Piano competency test individual lessons on their major

instrument sophomore and junior interviews Key Assessment 4 Key

Assessment 6 Key Assessment 7

MUS 330 MUS 331cedil MUS 320 MUS 322 EDS 330 EDS 349 EDS 355

EDS 481 482

Experiences Focus on acquiring basic knowledge of music literature and its

historical context through assessment in writing research and listening skills

Demonstration of skills in musical analysis chord structure etc through

papers presentations lesson planning microteaching field experiences

Evaluations Tests papers projects Sophomore and Junior Interviews piano

proficiency exam Key Assessment 1 Key Assessment 2 Key Assessment 4

Key Assessment 5 Key Assessment 6 Key Assessment 7

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 33

(3) Functional Performance In addition to the skills required for all

musicians functional performance abilities in keyboard and the voice

are essential Functional performance abilities in instruments

appropriate to the studentrsquos teaching specialization are also essential

(4) AnalysisHistoryLiterature The prospective music teacher should

be able to apply analytical and historical knowledge to curriculum

development lesson planning and daily classroom and performance

activities Teachers should be prepared to relate their understanding of

music with respect to styles literature multiple cultural sources and

historical development both in general and as related to their area(s) of

specialization

c Specialization Competencies Institutions and other educational

authorities make decisions about the extent to which music teachers will

be prepared in one or more specializations The following competencies

apply singly or in combination consistent with the specialization

objectives of each Teacher Education Program in music

Evaluations Performances Key Assessment 4 Key Assessment 6 Key

Assessment 7

MUA 105-338 MUS 131 MUS 342 MUS 335 MUS 326

Experiences Opportunities to play and sing within a group context (Concert

Choir Black Music Ensemble Chamber Singers Concert Band Jazz Band

and Recorder Ensemble offer opportunities for all candidates to participate)

teaching vocal music as individual or group lessons

Evaluations Piano competency test individual lessons on their major

instrument sophomore and junior interviews Key Assessment 4 Key

Assessment 6 Key Assessment 7

MUS 330 MUS 331cedil MUS 320 MUS 322 EDS 330 EDS 349 EDS 355

EDS 481 482

Experiences Focus on acquiring basic knowledge of music literature and its

historical context through assessment in writing research and listening skills

Demonstration of skills in musical analysis chord structure etc through

papers presentations lesson planning microteaching field experiences

Evaluations Tests papers projects Sophomore and Junior Interviews piano

proficiency exam Key Assessment 1 Key Assessment 2 Key Assessment 4

Key Assessment 5 Key Assessment 6 Key Assessment 7

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 34

(2) VocalChoral Music Listed below are essential competencies

and experiences for the vocalchoral teaching specialization

(a) Vocal and pedagogical skill sufficient to teach effective use of

the voice

(b) Knowledge of content methodologies philosophies

materials technologies and curriculum development for

vocalchoral music

(c) Experiences in solo vocal performance as well as in both

large and small choral ensembles

(d) Performance ability sufficient to use at least one instrument as

a teaching tool and to provide transpose and improvise

accompaniments

(e) Laboratory experience in teaching beginning vocal techniques

individually in small groups and in larger classes

d Teaching Competencies The musician-teacher must be able to lead

MUS 132 MUS 342 MUS 326 MUS 220 MUS 222 MUS 223 MUS 320

MUS 321 MUS 322 MUS 323 and MUA Applied

MUS 131 MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 EDS 330 EDS 481 EDS 482

Experiences Lesson plans microteaching field experiences participation in

ensembles individual performance peer teaching

Evaluations Lesson plans field experiences peer evaluation class and public

performances Key Assessment 4 Key Assessment 6 Key Assessment 7

This experience occurs in private vocal study and in vocal ensembles

MUS 326 MUS 335 and MUS 342

EDS 330 EDS 481 EDS 482

Experiences Lesson plans assessment journals teaching classes and

individual students

Evaluations Observation by faculty rubrics presentations

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 35

students to competency apply music knowledge and skills in teaching

situations and integrate music instruction into the process of Pndash12

education Essential competencies are

(1) Ability to teach music at various levels to different age groups and

in a variety of classroom and ensemble settings in ways that develop

knowledge of how music works syntactically as a communication

medium and developmentally as an agent of civilization This set of

abilities includes effective classroom and rehearsal management

(2) An understanding of child growth and development and an

understanding of principles of learning as they relate to music

(3) The ability to assess aptitudes experiential backgrounds

orientations of individuals and groups of students and the nature of

subject matter and to plan educational programs to meet assessed

needs

(4) Knowledge of current methods materials and repertories available

in various fields and levels of music education appropriate to the

MUS 335 MUS 326 MUS 342EDS 330 EDS 349 EDS 481 EDS482

Experiences Presentations educational autobiography readings lesson

plans assessment journals teach in class setting and teach individual students

Evaluation Papers lesson plans teaching evaluations Key Assessment 1

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

MUS 335 MUS 326 MUS 342 EDS 150 EDS 330

Experiences Study of learning styles teaching for dispositions philosophy

paper developmental factors and the characteristics of special needs children

are addressed in these courses The specific principles of learning related to

music are addressed in MUS 336

EDS 150 EDS 349 EDS 355 EDS 330 EDS 481 EDS 482 MUS 335

MUS 326 MUS 342

Experiences Collecting evidence including samples of their work with

children in order to assess and report studentsrsquo work field work lesson

planning microteaching extended experience designed to help candidates

incorporate cultural factors into planning implementation and assessment of

student instruction

Evaluation Presentations papers supervisor evaluations reflective journals

Key Assessment 2 Key Assessment 4 Key Assessment 6 Key Assessment 7

MUS 335 MUS 326 MUS 342

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 36

teaching specialization

(5) The ability to accept amend or reject methods and materials based

on personal assessment of specific teaching situations

(6) An understanding of evaluative techniques and ability to apply them

in assessing both the musical progress of students and the objectives

and procedures of the curriculum

e Professional Procedures In order to implement programs to achieve

the competencies identified in the foregoing sections the following

Experiences Research of current methods and materials available in all fields

of music education Candidates join professional music education

organizations subscribe to journals including the Music Educatorrsquos Journal

and participate in statewide and national clinics retreats concerts and

conventions

Evaluation Class presentations fieldwork lesson plans microteaching Key

Assessment 1 Key Assessment 2 Key Assessment 4 Key Assessment 6 Key

Assessment 7

EDS 150 EDS 349 EDS 330 EDS 481 EDS 482 MUS 335 MUS 326

MUS 337 and MUS 342

Experiences Education Programs Goals study dispositions study divergent

thinking experiences learning center project apology project philosophy

statement Candidates develop the ability to ―monitor teaching situations and

to assess the effectiveness of methods and materials is discussed in depth in

MUS 336 and is included as a component of MUS 337

Evaluation Class presentations lesson plans microteaching Key Assessment

1 Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment

6 Key Assessment 7 Specific dispositions indicators related to this standard

are 6a 6b and 6c

MUS 335 MUS 326 MUS 337 EDS 342 EDS 150 EDS 330 EDS 481

EDS 482

Experiences Mock assessments reflective self-assessments development of

rubrics developing appropriate assessments as a component of lesson plans

amending lessons based on student assessments developing lesson

modifications developing student work samples inclusion plans

Evaluations Evaluation of candidates ability to collect evaluate and report

on assessment and evaluation evidence including samples of students work

Key Assessment 2 Key Assessment 3 Key Assessment 4 Key Assessment 6

Key Assessment 7

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 37

standards and guidelines apply

(1) Program purposes and requirements must be clear to prospective

students the profession potential employers of graduates and the

public

The following information must be clearly stated for each music

Teacher Education Program offered by an institution

(a) The specific area(s) included in a comprehensive or

specialization-focused program

(b) The subject matters to be addressed in the program and in

supportive areas

(c) Expectations regarding breadth and depth of study and

engagement

(d) Expectations for the development of artistic intellectual and

pedagogical competencies and specifically what students must

know and be able to do in order to graduate from the program

and

(e) The relationship of program purposes content and graduation

expectations to licensure requirements

(2) Music education methods courses should be taught or supervised by

the institutionrsquos music education faculty who have had successful

experience teaching music in elementary andor secondary schools and

who maintain close contact with such schools NASM Handbook 2010-

11 102

(3) Institutions should encourage observation and teaching experiences

Handbook EDS 150 website and college publications

The Vocal Music program meets all of these standards as illustrated throughout

the Program Review document

MUS 326 MUS 342 professor holds doctoral degree in music education

specializing in instrumental music

MUS 337 professors hold DMA degrees in Conducting and voice and have

taught for over 25 years

MUS 335 Music education specialist has taught in elementary middle and

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 38

prior to formal admission to the teacher education program ideally

such opportunities should be provided in actual school situations These

activities as well as continuing laboratory experiences must be

supervised by qualified music personnel from the institution and the

cooperating schools The choice of sites must enable students to

develop competencies consistent with standards outlined above and

must be approved by qualified music personnel from the institution

(4) Institutions should establish specific evaluative procedures to assess

studentsrsquo progress and achievement The program of evaluation should

include an initial assessment of student potential for admission to the

program periodic assessment to determine progress throughout the

program and further assessment after graduation

(5) Institutions should provide opportunities for advanced

undergraduate study in such areas as conducting composition and

analysis

secondary schools and has maintained contact with public school music by

observing student teachers working closely with area music teachers taught

clinics and camps visiting and working with area programs and by attending

concerts clinics and seminars which deal with current issues concerning music

education in public school

MUS 326 MUS 337 MUS 342 candidates have the opportunities for

observation and teaching experiences

MUS 326 provides opportunity for teaching and observation in local schools

EDS 330 EDS 481 and EDS 482

See Continuous Assessment System Plan starting on page 9

MUS 390490A or B MUS 395495

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 39

B Alignment of Experiences

Kentucky Teacher Standards Vocal Music

Standard Courses Addressing Standard Program Assessment of

Standard

Standard 1 The teacher demonstrates applied

content knowledge current and sufficient in the

certified content areas to develop student

knowledge and performance in those areas

EDS 150 MUS 115 MUS 118 MUS 131 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 331

MUS 335 MUS 337 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments departmental

interviews proficiency tests peer assessment

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 5 Praxis

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 2 The teacher designs and plans

instruction that develops student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Learning Center

Project IEPs Case study Units Yearly scheduling Lesson

plans peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 40

Standard 3 The teacher creates and maintains

learning climate that supports the development of

student abilities to use communication skills apply

core concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans creating an elementary music

classroom peer assessment

Class Assessments Mentor and co-op teacher rubrics

evaluations performance assessments

Key 3 Dispositions Assessment

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 4 The teacher implements and

manages instruction that developments student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans peer assessment

Class Assessments Rubrics Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 5 The teacher assesses and

communicates learning results to students and

others with respect to student abilities to use

communication skills apply core concepts become

self-sufficient individuals become responsible

team members think and solve problems and

integrate knowledge

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Micro teaching

lesson plans communications with parents design sample

assessments design systematic assessment program

Class Assessments Peer EvaluationsAssessment Rubrics

Papers Tests

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 6 The teacher demonstrates the

implementation of technology to support

instruction access and manipulate data enhance

professional growth and productivity communicate

and collaborate with colleagues parents and the

community and conduct research

EDS 150 MUS 326 MUS 330 MUS335 MUS 342v

Class Assignments Projects Papers Apology Project

Micro teaching lesson plans incorporation of audio-visual

in projects assessing on-line resources spread sheet

management of data presentation design

Class Assessments Rubrics Peer evaluationsassessments

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 41

Standard 7 Reflects on and evaluates teaching

and learning situations andor programs

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 220

MUS 221 MUS 222 MUS 223 MUS 320 MUS 321

MUS 322 MUS 323 MUS 326 MUS 330 MUS 335

MUS 342v

Class Assignments Projects Papers Weekly journals

reflection papers

Class Assessments Final reflective evaluation tests

presentations peer evaluationassessment self evaluations

and assessment peer assessments

Key 1 Goals and Dispositions

Key 2 Application to Program

Key 4 Application to Student

Teaching

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 8 Collaborates with

colleaguesparents others to design implement

and support learning programs that develop student

abilities to use communication skills apply core

concepts become self-sufficient individuals

become responsible team members think and solve

problems and integrate knowledge

EDS 150 EDS 349 EDS 355 EDS 481482 MUS 326

MUS 330 MUS 335 MUS 342v

Class Assignments Projects Papers Extensive Group

Work

Class Assessments Peer Evaluations Facultygroup

meetings reflective self-evaluations cooperating teacher

assessments lesson planning peer evaluationassessment

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Standard 9 Evaluates teaching and implements

professional development with respect to

Kentuckyrsquos learning goals refines the skills and

processes necessary and implements a professional

development plan

EDS 481482 MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Practicing core teaching skills reflection journals

observation journals Personal Growth and Development

Plan membership in professional organizations

Class Assessments

Peer evaluationassessment rubrics

Key 6 Student Teaching

Performance Assessment

Key 7 Exit Portfolio

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 42

Standard 10 Provides leadership within

schoolcommunityprofession to improve student

learning and well-being

MUS 326 MUS 330 MUS 335 MUS 342v

Class Assignments

Field placement membership of Kentucky Music

Educators Association attend Music Educators National

Conferencemdash4-day teacher in-service conference

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 43

Kentucky Learner Goals Academic Expectations Program of Studies and Core Content for

Assessment

Kentucky Education Reform Act

(KERA) Initiatives

Program Coursework

Instrumental Music Education

Learner Goals Based on Academic

Expectations

EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 223 MUS 321

MUS 323

Program of Studies EDS 150 EDS 349 EDS 355 EDS 481 EDS 482 EDS 330

MUS 132 MUS 328 MUS 329 MUS 335 MUS 336 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222

Core Content for Assessment EDS 150 EDS 349 EDS 355 EDS 481 EDS 482

MUS 131 MUS 326 MUS 335 MUS 337 MUS 342 MUS

337 MUS 220 MUS 222 MUS 221 MUS 222 MUA (applied

lessons) MUS 330 MUS 331 MUS 115

Alignment of KERA requirements in the Vocal Music Education Program

The preparation of vocal music teachers is a high value at Berea College We believe the role

music education plays in P-12 schooling cannot be over stated We believe therefore its full and

rich integration into and across content is necessary for an appropriate learning experience

Consequently the three components of the KERA initiatives are tightly woven into our music

education coursework Candidates are introduced to in EDS 150 Introduction to Education The

initiatives are then systematically thoughtfully and consistently included in the professional

education courses as well as the vocal music education courses

C Alignment of ESPB Themes

Diversity

Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on

providing education to students of economic need provides an important mandate and framework

from which we have created our teacher education program This vision creates an imperative

for us that unifies the issues of honoring diversity and addressing the needs of all students

(closing the achievement gap) All courses provide the perspective that diversity has many

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 44

dimensions and that teachers must address each childrsquos unique identity From this vision we

intentionally nurture dispositions and the consequent skill development enabling our candidates

to reach all students This begins in EDS 150 where we help candidates deconstruct their

existing models of learning and teaching EDS 349 Education and Culture in the United States

and EDS 355 Extended Field Experience Enriching World Vision work together to engage

candidates in a long discussion helping them identify themselves among the broad spectrum of

American cultures and to understand the long and intricately wound history that has gotten each

of us to our unique place in history The culminating experience in EDS 355 is an ―experience in

settings that will challenge them sufficiently to see life through the eyes of those with whom they

will work Students will examine and challenge their beliefs and attitudes about working with

others different from themselves and encouraged to adopt an affirming attitude and disposition

In this course candidates have worked in inner city Baltimore on several different Native

American reservations with local migrant populations and in the Muslim School in Lexington

The Music Education Program addresses diversity appropriately through multiple means Music

majors are a very diverse population within themselves from those whose interests are

Appalachian music African American music Jazz Fusion Western art music and folk music

Our candidates express their interests through multiple mediums including percussion wind

instruments piano various vocal styles and string instruments Placing all these different

candidates together in a learning environment demands the professor to utilize a variety of

teaching methods addressing their various learning styles and personal backgrounds This

diverse approach creates an environment where the candidates learn to connect their perspective

to the course content and their peers and see diversity in places they never before imagined In

every course offered (music theory all ensemble musicology and methods) candidates learn to

increase their awareness and sensitivity of diversity and transfer this to their future teaching

experiences

Assessment

Because music is a collaborative experience music candidates must learn to assess both

individual and group progress This is a complicated process as music assessment is a constantly

occurring experience involving much more performance assessment than other subject areas and

comprised of more aural than written communication Means of assessing include purposeful

listening classroom feed back and written reflection which provides the music student with

diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we

remind our future teachers constantly that it is ―excellence that exists because in performance

art no two performances are alike so one must be able to see multiple versions of excellence

Literacy

Music is all about an intensified communication of ideas therefore literacy plays an important

role for music teachers and students alike Our candidates are required to rewrite music in

scaffolding ways that help children learn to read the music and not simply rely on rote method

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 45

teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music

supporting and building their vocabulary in engaging ways Candidates are also required to

examine the in-depth theory of music and how this synchronizes innately with the composerrsquos

message and meaning

Achievement Gap

In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher

Education Programs are grounded in a social justice philosophy that informs every programmatic

decision we make and instructional design we create From Bereas founding its faculty has

been mission-bound to erase inequalities between men and women blacks and whites rich and

poor Our current understanding is informed by a broader conception of diversity that motivates

us to examine not only the experiences we design for students but also the outcomes of those

experiences from the perspective that every person should have the same access to all the

benefits of their talent creativity intelligence and effort To this end we incorporate elements

into almost every course explicitly addressing those aspects of childrens experience of school

that create an achievement gap For example EDS 150 moves our candidates away from

typical conceptions of grading and good studentship that alienate children from non-majority

middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own

experience of school and examine with a compassionate perspective the lived experience of

individuals representing a different economic or cultural perspective All the methods

coursework asks our candidates to address the needs of every individual in the classroommdashgoing

out of their way to communicate with the families of struggling students

In schools music classes provide a safe and engaging place that motivates struggling students to

come to school and to learn Through positive experiences in ensembles students improve their

self-esteem and sense of belonging to a healthy community This leads to enhancement of their

learning in all other subject areas as well Ensemble experiences are uplifting to many challenged

students so our candidates are required to be aware of this connection remaining mindful of the

positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash

requiring a level of excellence by everyone involved each at his or her personal level of

excellence Because it is a collaborative effort there is an acceptance of all involved any student

who signs up auditions for and then participates in an ensemble is an important valuable part

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 46

D Program Faculty

Name

Highest Degree

Field amp

University

Assignment

Indicate the role(s)

of the faculty

member

Faculty

Rank

Scholarship Leadership in Professional

Associations and Service

Relationship to

Institution Unit

Program

Bolster

Stephen

DMA

Literature and

Performance of

Choral Music

University of

Colorado 1990

Boulder CO

MUS 115 MUS 121

MUS 326 MUS 327

MUS 400 MUA

130V-440V

Professor Presentations

Presented lecture demonstrations on Acoustical

Phonetics and Vocevista software to ACDA and

MENC state and regional conferences and to

undergraduate and graduate classes at collegesUniv

in KY (annually)

Professional Associations amp Service

KMEA judge several solo and ensemble

festivals and large ensemble festivals

Co-Conductor of KY 2010 All-Collegiate Choir co-

sponsored by KY-ACDA and KMEA (2010)

Conductor regional rehearsal of All-State TTBB

High School Choir Georgetown Univ (2010)

Institution-FT

Unit-PT

Program-PT

Bullock

Kathy

PhD in Music

Theory

Washington

University

MUS 106 MUS 135

MUS 234 MUS 320

MUS 321 MUS 322

MUS 323 MUA 105-

400 applied lessons

in Gospel Piano

Professor Presentations

Kentucky Humanities Council Speakerrsquos Bureau

Two presentations Singing in the Spirit and African-

American and Appalachian Musical Connections

Fall 2000 ndash present

Go Tell It On The Mountain Voices From Home

Appalshop project (Whitesburg KY) presented in

Cincinnati Ohio April 19 2001

Leadership amp Service

Dr Dee and Friends Washington DC 2002

Musician singer and arranger for cd performer in

live recording

Publications

Biography of Gospel Singer Shirley Caesar

Encyclopedia for African-American Culture and

History Macmillan Publishers Updated article in-

Institution-FT

Unit-PT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 47

progress (2004)

Art Songs by African-American Composers Work

in-progress Edition compiled transcribed with

performance notes on selected art songs and spirituals

by contemporary African-American composers With

co-editor Dr Donna Cox University of Dayton

(projected completionpublication 2005)

Gospel Music WorkshopsSummer Camps in Ireland

Jamaica Toronto Canada Detroit MI Ashville MA

Southern Vermont Ohio KY MD DC and more

Calkins Mark MM in Voice

Performance and

Pedagogy

University of

Colorado

Boulder 1987

MUS 103MUS 103

MUS 143 MUA 105-

400 MUA 118 MUS

143THR 143

Visiting

Assistant

Professor

of Voice

Scholarship Berneking Fellowship University of Minnesota

Minneapolis 2008-09

Ted amp Roberta Mann Fellowship University of

Minnesota Minneapolis 2005-07

Leadership amp Service

Kentucky NATS Judge

2009 10

Institution-FT

Unit- PT

Program-PT

Clavere

Javier

DMA in Piano

Performance

College-

Conservatory of

Music

University of

Cincinnati 2010

MUS 100 MUS 216

MUS 220 MUS 222

MUS 340P MUS

341 MUS 350P

MUS 351P MUA

105-applied lesson in

piano

Assistant

Professor

Presentations

Piano Master Classes School of Music-James

Madison University VA

Piano Master Classes School of Music-Brigham

Young University UT

Piano Master Classes UMTA-Provo Chapter UT

Publications

―Face to Face with Orchestra and Chorus A

Handbook for Choral Conductors 2nd

ed edicted by

Don V Moses et al Review Music Research

Forum Vol 20 2005

―The Paradigm Shift Theory Sacred Signs and

Worship systems Paper presented at the 32nd

Annual Meeting of the Semiotic Society of America

New Orleans 2007 To be printed in the 2007

Semiotic Society Proceedings-finalist 2007 Kevelson

young Scholar Award

―Parody and Irony Ethos in La Pasiὸn segύn San

Institution-FT

Unit-PT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 48

marcos by Osvaldo Golijov Paper presented at the

2008 annual Meeting of Music Theory Midwest

University of Bowling Green OH

Hedger John Master of Music

in Music

Compostition

University of

Kentucky 1995

MUA 105-400-

applied lessons in

classical guitar

Instructor Scholarship

1980 Kentucky Clifford Shaw Composers Award

for Four Shakespeare Songs

1987 First Place in Toronto Guitar Societys

International Quest For New

Music Procan award for Variations and Fantasia on a

Theme by John Dowland

Professional Associations Leadership amp Service

February 2000 Solo recital at Transylvania University

and Berea College performed on lute and guitar

May 2001 Duo lute recital at Centre College

performed with Rodney Stuckey

February 2002 Participation in a group Faculty recital

at Berea College

November 2003 Participation in a group Faculty

recital at Berea College

Institution-PT

Unit-PT

Program-PT

Jones Coletta

M

Masters of Music

Education

Eastern Ky

University

Richmond KY

MUS 335 MUS 326

MUS 221 MUS 223

MUS 130C MUA

103P

Full-time

Adjunct

Instructor

Presentations

Presentation 2011 KMEA conference Recording the

Perfect Audition in collaboration with Dr Sue E

Crumpler

Presentation 2010 CMENC conference Dulcimer

Do Re Mi Teaching dulcimer and music literacy in

the elementary grades

Motivational Speaker 2010 WeJoySing preschool

education retreat seminar Life and Educaion are

Intertwined

Research Presentation 2010 KMEA conference The

Soundtrack Project using music to increase reading

engagement and comprehension

Leadership amp Service

2006 - 2008 KMEA Board of Directors General

Institution-FT

Unit-PT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 49

Music 6 - 12 Chair

2002 Excellence in Education Award in Middle

School Teaching

24 years of successful music teaching in K-9 private

and public school systems prior to teaching college

Certifications

Tennessee Orff Schulwerk Music Education

Methodology Level 1

Kentucky Orff Schulwerk Music Education

Methodology Levels 2 amp 3

Kodaacutely Music Education

Methodology Level 1

Experience

Chorus and music classes K-8 6 years

Director of musicals grade 4 6 years

Middle School chorus amp music 9 years

Kramer

Atossa

MM in Clarinet

Performance

MUS 118 MUS 120

MUS 121 MUS 130

MUS 224 MUS 312

MUS 313

Private instruction in

clarinet recorder amp

piano

Lecturer Professional Associations

2003 OnCourse level 1 ndash Dr Skip Downing

1992 Institute for Music Theory Pedagogy ndash The

College Music Society

Institution-PT

Unit-PT

Program-PT

Rhodes Ann DMA in Vocal

Performance

West Virginia

University

MUS 330 MUS 331

MUS 342V MUS

352 MUS 400 MUS

105-400-applied

lessons in voice

Chair of Music

Department

Associate

Professor

Publications

StudentFaculty Grant Appalachian College

Association Summer 1999 Created Web Page and

bibliography Published

wwwBereaeduMUSSolbergHomehtml

StudentFaculty Grant Appalachian College

Association Summer 1997 Revised and expanded

bibliography based on Doctoral research Published

Institution-FT

Unit-PT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 50

wwwBereaeduMUSSolbergSolbergHomehtml

Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003

March 24 2001February 2000 October 2000

Northern Kentucky University October 1998

October 1997 October 1996 Performance

Workshop for Studio of Gayle Sheard Grout

Saderholm

Jon

PhD in

Curriculum and

Instruction

University of

Louisville

EDS 215 EDS 249

EDS 332 EDS 325

EDS 385 EDS 485

EDS 481 EDS 482

GSTR 332

Assistant

Professor

Publications

Starnes B Saderholm J amp Webb A (2010) A

community of teachers Phi Delta Kappan 92(2) 14-

18

Saderholm J Ronau R N Brown E T amp Collins

G (2010) Validation of the Diagnostic Teacher

Assessment of Mathematics and Science (DTAMS)

instrument School Science and Mathematics Journal

110(4) 180-192

Saderholm JC amp Tretter T R (2008)

Identification of the most critical content knowledge

base for middle school science teachers Journal of

Science Teacher Education 19(3) 269-283

Institution-FT

Unit-PT

Program- PT

Starnes

Bobby Ann

EdD in

Teaching

Curriculum and

Learning

Environments

Harvard

Graduate School

of Education

EDS 150 EDS 335

Education Studies

Chair

Professor Publications

―Thoughts on Teaching On Angry Mobs Converts

and the Man of Steel Phi Delta Kappan Vol 92

No 5 (February 2011)

Starnes Bobby Ann Jon Saderholm and Althea

Webb 2010

―A Community of Teachers Phi Delta Kappan Vol

92 No 1 (October 2010) pp 14-18

―Thoughts on Teaching Rethinking Diversity Phi

Delta Kappan Vol 92 No 1 (September 2010) pp

74-75

Starnes Bobby Ann Denise Juneau and Mandy

Broaddas (eds) 2006 Special Issue Phi Delta Kappan

Institution- FT

Unit-FT

Program-PT

Vocal Music 51

―Indian Education for All A Vision for a Democratic

Future (Eds)

Service

Consultant Developing Historically Accurate

Teaching Materials (August 2008-2010) Standing

Rock Reservation North and South Dakota

Certifications

Ohio Grades 1-8 Certification Kindergarten

Certification Reading Specialist Certification

Montana k-5 certification

Experience

Reading Specialist 3 years (grades 1-5 2 years

grades 7-9 1 year)

Elementary 4 years

Middle School 6 years

Multiage Non-Graded 9 years

Early Childhood-3 years

Independent School FounderAdministrator 9 years

Early Childhood Director 3 years

Stevens

Dwana

MM in Flute

Performance

University of

Kentucky 1982

MUA 105-400-

applied lessons in

flute amp saxophone

Lecturer Professional Associations

Lexington Community Orchestra 1998-present

First Christian Church Choir Director 1994-present

Leadership amp Service

Instrumental Music Teacher Fayette Co Schools-

School for the Creative and Performing Arts in

Lexington KY 1990-1993

Institution-PT

Unit-PT

Program-PT

Turner

Charles

DMA in music

(Tuba)

Performance and

Brass Instrument

Pedagogy

University of

North Carolina-

Greensboro

MUS 115 MUS 132

MUS 222 MUS 328

MUS 329 MUS 336

Applied Brass

Instruments-Private

Lessons

Associate

Professor

Leadership Board of Directors of Kentucky Music Educators

Association

Faculty Coordinator of Kentucky Intercollegiate Band

(MENC)

Conducted a performance at the International Music

Festival ndash Honolulu Hawaii

Two original transcriptions for winds performed and

Institution-FT

Unit-PT

Program-PT

Vocal Music 52

peer reviewed

Commissioned two original compositions ndash Pivot for

Wind Ensemble by Robin Cox

of California Institute of the Arts and White Noise by

Ralph Hultgren of Australia

for the Kentucky Intercollegiate Band

URCPP Grants for faculty-student research three

projects

John Philip Sousa Bibliography 2004

Production and performance of a

AfricanLatin influenced Jazz Album 2008

Edited chamber brass music and pedagogical

texts of 19th

-Century Parisian composer and

pedagogue Jean Baptiste Schiltz 2011

Certifications

Kentucky Music P-12

North Carolina Music P-12

Experience

Middle School Band 6 years

High School Band 9 years

AP Music Theory 6 years

Elementary Strings 4 years

Webb Althea PhD in Higher

Education

University of

Kentucky

Lexington KY

EDS 227 EDS 349

EDS 355

Assistant

Professor Publications

―A Community of Teachers Bobby Starnes Jon

Saderholm and Althea Webb Phi Delta Kappan

92(2) 2010

Presentations

―Reflecting on Dispositions Berea Collegersquos

Identification Implementation and Assessment of

Teacher Dispositions Dispositions A Decade of

Progress Symposium Northern Kentucky Newport

Kentucky November 2010

Institution-FT

Unit-FT

Program-PT

Vocal Music 53

―Called to Teach Multiculturally Responsive

Teaching at Christian Colleges

panelists Alison Jackson Tabor Georgetown College

and Althea Webb National

Association of Multicultural Educators Conference

Las Vegas Nevada November 2010

―Preparing Teachers to Teach in a Diverse World A

Winning Education Challenging

Racism with Community Alliances invited panelist

Jacqueline Burnside Kennaria Brown

Althea Webb Donald Smith Loretto Motherhouse

Nerinx Kentucky July 2010

Service

Ad Hoc Reviewer for The Griot The Journal of

African American Studies January 2011

Ad Hoc Reviewer for Youth and Society March 2010

White Al BA in

Philosophy

Berea College

MUA 105-400 MUS

130J MUS 130F

Lecturer Leadership amp Service

1992-2004 Musician Berea College Country Dancers

(Performed with group on many domestic and foreign

tours including tours to Denmark Sweden England

Wales Italy El Salvador Guatemala and Honduras

1992-2004 Musician Berea Festival Dancers

(performed with group on tours to Western US

Denmark England Scotland and Ireland)

Publications ―Yesterdayrsquos Noodles (a self-published book of

original fiddle tunes) 1995

Institution-PT

Unit-PT

Program-PT

Vocal Music 54

Vocal Music 55

E Curriculum Sheet Requirements BEREA COLLEGE

BACHELOR OF ARTS

Music Education

Vocal Music Certification All Grade Levels

STUDENT CURRICULUM CONTRACT

Name___________________________________ Student ID Number _______________ CPO________

Number of terms at Berea (including present term) ______ Are you a transfer candidate _______

Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study

leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher

Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an

Education Advisor with whom they will consult and jointly review the expectations outlined below While the

candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will

turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies

Department office after making a copy of both documents for hisher own reference

Commitments and Values The Teacher Education Program at Berea College is based on a set of values and

commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to

see these values and commitments reflected in each teacher education candidate

Teachers should be committed to the value of all individuals as unique responsible and worthy human beings

Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners

Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection

Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom

Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture

Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment

Teachers should be committed to an ethic of service through teaching that extends beyond the classroom

Vocal Music 56

Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and

commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs

These goals are

1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world

2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community

3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world

4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others

5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction

6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners

7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry

Requirements for Admission to the Teacher Education Program

NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term

Typically this will occur between the 4th

and 6th

term of college

Criteria for Admission to the Teacher Education Program (TEP)

___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25

overall GPA

Vocal Music 57

___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)

and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical

Education and Music an appropriate equivalent

___Submit a satisfactory Education Written Assessment which represents the candidate as an individual

who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos

Education Advisor to discuss the written assessment

___Submit the following required forms Application to TEP Health and Character Profile Student

Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards

Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that

commitment and three waivers

___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field

settings together with a genuine commitment to children to teaching and to learning

___Show no evidence or history of physical or psychological impairments that would preclude teaching

success no record of felonies or serious misdemeanors no history of nor existing problem with

substance abuse or chemical dependency

___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course

work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills

are essential considerations in the Education Studies Department recommendation)

___Attain clearance that the candidate is not on academic labor or social probation

___Receive a favorable recommendation from the Education Studies Department For students seeking

certification in Physical Education and Music a recommendation from those departments is also

required

Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and

the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications

Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide

by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and

grade point standing no less than the level required for admission to the Student Teaching Term that they

continue to acquire evidence of ongoing substantive experiences with children of the age for which they are

preparing to teach that they continue to evidence the values and commitments undergirding the Berea College

Teacher Education Program that they demonstrate continued growth in oral and written communication skills

and that they maintain physical and psychological health necessary for teaching success

Requirements for Admission to Student Teaching

Stage I Due at submission of portfolio in the eighth (8th

) term (spring semester)

___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP

Vocal Music 58

___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall

___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics

___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)

___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-

professional placement (To be placed in Education Portfolio)

___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the

secondary department c) the Berea College Labor and Student Life Office

___ Completion of application materials by the dates required

Stage II Must be completed prior to the start of the ninth (9th

) term (Student Teaching term)

___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester

___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test

___ Verification of a current medical examination including a negative tuberculosis test

___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)

Criteria for Recommendation for Certification

___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals

___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics

___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)

test required for certification certification test requirements are subject to change Before registering for any

PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at

wwwepsbkygov for current requirements

___ No grade lower than a B in any Student Teaching course

Vocal Music 59

___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards

___ Completion of application for certification and related materials

Statement of Contractual Agreement

I have discussed with my Education Advisor all of the prerequisites and conditions required for admission

to the Teacher Education Program at Berea College and for admission to the Student Teaching term I

understand the academic and professional experiences necessary for the recommendation for teaching

certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the

increasing complexity of the teaching profession today I fully understand the expectations for class work for

continuous and substantive experiences working with young people of the age I wish to teach and for the need

to develop in portfolio form satisfactory evidence of my developing abilities as a teacher

Candidates Signature_________________________________________________ Date________________

Education Advisors Signature_________________________________________ Date________________

Rev 111

CODE of ETHICS for KENTUCKY EDUCATORS

Education Professional Standards Board 2006

Section I Certified personnel in the Commonwealth

1 Shall strive toward excellence recognize the importance of the pursuit of truth nurture democratic citizenship

and safeguard the freedom to learn and to teach

2 Shall believe in the worth and dignity of each human being and in educational opportunities for all

3 Shall strive to uphold the responsibilities of the education profession including the following obligations to

students to parents and to the education profession

To STUDENTS

1 Shall provide students with professional education services in a non-discriminatory manner and in consonance

with accepted best practice known to the educator

2 Shall respect the constitutional rights of all students

3 Shall take reasonable measures to protect the health safety and emotional well-being of students

4 Shall not use professional relationships or authority with students for personal advantage

5 Shall keep in confidence information about students which has been obtained in the course of professional

service unless disclosure serves professional purposes or is required by law

6 Shall not knowingly make false or malicious statements about students or colleagues

7 Shall refrain from subjecting students to embarrassment or disparagement

Vocal Music 60

8 Shall not engage in any sexually related behavior with a student with or without consent but shall maintain a

professional approach with students Sexually related behavior shall include such behaviors as sexual jokes

sexual remarks sexual kidding or teasing sexual innuendo pressure for dates or sexual favors inappropriate

physical touching kissing or grabbing rape threats of physical harm and sexual assault

To PARENTS

1 Shall make reasonable effort to communicate to parentrsquos information which should be revealed in the interest

of the student

2 Shall endeavor to understand community cultures and diverse home environments of students

3 Shall not knowingly distort or misrepresent facts concerning educational issues

4 Shall distinguish between personal views and the views of the employing educational agency

5 Shall not interfere in the exercise of political and citizenship rights and responsibilities of others

6 Shall not use institutional privileges for private gain for the promotion of political candidates or for partisan

political activities

7 Shall not accept gratuities gifts or favors that might impair or appear to impair professional judgment nor

offer any such to obtain special advantage

To the EDUCATION PROFESSION

1 Shall exemplify behaviors which maintain the dignity and integrity of the profession

2 Shall accord just and equitable treatment to all members of the profession in the exercise of their professional

rights and responsibilities

3 Shall keep in confidence information acquired about colleagues in the course of employment unless disclosure

serves professional purposes or is required by law

4 Shall not use coercive means or give special treatment in order to influence professional decisions

5 Shall apply for accept offer or assign a position or responsibility only on the basis of professional preparation

and legal qualifications

6 Shall not knowingly falsify or misrepresent records of facts relating to hisher own qualifications or those of

other professionals

Signature_________________________________________________________

Date _________________

Vocal Music 61

BEREA COLLEGE

2010 ndash 2011 CURRICULUM GUIDE (as of 82010)

BA in MUSIC EDUCATION

VOCAL Certification-All Grades NOTE This guide is subject to change and represents actions approved by Faculty to date Please refer often to the

2009-2010 Online Catalog amp Student Handbook (wwwbereaeducataloghandbook) which will be updated with the

most current information

GENERAL EDUCATION PROGRAM

NOTE No single college course transferred into Berea

can meet more than one General Education requirement

Core Courses Term Credit

MAT 010 Prealgebraa _____ NC

MAT 011 Elementary Algebra Ia _____ NC

MAT 012 Elementary Algebra IIa _____ NC

GSTR 110 Writing Sem I Critical Thinking in

the Liberal Artsb

_____ ___

GSTR 210 Writing Sem II Identity and Diversity

in the United States _____ 1

GSTR 310 Understandings of Christianity _____ 1

GSTR 410 Sr Sem in Cont Global Issues _____ 1

Scientific Knowledge and Inquiry

GSTR 332 Scientific Knowledge amp Inquiry _____ ___

OR

Two approved science courses one of which must be an

approved lab course At this time only the following courses

have been approved to meet this alternative (all of which meet

the lab course stipulation) ANR 110 130 BIO 100

BIO 101 110 CHM 113 131 134 PHY 111 217 or 315

______ ____ _______________________ _____ ___

______ ____ _______________________ _____ ___

Lifetime Health amp Fitness PEH 100 amp Phys Activity

PEH 100 Introduction to Lifetime Wellness _____ 50

(if swimming proficiency test not passed take PED 200)

PED 2___ _________________________ _____ 25

PED 2___ _________________________ _____ 25

Practical Reasoning Across the Curriculum (PR amp PRQ)

Two coursesmdashat least one firmly grounded in math or statistics

(PRQ) the other can be an approved practical reasoning (PR) course

or another PRQ course

______ ____ _______________________ _____ 1

______ ____ _______________________ _____ 1

PerspectivesmdashSix Areas Required

Students will satisfy each of the six areas by taking or waiving a

course or through an approved experience Individual courses may

be approved to satisfy more than one Perspective but no single

course may satisfy more than two Perspective areas

Vocal Music 62

1 Artsc ____________________________ _____ _____

2 Social Science ___________________ _____ _____

3 Western History __________________ _____ _____

4 Religion ________________________ _____ _____

5 Afr Amer Appal Womenrsquos _________ _____ _____

6 International (two courses either in area 6A or area 6B)

A) Same Non-English Language _________ _____ _____

Same Non-English Language _________ _____ _____

(one course may be waived by placement exam)

OR

B) World Culture (Non-western) _______ _____ _____

World Culture (Westernnon-western)____ _____ _____

Active Learning Experience (ALE)

An approved experience taken for credit or as noncredit

______ ____ _______________________ _____ _____

aMay be waived on basis of test scores

bTransfer students might waive GSTR 110 if they took

College Composition as a degree-seeking student at another

college AND earned a grade of B or higher

MAJOR COURSES

Core Courses Term Credit

Theory Skills

MUS 220 Materials of Music I _____ 5

MUS 221 Aural Harmony I _____ 5

MUS 222 Materials of Music II _____ 5

MUS 223 Aural Harmony II _____ 5

MUS 320 Materials of Music III _____ 5

MUS 322 Materials of Music IV _____ 5

MUS 321 Aural amp Kybd Har III _____ 5

MUS 323 Aural amp Keyboard Har IV _____ 5

History and Literature

MUS 115 Intro to Music Literature _____ 1

MUS 330 Music History I _____ 1

MUS 331 Music History II _____ 1

Applied Music (major instrument and keyboard)mdasha minimum of

four (4) course credits required must meet the repertoire

Level 6 proficiency requirements in each instrument

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

Vocal Music 63

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MUS 100 Class Piano (optional) _____ 25

MUS 102 Class Recorder (optional) _____ 25

MUS 103 Class Voice (optional) _____ 25

Participation in Concert Choir required for each term of

enrollment with the exception of the Student Teaching Term

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

cMusic Education students should take MUS 106 World Music

or other approved course that focuses on non-Western

music

(continued on next page)

BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)

Vocal Emphasis Concentration contrsquod

MUS 326 Vocal Methods _____ 1

MUS 335 MatMethods of Elem Music _____ 1

MUS 337 Conducting _____ 1

MUS 342 Vocal Pedagogy amp Diction _____ 1

Education Studies Courses (count outside the major)

EDS 150 Introduction to Education _____ 1

EDS 330 Extended School Experience _____ 1

EDS 349 Education and Culture in the United States _____ 1

EDS 355 Extended Field Experience Enriching World Visions

OR an approved MUS alternative _____ 1

Professional Terms (count outside the major)

EDS 481 Student Teaching Seminar _____ 1e

EDS 482 Student Teaching

Vocal Music 64

(P-12 5-12 8-12) _____ 3e

ELECTIVES (count in 20 credits outside the major

unless course is in the MUS rubric)

Dept amp No Title Term Credit

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the

Professional Term

1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument

2 Perform in a public or studio recital in both a keyboard and non-keyboard medium

3 Pass a keyboard proficiency examination

4 Pass a Level 2 sight-singing proficiency examination

Vocal Music 52

peer reviewed

Commissioned two original compositions ndash Pivot for

Wind Ensemble by Robin Cox

of California Institute of the Arts and White Noise by

Ralph Hultgren of Australia

for the Kentucky Intercollegiate Band

URCPP Grants for faculty-student research three

projects

John Philip Sousa Bibliography 2004

Production and performance of a

AfricanLatin influenced Jazz Album 2008

Edited chamber brass music and pedagogical

texts of 19th

-Century Parisian composer and

pedagogue Jean Baptiste Schiltz 2011

Certifications

Kentucky Music P-12

North Carolina Music P-12

Experience

Middle School Band 6 years

High School Band 9 years

AP Music Theory 6 years

Elementary Strings 4 years

Webb Althea PhD in Higher

Education

University of

Kentucky

Lexington KY

EDS 227 EDS 349

EDS 355

Assistant

Professor Publications

―A Community of Teachers Bobby Starnes Jon

Saderholm and Althea Webb Phi Delta Kappan

92(2) 2010

Presentations

―Reflecting on Dispositions Berea Collegersquos

Identification Implementation and Assessment of

Teacher Dispositions Dispositions A Decade of

Progress Symposium Northern Kentucky Newport

Kentucky November 2010

Institution-FT

Unit-FT

Program-PT

Vocal Music 53

―Called to Teach Multiculturally Responsive

Teaching at Christian Colleges

panelists Alison Jackson Tabor Georgetown College

and Althea Webb National

Association of Multicultural Educators Conference

Las Vegas Nevada November 2010

―Preparing Teachers to Teach in a Diverse World A

Winning Education Challenging

Racism with Community Alliances invited panelist

Jacqueline Burnside Kennaria Brown

Althea Webb Donald Smith Loretto Motherhouse

Nerinx Kentucky July 2010

Service

Ad Hoc Reviewer for The Griot The Journal of

African American Studies January 2011

Ad Hoc Reviewer for Youth and Society March 2010

White Al BA in

Philosophy

Berea College

MUA 105-400 MUS

130J MUS 130F

Lecturer Leadership amp Service

1992-2004 Musician Berea College Country Dancers

(Performed with group on many domestic and foreign

tours including tours to Denmark Sweden England

Wales Italy El Salvador Guatemala and Honduras

1992-2004 Musician Berea Festival Dancers

(performed with group on tours to Western US

Denmark England Scotland and Ireland)

Publications ―Yesterdayrsquos Noodles (a self-published book of

original fiddle tunes) 1995

Institution-PT

Unit-PT

Program-PT

Vocal Music 54

Vocal Music 55

E Curriculum Sheet Requirements BEREA COLLEGE

BACHELOR OF ARTS

Music Education

Vocal Music Certification All Grade Levels

STUDENT CURRICULUM CONTRACT

Name___________________________________ Student ID Number _______________ CPO________

Number of terms at Berea (including present term) ______ Are you a transfer candidate _______

Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study

leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher

Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an

Education Advisor with whom they will consult and jointly review the expectations outlined below While the

candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will

turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies

Department office after making a copy of both documents for hisher own reference

Commitments and Values The Teacher Education Program at Berea College is based on a set of values and

commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to

see these values and commitments reflected in each teacher education candidate

Teachers should be committed to the value of all individuals as unique responsible and worthy human beings

Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners

Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection

Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom

Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture

Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment

Teachers should be committed to an ethic of service through teaching that extends beyond the classroom

Vocal Music 56

Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and

commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs

These goals are

1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world

2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community

3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world

4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others

5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction

6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners

7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry

Requirements for Admission to the Teacher Education Program

NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term

Typically this will occur between the 4th

and 6th

term of college

Criteria for Admission to the Teacher Education Program (TEP)

___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25

overall GPA

Vocal Music 57

___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)

and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical

Education and Music an appropriate equivalent

___Submit a satisfactory Education Written Assessment which represents the candidate as an individual

who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos

Education Advisor to discuss the written assessment

___Submit the following required forms Application to TEP Health and Character Profile Student

Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards

Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that

commitment and three waivers

___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field

settings together with a genuine commitment to children to teaching and to learning

___Show no evidence or history of physical or psychological impairments that would preclude teaching

success no record of felonies or serious misdemeanors no history of nor existing problem with

substance abuse or chemical dependency

___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course

work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills

are essential considerations in the Education Studies Department recommendation)

___Attain clearance that the candidate is not on academic labor or social probation

___Receive a favorable recommendation from the Education Studies Department For students seeking

certification in Physical Education and Music a recommendation from those departments is also

required

Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and

the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications

Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide

by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and

grade point standing no less than the level required for admission to the Student Teaching Term that they

continue to acquire evidence of ongoing substantive experiences with children of the age for which they are

preparing to teach that they continue to evidence the values and commitments undergirding the Berea College

Teacher Education Program that they demonstrate continued growth in oral and written communication skills

and that they maintain physical and psychological health necessary for teaching success

Requirements for Admission to Student Teaching

Stage I Due at submission of portfolio in the eighth (8th

) term (spring semester)

___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP

Vocal Music 58

___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall

___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics

___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)

___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-

professional placement (To be placed in Education Portfolio)

___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the

secondary department c) the Berea College Labor and Student Life Office

___ Completion of application materials by the dates required

Stage II Must be completed prior to the start of the ninth (9th

) term (Student Teaching term)

___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester

___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test

___ Verification of a current medical examination including a negative tuberculosis test

___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)

Criteria for Recommendation for Certification

___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals

___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics

___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)

test required for certification certification test requirements are subject to change Before registering for any

PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at

wwwepsbkygov for current requirements

___ No grade lower than a B in any Student Teaching course

Vocal Music 59

___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards

___ Completion of application for certification and related materials

Statement of Contractual Agreement

I have discussed with my Education Advisor all of the prerequisites and conditions required for admission

to the Teacher Education Program at Berea College and for admission to the Student Teaching term I

understand the academic and professional experiences necessary for the recommendation for teaching

certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the

increasing complexity of the teaching profession today I fully understand the expectations for class work for

continuous and substantive experiences working with young people of the age I wish to teach and for the need

to develop in portfolio form satisfactory evidence of my developing abilities as a teacher

Candidates Signature_________________________________________________ Date________________

Education Advisors Signature_________________________________________ Date________________

Rev 111

CODE of ETHICS for KENTUCKY EDUCATORS

Education Professional Standards Board 2006

Section I Certified personnel in the Commonwealth

1 Shall strive toward excellence recognize the importance of the pursuit of truth nurture democratic citizenship

and safeguard the freedom to learn and to teach

2 Shall believe in the worth and dignity of each human being and in educational opportunities for all

3 Shall strive to uphold the responsibilities of the education profession including the following obligations to

students to parents and to the education profession

To STUDENTS

1 Shall provide students with professional education services in a non-discriminatory manner and in consonance

with accepted best practice known to the educator

2 Shall respect the constitutional rights of all students

3 Shall take reasonable measures to protect the health safety and emotional well-being of students

4 Shall not use professional relationships or authority with students for personal advantage

5 Shall keep in confidence information about students which has been obtained in the course of professional

service unless disclosure serves professional purposes or is required by law

6 Shall not knowingly make false or malicious statements about students or colleagues

7 Shall refrain from subjecting students to embarrassment or disparagement

Vocal Music 60

8 Shall not engage in any sexually related behavior with a student with or without consent but shall maintain a

professional approach with students Sexually related behavior shall include such behaviors as sexual jokes

sexual remarks sexual kidding or teasing sexual innuendo pressure for dates or sexual favors inappropriate

physical touching kissing or grabbing rape threats of physical harm and sexual assault

To PARENTS

1 Shall make reasonable effort to communicate to parentrsquos information which should be revealed in the interest

of the student

2 Shall endeavor to understand community cultures and diverse home environments of students

3 Shall not knowingly distort or misrepresent facts concerning educational issues

4 Shall distinguish between personal views and the views of the employing educational agency

5 Shall not interfere in the exercise of political and citizenship rights and responsibilities of others

6 Shall not use institutional privileges for private gain for the promotion of political candidates or for partisan

political activities

7 Shall not accept gratuities gifts or favors that might impair or appear to impair professional judgment nor

offer any such to obtain special advantage

To the EDUCATION PROFESSION

1 Shall exemplify behaviors which maintain the dignity and integrity of the profession

2 Shall accord just and equitable treatment to all members of the profession in the exercise of their professional

rights and responsibilities

3 Shall keep in confidence information acquired about colleagues in the course of employment unless disclosure

serves professional purposes or is required by law

4 Shall not use coercive means or give special treatment in order to influence professional decisions

5 Shall apply for accept offer or assign a position or responsibility only on the basis of professional preparation

and legal qualifications

6 Shall not knowingly falsify or misrepresent records of facts relating to hisher own qualifications or those of

other professionals

Signature_________________________________________________________

Date _________________

Vocal Music 61

BEREA COLLEGE

2010 ndash 2011 CURRICULUM GUIDE (as of 82010)

BA in MUSIC EDUCATION

VOCAL Certification-All Grades NOTE This guide is subject to change and represents actions approved by Faculty to date Please refer often to the

2009-2010 Online Catalog amp Student Handbook (wwwbereaeducataloghandbook) which will be updated with the

most current information

GENERAL EDUCATION PROGRAM

NOTE No single college course transferred into Berea

can meet more than one General Education requirement

Core Courses Term Credit

MAT 010 Prealgebraa _____ NC

MAT 011 Elementary Algebra Ia _____ NC

MAT 012 Elementary Algebra IIa _____ NC

GSTR 110 Writing Sem I Critical Thinking in

the Liberal Artsb

_____ ___

GSTR 210 Writing Sem II Identity and Diversity

in the United States _____ 1

GSTR 310 Understandings of Christianity _____ 1

GSTR 410 Sr Sem in Cont Global Issues _____ 1

Scientific Knowledge and Inquiry

GSTR 332 Scientific Knowledge amp Inquiry _____ ___

OR

Two approved science courses one of which must be an

approved lab course At this time only the following courses

have been approved to meet this alternative (all of which meet

the lab course stipulation) ANR 110 130 BIO 100

BIO 101 110 CHM 113 131 134 PHY 111 217 or 315

______ ____ _______________________ _____ ___

______ ____ _______________________ _____ ___

Lifetime Health amp Fitness PEH 100 amp Phys Activity

PEH 100 Introduction to Lifetime Wellness _____ 50

(if swimming proficiency test not passed take PED 200)

PED 2___ _________________________ _____ 25

PED 2___ _________________________ _____ 25

Practical Reasoning Across the Curriculum (PR amp PRQ)

Two coursesmdashat least one firmly grounded in math or statistics

(PRQ) the other can be an approved practical reasoning (PR) course

or another PRQ course

______ ____ _______________________ _____ 1

______ ____ _______________________ _____ 1

PerspectivesmdashSix Areas Required

Students will satisfy each of the six areas by taking or waiving a

course or through an approved experience Individual courses may

be approved to satisfy more than one Perspective but no single

course may satisfy more than two Perspective areas

Vocal Music 62

1 Artsc ____________________________ _____ _____

2 Social Science ___________________ _____ _____

3 Western History __________________ _____ _____

4 Religion ________________________ _____ _____

5 Afr Amer Appal Womenrsquos _________ _____ _____

6 International (two courses either in area 6A or area 6B)

A) Same Non-English Language _________ _____ _____

Same Non-English Language _________ _____ _____

(one course may be waived by placement exam)

OR

B) World Culture (Non-western) _______ _____ _____

World Culture (Westernnon-western)____ _____ _____

Active Learning Experience (ALE)

An approved experience taken for credit or as noncredit

______ ____ _______________________ _____ _____

aMay be waived on basis of test scores

bTransfer students might waive GSTR 110 if they took

College Composition as a degree-seeking student at another

college AND earned a grade of B or higher

MAJOR COURSES

Core Courses Term Credit

Theory Skills

MUS 220 Materials of Music I _____ 5

MUS 221 Aural Harmony I _____ 5

MUS 222 Materials of Music II _____ 5

MUS 223 Aural Harmony II _____ 5

MUS 320 Materials of Music III _____ 5

MUS 322 Materials of Music IV _____ 5

MUS 321 Aural amp Kybd Har III _____ 5

MUS 323 Aural amp Keyboard Har IV _____ 5

History and Literature

MUS 115 Intro to Music Literature _____ 1

MUS 330 Music History I _____ 1

MUS 331 Music History II _____ 1

Applied Music (major instrument and keyboard)mdasha minimum of

four (4) course credits required must meet the repertoire

Level 6 proficiency requirements in each instrument

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

Vocal Music 63

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MUS 100 Class Piano (optional) _____ 25

MUS 102 Class Recorder (optional) _____ 25

MUS 103 Class Voice (optional) _____ 25

Participation in Concert Choir required for each term of

enrollment with the exception of the Student Teaching Term

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

cMusic Education students should take MUS 106 World Music

or other approved course that focuses on non-Western

music

(continued on next page)

BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)

Vocal Emphasis Concentration contrsquod

MUS 326 Vocal Methods _____ 1

MUS 335 MatMethods of Elem Music _____ 1

MUS 337 Conducting _____ 1

MUS 342 Vocal Pedagogy amp Diction _____ 1

Education Studies Courses (count outside the major)

EDS 150 Introduction to Education _____ 1

EDS 330 Extended School Experience _____ 1

EDS 349 Education and Culture in the United States _____ 1

EDS 355 Extended Field Experience Enriching World Visions

OR an approved MUS alternative _____ 1

Professional Terms (count outside the major)

EDS 481 Student Teaching Seminar _____ 1e

EDS 482 Student Teaching

Vocal Music 64

(P-12 5-12 8-12) _____ 3e

ELECTIVES (count in 20 credits outside the major

unless course is in the MUS rubric)

Dept amp No Title Term Credit

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the

Professional Term

1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument

2 Perform in a public or studio recital in both a keyboard and non-keyboard medium

3 Pass a keyboard proficiency examination

4 Pass a Level 2 sight-singing proficiency examination

Vocal Music 53

―Called to Teach Multiculturally Responsive

Teaching at Christian Colleges

panelists Alison Jackson Tabor Georgetown College

and Althea Webb National

Association of Multicultural Educators Conference

Las Vegas Nevada November 2010

―Preparing Teachers to Teach in a Diverse World A

Winning Education Challenging

Racism with Community Alliances invited panelist

Jacqueline Burnside Kennaria Brown

Althea Webb Donald Smith Loretto Motherhouse

Nerinx Kentucky July 2010

Service

Ad Hoc Reviewer for The Griot The Journal of

African American Studies January 2011

Ad Hoc Reviewer for Youth and Society March 2010

White Al BA in

Philosophy

Berea College

MUA 105-400 MUS

130J MUS 130F

Lecturer Leadership amp Service

1992-2004 Musician Berea College Country Dancers

(Performed with group on many domestic and foreign

tours including tours to Denmark Sweden England

Wales Italy El Salvador Guatemala and Honduras

1992-2004 Musician Berea Festival Dancers

(performed with group on tours to Western US

Denmark England Scotland and Ireland)

Publications ―Yesterdayrsquos Noodles (a self-published book of

original fiddle tunes) 1995

Institution-PT

Unit-PT

Program-PT

Vocal Music 54

Vocal Music 55

E Curriculum Sheet Requirements BEREA COLLEGE

BACHELOR OF ARTS

Music Education

Vocal Music Certification All Grade Levels

STUDENT CURRICULUM CONTRACT

Name___________________________________ Student ID Number _______________ CPO________

Number of terms at Berea (including present term) ______ Are you a transfer candidate _______

Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study

leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher

Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an

Education Advisor with whom they will consult and jointly review the expectations outlined below While the

candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will

turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies

Department office after making a copy of both documents for hisher own reference

Commitments and Values The Teacher Education Program at Berea College is based on a set of values and

commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to

see these values and commitments reflected in each teacher education candidate

Teachers should be committed to the value of all individuals as unique responsible and worthy human beings

Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners

Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection

Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom

Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture

Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment

Teachers should be committed to an ethic of service through teaching that extends beyond the classroom

Vocal Music 56

Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and

commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs

These goals are

1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world

2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community

3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world

4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others

5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction

6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners

7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry

Requirements for Admission to the Teacher Education Program

NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term

Typically this will occur between the 4th

and 6th

term of college

Criteria for Admission to the Teacher Education Program (TEP)

___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25

overall GPA

Vocal Music 57

___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)

and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical

Education and Music an appropriate equivalent

___Submit a satisfactory Education Written Assessment which represents the candidate as an individual

who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos

Education Advisor to discuss the written assessment

___Submit the following required forms Application to TEP Health and Character Profile Student

Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards

Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that

commitment and three waivers

___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field

settings together with a genuine commitment to children to teaching and to learning

___Show no evidence or history of physical or psychological impairments that would preclude teaching

success no record of felonies or serious misdemeanors no history of nor existing problem with

substance abuse or chemical dependency

___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course

work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills

are essential considerations in the Education Studies Department recommendation)

___Attain clearance that the candidate is not on academic labor or social probation

___Receive a favorable recommendation from the Education Studies Department For students seeking

certification in Physical Education and Music a recommendation from those departments is also

required

Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and

the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications

Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide

by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and

grade point standing no less than the level required for admission to the Student Teaching Term that they

continue to acquire evidence of ongoing substantive experiences with children of the age for which they are

preparing to teach that they continue to evidence the values and commitments undergirding the Berea College

Teacher Education Program that they demonstrate continued growth in oral and written communication skills

and that they maintain physical and psychological health necessary for teaching success

Requirements for Admission to Student Teaching

Stage I Due at submission of portfolio in the eighth (8th

) term (spring semester)

___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP

Vocal Music 58

___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall

___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics

___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)

___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-

professional placement (To be placed in Education Portfolio)

___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the

secondary department c) the Berea College Labor and Student Life Office

___ Completion of application materials by the dates required

Stage II Must be completed prior to the start of the ninth (9th

) term (Student Teaching term)

___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester

___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test

___ Verification of a current medical examination including a negative tuberculosis test

___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)

Criteria for Recommendation for Certification

___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals

___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics

___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)

test required for certification certification test requirements are subject to change Before registering for any

PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at

wwwepsbkygov for current requirements

___ No grade lower than a B in any Student Teaching course

Vocal Music 59

___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards

___ Completion of application for certification and related materials

Statement of Contractual Agreement

I have discussed with my Education Advisor all of the prerequisites and conditions required for admission

to the Teacher Education Program at Berea College and for admission to the Student Teaching term I

understand the academic and professional experiences necessary for the recommendation for teaching

certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the

increasing complexity of the teaching profession today I fully understand the expectations for class work for

continuous and substantive experiences working with young people of the age I wish to teach and for the need

to develop in portfolio form satisfactory evidence of my developing abilities as a teacher

Candidates Signature_________________________________________________ Date________________

Education Advisors Signature_________________________________________ Date________________

Rev 111

CODE of ETHICS for KENTUCKY EDUCATORS

Education Professional Standards Board 2006

Section I Certified personnel in the Commonwealth

1 Shall strive toward excellence recognize the importance of the pursuit of truth nurture democratic citizenship

and safeguard the freedom to learn and to teach

2 Shall believe in the worth and dignity of each human being and in educational opportunities for all

3 Shall strive to uphold the responsibilities of the education profession including the following obligations to

students to parents and to the education profession

To STUDENTS

1 Shall provide students with professional education services in a non-discriminatory manner and in consonance

with accepted best practice known to the educator

2 Shall respect the constitutional rights of all students

3 Shall take reasonable measures to protect the health safety and emotional well-being of students

4 Shall not use professional relationships or authority with students for personal advantage

5 Shall keep in confidence information about students which has been obtained in the course of professional

service unless disclosure serves professional purposes or is required by law

6 Shall not knowingly make false or malicious statements about students or colleagues

7 Shall refrain from subjecting students to embarrassment or disparagement

Vocal Music 60

8 Shall not engage in any sexually related behavior with a student with or without consent but shall maintain a

professional approach with students Sexually related behavior shall include such behaviors as sexual jokes

sexual remarks sexual kidding or teasing sexual innuendo pressure for dates or sexual favors inappropriate

physical touching kissing or grabbing rape threats of physical harm and sexual assault

To PARENTS

1 Shall make reasonable effort to communicate to parentrsquos information which should be revealed in the interest

of the student

2 Shall endeavor to understand community cultures and diverse home environments of students

3 Shall not knowingly distort or misrepresent facts concerning educational issues

4 Shall distinguish between personal views and the views of the employing educational agency

5 Shall not interfere in the exercise of political and citizenship rights and responsibilities of others

6 Shall not use institutional privileges for private gain for the promotion of political candidates or for partisan

political activities

7 Shall not accept gratuities gifts or favors that might impair or appear to impair professional judgment nor

offer any such to obtain special advantage

To the EDUCATION PROFESSION

1 Shall exemplify behaviors which maintain the dignity and integrity of the profession

2 Shall accord just and equitable treatment to all members of the profession in the exercise of their professional

rights and responsibilities

3 Shall keep in confidence information acquired about colleagues in the course of employment unless disclosure

serves professional purposes or is required by law

4 Shall not use coercive means or give special treatment in order to influence professional decisions

5 Shall apply for accept offer or assign a position or responsibility only on the basis of professional preparation

and legal qualifications

6 Shall not knowingly falsify or misrepresent records of facts relating to hisher own qualifications or those of

other professionals

Signature_________________________________________________________

Date _________________

Vocal Music 61

BEREA COLLEGE

2010 ndash 2011 CURRICULUM GUIDE (as of 82010)

BA in MUSIC EDUCATION

VOCAL Certification-All Grades NOTE This guide is subject to change and represents actions approved by Faculty to date Please refer often to the

2009-2010 Online Catalog amp Student Handbook (wwwbereaeducataloghandbook) which will be updated with the

most current information

GENERAL EDUCATION PROGRAM

NOTE No single college course transferred into Berea

can meet more than one General Education requirement

Core Courses Term Credit

MAT 010 Prealgebraa _____ NC

MAT 011 Elementary Algebra Ia _____ NC

MAT 012 Elementary Algebra IIa _____ NC

GSTR 110 Writing Sem I Critical Thinking in

the Liberal Artsb

_____ ___

GSTR 210 Writing Sem II Identity and Diversity

in the United States _____ 1

GSTR 310 Understandings of Christianity _____ 1

GSTR 410 Sr Sem in Cont Global Issues _____ 1

Scientific Knowledge and Inquiry

GSTR 332 Scientific Knowledge amp Inquiry _____ ___

OR

Two approved science courses one of which must be an

approved lab course At this time only the following courses

have been approved to meet this alternative (all of which meet

the lab course stipulation) ANR 110 130 BIO 100

BIO 101 110 CHM 113 131 134 PHY 111 217 or 315

______ ____ _______________________ _____ ___

______ ____ _______________________ _____ ___

Lifetime Health amp Fitness PEH 100 amp Phys Activity

PEH 100 Introduction to Lifetime Wellness _____ 50

(if swimming proficiency test not passed take PED 200)

PED 2___ _________________________ _____ 25

PED 2___ _________________________ _____ 25

Practical Reasoning Across the Curriculum (PR amp PRQ)

Two coursesmdashat least one firmly grounded in math or statistics

(PRQ) the other can be an approved practical reasoning (PR) course

or another PRQ course

______ ____ _______________________ _____ 1

______ ____ _______________________ _____ 1

PerspectivesmdashSix Areas Required

Students will satisfy each of the six areas by taking or waiving a

course or through an approved experience Individual courses may

be approved to satisfy more than one Perspective but no single

course may satisfy more than two Perspective areas

Vocal Music 62

1 Artsc ____________________________ _____ _____

2 Social Science ___________________ _____ _____

3 Western History __________________ _____ _____

4 Religion ________________________ _____ _____

5 Afr Amer Appal Womenrsquos _________ _____ _____

6 International (two courses either in area 6A or area 6B)

A) Same Non-English Language _________ _____ _____

Same Non-English Language _________ _____ _____

(one course may be waived by placement exam)

OR

B) World Culture (Non-western) _______ _____ _____

World Culture (Westernnon-western)____ _____ _____

Active Learning Experience (ALE)

An approved experience taken for credit or as noncredit

______ ____ _______________________ _____ _____

aMay be waived on basis of test scores

bTransfer students might waive GSTR 110 if they took

College Composition as a degree-seeking student at another

college AND earned a grade of B or higher

MAJOR COURSES

Core Courses Term Credit

Theory Skills

MUS 220 Materials of Music I _____ 5

MUS 221 Aural Harmony I _____ 5

MUS 222 Materials of Music II _____ 5

MUS 223 Aural Harmony II _____ 5

MUS 320 Materials of Music III _____ 5

MUS 322 Materials of Music IV _____ 5

MUS 321 Aural amp Kybd Har III _____ 5

MUS 323 Aural amp Keyboard Har IV _____ 5

History and Literature

MUS 115 Intro to Music Literature _____ 1

MUS 330 Music History I _____ 1

MUS 331 Music History II _____ 1

Applied Music (major instrument and keyboard)mdasha minimum of

four (4) course credits required must meet the repertoire

Level 6 proficiency requirements in each instrument

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

Vocal Music 63

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MUS 100 Class Piano (optional) _____ 25

MUS 102 Class Recorder (optional) _____ 25

MUS 103 Class Voice (optional) _____ 25

Participation in Concert Choir required for each term of

enrollment with the exception of the Student Teaching Term

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

cMusic Education students should take MUS 106 World Music

or other approved course that focuses on non-Western

music

(continued on next page)

BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)

Vocal Emphasis Concentration contrsquod

MUS 326 Vocal Methods _____ 1

MUS 335 MatMethods of Elem Music _____ 1

MUS 337 Conducting _____ 1

MUS 342 Vocal Pedagogy amp Diction _____ 1

Education Studies Courses (count outside the major)

EDS 150 Introduction to Education _____ 1

EDS 330 Extended School Experience _____ 1

EDS 349 Education and Culture in the United States _____ 1

EDS 355 Extended Field Experience Enriching World Visions

OR an approved MUS alternative _____ 1

Professional Terms (count outside the major)

EDS 481 Student Teaching Seminar _____ 1e

EDS 482 Student Teaching

Vocal Music 64

(P-12 5-12 8-12) _____ 3e

ELECTIVES (count in 20 credits outside the major

unless course is in the MUS rubric)

Dept amp No Title Term Credit

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the

Professional Term

1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument

2 Perform in a public or studio recital in both a keyboard and non-keyboard medium

3 Pass a keyboard proficiency examination

4 Pass a Level 2 sight-singing proficiency examination

Vocal Music 54

Vocal Music 55

E Curriculum Sheet Requirements BEREA COLLEGE

BACHELOR OF ARTS

Music Education

Vocal Music Certification All Grade Levels

STUDENT CURRICULUM CONTRACT

Name___________________________________ Student ID Number _______________ CPO________

Number of terms at Berea (including present term) ______ Are you a transfer candidate _______

Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study

leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher

Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an

Education Advisor with whom they will consult and jointly review the expectations outlined below While the

candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will

turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies

Department office after making a copy of both documents for hisher own reference

Commitments and Values The Teacher Education Program at Berea College is based on a set of values and

commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to

see these values and commitments reflected in each teacher education candidate

Teachers should be committed to the value of all individuals as unique responsible and worthy human beings

Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners

Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection

Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom

Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture

Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment

Teachers should be committed to an ethic of service through teaching that extends beyond the classroom

Vocal Music 56

Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and

commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs

These goals are

1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world

2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community

3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world

4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others

5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction

6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners

7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry

Requirements for Admission to the Teacher Education Program

NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term

Typically this will occur between the 4th

and 6th

term of college

Criteria for Admission to the Teacher Education Program (TEP)

___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25

overall GPA

Vocal Music 57

___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)

and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical

Education and Music an appropriate equivalent

___Submit a satisfactory Education Written Assessment which represents the candidate as an individual

who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos

Education Advisor to discuss the written assessment

___Submit the following required forms Application to TEP Health and Character Profile Student

Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards

Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that

commitment and three waivers

___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field

settings together with a genuine commitment to children to teaching and to learning

___Show no evidence or history of physical or psychological impairments that would preclude teaching

success no record of felonies or serious misdemeanors no history of nor existing problem with

substance abuse or chemical dependency

___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course

work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills

are essential considerations in the Education Studies Department recommendation)

___Attain clearance that the candidate is not on academic labor or social probation

___Receive a favorable recommendation from the Education Studies Department For students seeking

certification in Physical Education and Music a recommendation from those departments is also

required

Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and

the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications

Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide

by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and

grade point standing no less than the level required for admission to the Student Teaching Term that they

continue to acquire evidence of ongoing substantive experiences with children of the age for which they are

preparing to teach that they continue to evidence the values and commitments undergirding the Berea College

Teacher Education Program that they demonstrate continued growth in oral and written communication skills

and that they maintain physical and psychological health necessary for teaching success

Requirements for Admission to Student Teaching

Stage I Due at submission of portfolio in the eighth (8th

) term (spring semester)

___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP

Vocal Music 58

___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall

___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics

___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)

___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-

professional placement (To be placed in Education Portfolio)

___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the

secondary department c) the Berea College Labor and Student Life Office

___ Completion of application materials by the dates required

Stage II Must be completed prior to the start of the ninth (9th

) term (Student Teaching term)

___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester

___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test

___ Verification of a current medical examination including a negative tuberculosis test

___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)

Criteria for Recommendation for Certification

___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals

___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics

___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)

test required for certification certification test requirements are subject to change Before registering for any

PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at

wwwepsbkygov for current requirements

___ No grade lower than a B in any Student Teaching course

Vocal Music 59

___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards

___ Completion of application for certification and related materials

Statement of Contractual Agreement

I have discussed with my Education Advisor all of the prerequisites and conditions required for admission

to the Teacher Education Program at Berea College and for admission to the Student Teaching term I

understand the academic and professional experiences necessary for the recommendation for teaching

certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the

increasing complexity of the teaching profession today I fully understand the expectations for class work for

continuous and substantive experiences working with young people of the age I wish to teach and for the need

to develop in portfolio form satisfactory evidence of my developing abilities as a teacher

Candidates Signature_________________________________________________ Date________________

Education Advisors Signature_________________________________________ Date________________

Rev 111

CODE of ETHICS for KENTUCKY EDUCATORS

Education Professional Standards Board 2006

Section I Certified personnel in the Commonwealth

1 Shall strive toward excellence recognize the importance of the pursuit of truth nurture democratic citizenship

and safeguard the freedom to learn and to teach

2 Shall believe in the worth and dignity of each human being and in educational opportunities for all

3 Shall strive to uphold the responsibilities of the education profession including the following obligations to

students to parents and to the education profession

To STUDENTS

1 Shall provide students with professional education services in a non-discriminatory manner and in consonance

with accepted best practice known to the educator

2 Shall respect the constitutional rights of all students

3 Shall take reasonable measures to protect the health safety and emotional well-being of students

4 Shall not use professional relationships or authority with students for personal advantage

5 Shall keep in confidence information about students which has been obtained in the course of professional

service unless disclosure serves professional purposes or is required by law

6 Shall not knowingly make false or malicious statements about students or colleagues

7 Shall refrain from subjecting students to embarrassment or disparagement

Vocal Music 60

8 Shall not engage in any sexually related behavior with a student with or without consent but shall maintain a

professional approach with students Sexually related behavior shall include such behaviors as sexual jokes

sexual remarks sexual kidding or teasing sexual innuendo pressure for dates or sexual favors inappropriate

physical touching kissing or grabbing rape threats of physical harm and sexual assault

To PARENTS

1 Shall make reasonable effort to communicate to parentrsquos information which should be revealed in the interest

of the student

2 Shall endeavor to understand community cultures and diverse home environments of students

3 Shall not knowingly distort or misrepresent facts concerning educational issues

4 Shall distinguish between personal views and the views of the employing educational agency

5 Shall not interfere in the exercise of political and citizenship rights and responsibilities of others

6 Shall not use institutional privileges for private gain for the promotion of political candidates or for partisan

political activities

7 Shall not accept gratuities gifts or favors that might impair or appear to impair professional judgment nor

offer any such to obtain special advantage

To the EDUCATION PROFESSION

1 Shall exemplify behaviors which maintain the dignity and integrity of the profession

2 Shall accord just and equitable treatment to all members of the profession in the exercise of their professional

rights and responsibilities

3 Shall keep in confidence information acquired about colleagues in the course of employment unless disclosure

serves professional purposes or is required by law

4 Shall not use coercive means or give special treatment in order to influence professional decisions

5 Shall apply for accept offer or assign a position or responsibility only on the basis of professional preparation

and legal qualifications

6 Shall not knowingly falsify or misrepresent records of facts relating to hisher own qualifications or those of

other professionals

Signature_________________________________________________________

Date _________________

Vocal Music 61

BEREA COLLEGE

2010 ndash 2011 CURRICULUM GUIDE (as of 82010)

BA in MUSIC EDUCATION

VOCAL Certification-All Grades NOTE This guide is subject to change and represents actions approved by Faculty to date Please refer often to the

2009-2010 Online Catalog amp Student Handbook (wwwbereaeducataloghandbook) which will be updated with the

most current information

GENERAL EDUCATION PROGRAM

NOTE No single college course transferred into Berea

can meet more than one General Education requirement

Core Courses Term Credit

MAT 010 Prealgebraa _____ NC

MAT 011 Elementary Algebra Ia _____ NC

MAT 012 Elementary Algebra IIa _____ NC

GSTR 110 Writing Sem I Critical Thinking in

the Liberal Artsb

_____ ___

GSTR 210 Writing Sem II Identity and Diversity

in the United States _____ 1

GSTR 310 Understandings of Christianity _____ 1

GSTR 410 Sr Sem in Cont Global Issues _____ 1

Scientific Knowledge and Inquiry

GSTR 332 Scientific Knowledge amp Inquiry _____ ___

OR

Two approved science courses one of which must be an

approved lab course At this time only the following courses

have been approved to meet this alternative (all of which meet

the lab course stipulation) ANR 110 130 BIO 100

BIO 101 110 CHM 113 131 134 PHY 111 217 or 315

______ ____ _______________________ _____ ___

______ ____ _______________________ _____ ___

Lifetime Health amp Fitness PEH 100 amp Phys Activity

PEH 100 Introduction to Lifetime Wellness _____ 50

(if swimming proficiency test not passed take PED 200)

PED 2___ _________________________ _____ 25

PED 2___ _________________________ _____ 25

Practical Reasoning Across the Curriculum (PR amp PRQ)

Two coursesmdashat least one firmly grounded in math or statistics

(PRQ) the other can be an approved practical reasoning (PR) course

or another PRQ course

______ ____ _______________________ _____ 1

______ ____ _______________________ _____ 1

PerspectivesmdashSix Areas Required

Students will satisfy each of the six areas by taking or waiving a

course or through an approved experience Individual courses may

be approved to satisfy more than one Perspective but no single

course may satisfy more than two Perspective areas

Vocal Music 62

1 Artsc ____________________________ _____ _____

2 Social Science ___________________ _____ _____

3 Western History __________________ _____ _____

4 Religion ________________________ _____ _____

5 Afr Amer Appal Womenrsquos _________ _____ _____

6 International (two courses either in area 6A or area 6B)

A) Same Non-English Language _________ _____ _____

Same Non-English Language _________ _____ _____

(one course may be waived by placement exam)

OR

B) World Culture (Non-western) _______ _____ _____

World Culture (Westernnon-western)____ _____ _____

Active Learning Experience (ALE)

An approved experience taken for credit or as noncredit

______ ____ _______________________ _____ _____

aMay be waived on basis of test scores

bTransfer students might waive GSTR 110 if they took

College Composition as a degree-seeking student at another

college AND earned a grade of B or higher

MAJOR COURSES

Core Courses Term Credit

Theory Skills

MUS 220 Materials of Music I _____ 5

MUS 221 Aural Harmony I _____ 5

MUS 222 Materials of Music II _____ 5

MUS 223 Aural Harmony II _____ 5

MUS 320 Materials of Music III _____ 5

MUS 322 Materials of Music IV _____ 5

MUS 321 Aural amp Kybd Har III _____ 5

MUS 323 Aural amp Keyboard Har IV _____ 5

History and Literature

MUS 115 Intro to Music Literature _____ 1

MUS 330 Music History I _____ 1

MUS 331 Music History II _____ 1

Applied Music (major instrument and keyboard)mdasha minimum of

four (4) course credits required must meet the repertoire

Level 6 proficiency requirements in each instrument

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

Vocal Music 63

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MUS 100 Class Piano (optional) _____ 25

MUS 102 Class Recorder (optional) _____ 25

MUS 103 Class Voice (optional) _____ 25

Participation in Concert Choir required for each term of

enrollment with the exception of the Student Teaching Term

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

cMusic Education students should take MUS 106 World Music

or other approved course that focuses on non-Western

music

(continued on next page)

BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)

Vocal Emphasis Concentration contrsquod

MUS 326 Vocal Methods _____ 1

MUS 335 MatMethods of Elem Music _____ 1

MUS 337 Conducting _____ 1

MUS 342 Vocal Pedagogy amp Diction _____ 1

Education Studies Courses (count outside the major)

EDS 150 Introduction to Education _____ 1

EDS 330 Extended School Experience _____ 1

EDS 349 Education and Culture in the United States _____ 1

EDS 355 Extended Field Experience Enriching World Visions

OR an approved MUS alternative _____ 1

Professional Terms (count outside the major)

EDS 481 Student Teaching Seminar _____ 1e

EDS 482 Student Teaching

Vocal Music 64

(P-12 5-12 8-12) _____ 3e

ELECTIVES (count in 20 credits outside the major

unless course is in the MUS rubric)

Dept amp No Title Term Credit

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the

Professional Term

1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument

2 Perform in a public or studio recital in both a keyboard and non-keyboard medium

3 Pass a keyboard proficiency examination

4 Pass a Level 2 sight-singing proficiency examination

Vocal Music 55

E Curriculum Sheet Requirements BEREA COLLEGE

BACHELOR OF ARTS

Music Education

Vocal Music Certification All Grade Levels

STUDENT CURRICULUM CONTRACT

Name___________________________________ Student ID Number _______________ CPO________

Number of terms at Berea (including present term) ______ Are you a transfer candidate _______

Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study

leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher

Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an

Education Advisor with whom they will consult and jointly review the expectations outlined below While the

candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will

turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies

Department office after making a copy of both documents for hisher own reference

Commitments and Values The Teacher Education Program at Berea College is based on a set of values and

commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to

see these values and commitments reflected in each teacher education candidate

Teachers should be committed to the value of all individuals as unique responsible and worthy human beings

Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners

Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection

Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom

Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture

Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment

Teachers should be committed to an ethic of service through teaching that extends beyond the classroom

Vocal Music 56

Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and

commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs

These goals are

1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world

2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community

3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world

4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others

5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction

6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners

7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry

Requirements for Admission to the Teacher Education Program

NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term

Typically this will occur between the 4th

and 6th

term of college

Criteria for Admission to the Teacher Education Program (TEP)

___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25

overall GPA

Vocal Music 57

___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)

and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical

Education and Music an appropriate equivalent

___Submit a satisfactory Education Written Assessment which represents the candidate as an individual

who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos

Education Advisor to discuss the written assessment

___Submit the following required forms Application to TEP Health and Character Profile Student

Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards

Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that

commitment and three waivers

___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field

settings together with a genuine commitment to children to teaching and to learning

___Show no evidence or history of physical or psychological impairments that would preclude teaching

success no record of felonies or serious misdemeanors no history of nor existing problem with

substance abuse or chemical dependency

___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course

work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills

are essential considerations in the Education Studies Department recommendation)

___Attain clearance that the candidate is not on academic labor or social probation

___Receive a favorable recommendation from the Education Studies Department For students seeking

certification in Physical Education and Music a recommendation from those departments is also

required

Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and

the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications

Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide

by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and

grade point standing no less than the level required for admission to the Student Teaching Term that they

continue to acquire evidence of ongoing substantive experiences with children of the age for which they are

preparing to teach that they continue to evidence the values and commitments undergirding the Berea College

Teacher Education Program that they demonstrate continued growth in oral and written communication skills

and that they maintain physical and psychological health necessary for teaching success

Requirements for Admission to Student Teaching

Stage I Due at submission of portfolio in the eighth (8th

) term (spring semester)

___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP

Vocal Music 58

___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall

___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics

___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)

___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-

professional placement (To be placed in Education Portfolio)

___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the

secondary department c) the Berea College Labor and Student Life Office

___ Completion of application materials by the dates required

Stage II Must be completed prior to the start of the ninth (9th

) term (Student Teaching term)

___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester

___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test

___ Verification of a current medical examination including a negative tuberculosis test

___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)

Criteria for Recommendation for Certification

___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals

___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics

___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)

test required for certification certification test requirements are subject to change Before registering for any

PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at

wwwepsbkygov for current requirements

___ No grade lower than a B in any Student Teaching course

Vocal Music 59

___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards

___ Completion of application for certification and related materials

Statement of Contractual Agreement

I have discussed with my Education Advisor all of the prerequisites and conditions required for admission

to the Teacher Education Program at Berea College and for admission to the Student Teaching term I

understand the academic and professional experiences necessary for the recommendation for teaching

certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the

increasing complexity of the teaching profession today I fully understand the expectations for class work for

continuous and substantive experiences working with young people of the age I wish to teach and for the need

to develop in portfolio form satisfactory evidence of my developing abilities as a teacher

Candidates Signature_________________________________________________ Date________________

Education Advisors Signature_________________________________________ Date________________

Rev 111

CODE of ETHICS for KENTUCKY EDUCATORS

Education Professional Standards Board 2006

Section I Certified personnel in the Commonwealth

1 Shall strive toward excellence recognize the importance of the pursuit of truth nurture democratic citizenship

and safeguard the freedom to learn and to teach

2 Shall believe in the worth and dignity of each human being and in educational opportunities for all

3 Shall strive to uphold the responsibilities of the education profession including the following obligations to

students to parents and to the education profession

To STUDENTS

1 Shall provide students with professional education services in a non-discriminatory manner and in consonance

with accepted best practice known to the educator

2 Shall respect the constitutional rights of all students

3 Shall take reasonable measures to protect the health safety and emotional well-being of students

4 Shall not use professional relationships or authority with students for personal advantage

5 Shall keep in confidence information about students which has been obtained in the course of professional

service unless disclosure serves professional purposes or is required by law

6 Shall not knowingly make false or malicious statements about students or colleagues

7 Shall refrain from subjecting students to embarrassment or disparagement

Vocal Music 60

8 Shall not engage in any sexually related behavior with a student with or without consent but shall maintain a

professional approach with students Sexually related behavior shall include such behaviors as sexual jokes

sexual remarks sexual kidding or teasing sexual innuendo pressure for dates or sexual favors inappropriate

physical touching kissing or grabbing rape threats of physical harm and sexual assault

To PARENTS

1 Shall make reasonable effort to communicate to parentrsquos information which should be revealed in the interest

of the student

2 Shall endeavor to understand community cultures and diverse home environments of students

3 Shall not knowingly distort or misrepresent facts concerning educational issues

4 Shall distinguish between personal views and the views of the employing educational agency

5 Shall not interfere in the exercise of political and citizenship rights and responsibilities of others

6 Shall not use institutional privileges for private gain for the promotion of political candidates or for partisan

political activities

7 Shall not accept gratuities gifts or favors that might impair or appear to impair professional judgment nor

offer any such to obtain special advantage

To the EDUCATION PROFESSION

1 Shall exemplify behaviors which maintain the dignity and integrity of the profession

2 Shall accord just and equitable treatment to all members of the profession in the exercise of their professional

rights and responsibilities

3 Shall keep in confidence information acquired about colleagues in the course of employment unless disclosure

serves professional purposes or is required by law

4 Shall not use coercive means or give special treatment in order to influence professional decisions

5 Shall apply for accept offer or assign a position or responsibility only on the basis of professional preparation

and legal qualifications

6 Shall not knowingly falsify or misrepresent records of facts relating to hisher own qualifications or those of

other professionals

Signature_________________________________________________________

Date _________________

Vocal Music 61

BEREA COLLEGE

2010 ndash 2011 CURRICULUM GUIDE (as of 82010)

BA in MUSIC EDUCATION

VOCAL Certification-All Grades NOTE This guide is subject to change and represents actions approved by Faculty to date Please refer often to the

2009-2010 Online Catalog amp Student Handbook (wwwbereaeducataloghandbook) which will be updated with the

most current information

GENERAL EDUCATION PROGRAM

NOTE No single college course transferred into Berea

can meet more than one General Education requirement

Core Courses Term Credit

MAT 010 Prealgebraa _____ NC

MAT 011 Elementary Algebra Ia _____ NC

MAT 012 Elementary Algebra IIa _____ NC

GSTR 110 Writing Sem I Critical Thinking in

the Liberal Artsb

_____ ___

GSTR 210 Writing Sem II Identity and Diversity

in the United States _____ 1

GSTR 310 Understandings of Christianity _____ 1

GSTR 410 Sr Sem in Cont Global Issues _____ 1

Scientific Knowledge and Inquiry

GSTR 332 Scientific Knowledge amp Inquiry _____ ___

OR

Two approved science courses one of which must be an

approved lab course At this time only the following courses

have been approved to meet this alternative (all of which meet

the lab course stipulation) ANR 110 130 BIO 100

BIO 101 110 CHM 113 131 134 PHY 111 217 or 315

______ ____ _______________________ _____ ___

______ ____ _______________________ _____ ___

Lifetime Health amp Fitness PEH 100 amp Phys Activity

PEH 100 Introduction to Lifetime Wellness _____ 50

(if swimming proficiency test not passed take PED 200)

PED 2___ _________________________ _____ 25

PED 2___ _________________________ _____ 25

Practical Reasoning Across the Curriculum (PR amp PRQ)

Two coursesmdashat least one firmly grounded in math or statistics

(PRQ) the other can be an approved practical reasoning (PR) course

or another PRQ course

______ ____ _______________________ _____ 1

______ ____ _______________________ _____ 1

PerspectivesmdashSix Areas Required

Students will satisfy each of the six areas by taking or waiving a

course or through an approved experience Individual courses may

be approved to satisfy more than one Perspective but no single

course may satisfy more than two Perspective areas

Vocal Music 62

1 Artsc ____________________________ _____ _____

2 Social Science ___________________ _____ _____

3 Western History __________________ _____ _____

4 Religion ________________________ _____ _____

5 Afr Amer Appal Womenrsquos _________ _____ _____

6 International (two courses either in area 6A or area 6B)

A) Same Non-English Language _________ _____ _____

Same Non-English Language _________ _____ _____

(one course may be waived by placement exam)

OR

B) World Culture (Non-western) _______ _____ _____

World Culture (Westernnon-western)____ _____ _____

Active Learning Experience (ALE)

An approved experience taken for credit or as noncredit

______ ____ _______________________ _____ _____

aMay be waived on basis of test scores

bTransfer students might waive GSTR 110 if they took

College Composition as a degree-seeking student at another

college AND earned a grade of B or higher

MAJOR COURSES

Core Courses Term Credit

Theory Skills

MUS 220 Materials of Music I _____ 5

MUS 221 Aural Harmony I _____ 5

MUS 222 Materials of Music II _____ 5

MUS 223 Aural Harmony II _____ 5

MUS 320 Materials of Music III _____ 5

MUS 322 Materials of Music IV _____ 5

MUS 321 Aural amp Kybd Har III _____ 5

MUS 323 Aural amp Keyboard Har IV _____ 5

History and Literature

MUS 115 Intro to Music Literature _____ 1

MUS 330 Music History I _____ 1

MUS 331 Music History II _____ 1

Applied Music (major instrument and keyboard)mdasha minimum of

four (4) course credits required must meet the repertoire

Level 6 proficiency requirements in each instrument

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

Vocal Music 63

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MUS 100 Class Piano (optional) _____ 25

MUS 102 Class Recorder (optional) _____ 25

MUS 103 Class Voice (optional) _____ 25

Participation in Concert Choir required for each term of

enrollment with the exception of the Student Teaching Term

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

cMusic Education students should take MUS 106 World Music

or other approved course that focuses on non-Western

music

(continued on next page)

BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)

Vocal Emphasis Concentration contrsquod

MUS 326 Vocal Methods _____ 1

MUS 335 MatMethods of Elem Music _____ 1

MUS 337 Conducting _____ 1

MUS 342 Vocal Pedagogy amp Diction _____ 1

Education Studies Courses (count outside the major)

EDS 150 Introduction to Education _____ 1

EDS 330 Extended School Experience _____ 1

EDS 349 Education and Culture in the United States _____ 1

EDS 355 Extended Field Experience Enriching World Visions

OR an approved MUS alternative _____ 1

Professional Terms (count outside the major)

EDS 481 Student Teaching Seminar _____ 1e

EDS 482 Student Teaching

Vocal Music 64

(P-12 5-12 8-12) _____ 3e

ELECTIVES (count in 20 credits outside the major

unless course is in the MUS rubric)

Dept amp No Title Term Credit

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the

Professional Term

1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument

2 Perform in a public or studio recital in both a keyboard and non-keyboard medium

3 Pass a keyboard proficiency examination

4 Pass a Level 2 sight-singing proficiency examination

Vocal Music 56

Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and

commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs

These goals are

1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world

2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community

3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world

4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others

5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction

6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners

7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry

Requirements for Admission to the Teacher Education Program

NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term

Typically this will occur between the 4th

and 6th

term of college

Criteria for Admission to the Teacher Education Program (TEP)

___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25

overall GPA

Vocal Music 57

___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)

and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical

Education and Music an appropriate equivalent

___Submit a satisfactory Education Written Assessment which represents the candidate as an individual

who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos

Education Advisor to discuss the written assessment

___Submit the following required forms Application to TEP Health and Character Profile Student

Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards

Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that

commitment and three waivers

___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field

settings together with a genuine commitment to children to teaching and to learning

___Show no evidence or history of physical or psychological impairments that would preclude teaching

success no record of felonies or serious misdemeanors no history of nor existing problem with

substance abuse or chemical dependency

___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course

work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills

are essential considerations in the Education Studies Department recommendation)

___Attain clearance that the candidate is not on academic labor or social probation

___Receive a favorable recommendation from the Education Studies Department For students seeking

certification in Physical Education and Music a recommendation from those departments is also

required

Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and

the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications

Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide

by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and

grade point standing no less than the level required for admission to the Student Teaching Term that they

continue to acquire evidence of ongoing substantive experiences with children of the age for which they are

preparing to teach that they continue to evidence the values and commitments undergirding the Berea College

Teacher Education Program that they demonstrate continued growth in oral and written communication skills

and that they maintain physical and psychological health necessary for teaching success

Requirements for Admission to Student Teaching

Stage I Due at submission of portfolio in the eighth (8th

) term (spring semester)

___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP

Vocal Music 58

___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall

___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics

___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)

___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-

professional placement (To be placed in Education Portfolio)

___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the

secondary department c) the Berea College Labor and Student Life Office

___ Completion of application materials by the dates required

Stage II Must be completed prior to the start of the ninth (9th

) term (Student Teaching term)

___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester

___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test

___ Verification of a current medical examination including a negative tuberculosis test

___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)

Criteria for Recommendation for Certification

___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals

___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics

___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)

test required for certification certification test requirements are subject to change Before registering for any

PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at

wwwepsbkygov for current requirements

___ No grade lower than a B in any Student Teaching course

Vocal Music 59

___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards

___ Completion of application for certification and related materials

Statement of Contractual Agreement

I have discussed with my Education Advisor all of the prerequisites and conditions required for admission

to the Teacher Education Program at Berea College and for admission to the Student Teaching term I

understand the academic and professional experiences necessary for the recommendation for teaching

certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the

increasing complexity of the teaching profession today I fully understand the expectations for class work for

continuous and substantive experiences working with young people of the age I wish to teach and for the need

to develop in portfolio form satisfactory evidence of my developing abilities as a teacher

Candidates Signature_________________________________________________ Date________________

Education Advisors Signature_________________________________________ Date________________

Rev 111

CODE of ETHICS for KENTUCKY EDUCATORS

Education Professional Standards Board 2006

Section I Certified personnel in the Commonwealth

1 Shall strive toward excellence recognize the importance of the pursuit of truth nurture democratic citizenship

and safeguard the freedom to learn and to teach

2 Shall believe in the worth and dignity of each human being and in educational opportunities for all

3 Shall strive to uphold the responsibilities of the education profession including the following obligations to

students to parents and to the education profession

To STUDENTS

1 Shall provide students with professional education services in a non-discriminatory manner and in consonance

with accepted best practice known to the educator

2 Shall respect the constitutional rights of all students

3 Shall take reasonable measures to protect the health safety and emotional well-being of students

4 Shall not use professional relationships or authority with students for personal advantage

5 Shall keep in confidence information about students which has been obtained in the course of professional

service unless disclosure serves professional purposes or is required by law

6 Shall not knowingly make false or malicious statements about students or colleagues

7 Shall refrain from subjecting students to embarrassment or disparagement

Vocal Music 60

8 Shall not engage in any sexually related behavior with a student with or without consent but shall maintain a

professional approach with students Sexually related behavior shall include such behaviors as sexual jokes

sexual remarks sexual kidding or teasing sexual innuendo pressure for dates or sexual favors inappropriate

physical touching kissing or grabbing rape threats of physical harm and sexual assault

To PARENTS

1 Shall make reasonable effort to communicate to parentrsquos information which should be revealed in the interest

of the student

2 Shall endeavor to understand community cultures and diverse home environments of students

3 Shall not knowingly distort or misrepresent facts concerning educational issues

4 Shall distinguish between personal views and the views of the employing educational agency

5 Shall not interfere in the exercise of political and citizenship rights and responsibilities of others

6 Shall not use institutional privileges for private gain for the promotion of political candidates or for partisan

political activities

7 Shall not accept gratuities gifts or favors that might impair or appear to impair professional judgment nor

offer any such to obtain special advantage

To the EDUCATION PROFESSION

1 Shall exemplify behaviors which maintain the dignity and integrity of the profession

2 Shall accord just and equitable treatment to all members of the profession in the exercise of their professional

rights and responsibilities

3 Shall keep in confidence information acquired about colleagues in the course of employment unless disclosure

serves professional purposes or is required by law

4 Shall not use coercive means or give special treatment in order to influence professional decisions

5 Shall apply for accept offer or assign a position or responsibility only on the basis of professional preparation

and legal qualifications

6 Shall not knowingly falsify or misrepresent records of facts relating to hisher own qualifications or those of

other professionals

Signature_________________________________________________________

Date _________________

Vocal Music 61

BEREA COLLEGE

2010 ndash 2011 CURRICULUM GUIDE (as of 82010)

BA in MUSIC EDUCATION

VOCAL Certification-All Grades NOTE This guide is subject to change and represents actions approved by Faculty to date Please refer often to the

2009-2010 Online Catalog amp Student Handbook (wwwbereaeducataloghandbook) which will be updated with the

most current information

GENERAL EDUCATION PROGRAM

NOTE No single college course transferred into Berea

can meet more than one General Education requirement

Core Courses Term Credit

MAT 010 Prealgebraa _____ NC

MAT 011 Elementary Algebra Ia _____ NC

MAT 012 Elementary Algebra IIa _____ NC

GSTR 110 Writing Sem I Critical Thinking in

the Liberal Artsb

_____ ___

GSTR 210 Writing Sem II Identity and Diversity

in the United States _____ 1

GSTR 310 Understandings of Christianity _____ 1

GSTR 410 Sr Sem in Cont Global Issues _____ 1

Scientific Knowledge and Inquiry

GSTR 332 Scientific Knowledge amp Inquiry _____ ___

OR

Two approved science courses one of which must be an

approved lab course At this time only the following courses

have been approved to meet this alternative (all of which meet

the lab course stipulation) ANR 110 130 BIO 100

BIO 101 110 CHM 113 131 134 PHY 111 217 or 315

______ ____ _______________________ _____ ___

______ ____ _______________________ _____ ___

Lifetime Health amp Fitness PEH 100 amp Phys Activity

PEH 100 Introduction to Lifetime Wellness _____ 50

(if swimming proficiency test not passed take PED 200)

PED 2___ _________________________ _____ 25

PED 2___ _________________________ _____ 25

Practical Reasoning Across the Curriculum (PR amp PRQ)

Two coursesmdashat least one firmly grounded in math or statistics

(PRQ) the other can be an approved practical reasoning (PR) course

or another PRQ course

______ ____ _______________________ _____ 1

______ ____ _______________________ _____ 1

PerspectivesmdashSix Areas Required

Students will satisfy each of the six areas by taking or waiving a

course or through an approved experience Individual courses may

be approved to satisfy more than one Perspective but no single

course may satisfy more than two Perspective areas

Vocal Music 62

1 Artsc ____________________________ _____ _____

2 Social Science ___________________ _____ _____

3 Western History __________________ _____ _____

4 Religion ________________________ _____ _____

5 Afr Amer Appal Womenrsquos _________ _____ _____

6 International (two courses either in area 6A or area 6B)

A) Same Non-English Language _________ _____ _____

Same Non-English Language _________ _____ _____

(one course may be waived by placement exam)

OR

B) World Culture (Non-western) _______ _____ _____

World Culture (Westernnon-western)____ _____ _____

Active Learning Experience (ALE)

An approved experience taken for credit or as noncredit

______ ____ _______________________ _____ _____

aMay be waived on basis of test scores

bTransfer students might waive GSTR 110 if they took

College Composition as a degree-seeking student at another

college AND earned a grade of B or higher

MAJOR COURSES

Core Courses Term Credit

Theory Skills

MUS 220 Materials of Music I _____ 5

MUS 221 Aural Harmony I _____ 5

MUS 222 Materials of Music II _____ 5

MUS 223 Aural Harmony II _____ 5

MUS 320 Materials of Music III _____ 5

MUS 322 Materials of Music IV _____ 5

MUS 321 Aural amp Kybd Har III _____ 5

MUS 323 Aural amp Keyboard Har IV _____ 5

History and Literature

MUS 115 Intro to Music Literature _____ 1

MUS 330 Music History I _____ 1

MUS 331 Music History II _____ 1

Applied Music (major instrument and keyboard)mdasha minimum of

four (4) course credits required must meet the repertoire

Level 6 proficiency requirements in each instrument

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

Vocal Music 63

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MUS 100 Class Piano (optional) _____ 25

MUS 102 Class Recorder (optional) _____ 25

MUS 103 Class Voice (optional) _____ 25

Participation in Concert Choir required for each term of

enrollment with the exception of the Student Teaching Term

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

cMusic Education students should take MUS 106 World Music

or other approved course that focuses on non-Western

music

(continued on next page)

BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)

Vocal Emphasis Concentration contrsquod

MUS 326 Vocal Methods _____ 1

MUS 335 MatMethods of Elem Music _____ 1

MUS 337 Conducting _____ 1

MUS 342 Vocal Pedagogy amp Diction _____ 1

Education Studies Courses (count outside the major)

EDS 150 Introduction to Education _____ 1

EDS 330 Extended School Experience _____ 1

EDS 349 Education and Culture in the United States _____ 1

EDS 355 Extended Field Experience Enriching World Visions

OR an approved MUS alternative _____ 1

Professional Terms (count outside the major)

EDS 481 Student Teaching Seminar _____ 1e

EDS 482 Student Teaching

Vocal Music 64

(P-12 5-12 8-12) _____ 3e

ELECTIVES (count in 20 credits outside the major

unless course is in the MUS rubric)

Dept amp No Title Term Credit

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the

Professional Term

1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument

2 Perform in a public or studio recital in both a keyboard and non-keyboard medium

3 Pass a keyboard proficiency examination

4 Pass a Level 2 sight-singing proficiency examination

Vocal Music 57

___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)

and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical

Education and Music an appropriate equivalent

___Submit a satisfactory Education Written Assessment which represents the candidate as an individual

who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos

Education Advisor to discuss the written assessment

___Submit the following required forms Application to TEP Health and Character Profile Student

Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards

Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that

commitment and three waivers

___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field

settings together with a genuine commitment to children to teaching and to learning

___Show no evidence or history of physical or psychological impairments that would preclude teaching

success no record of felonies or serious misdemeanors no history of nor existing problem with

substance abuse or chemical dependency

___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course

work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills

are essential considerations in the Education Studies Department recommendation)

___Attain clearance that the candidate is not on academic labor or social probation

___Receive a favorable recommendation from the Education Studies Department For students seeking

certification in Physical Education and Music a recommendation from those departments is also

required

Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and

the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications

Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide

by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and

grade point standing no less than the level required for admission to the Student Teaching Term that they

continue to acquire evidence of ongoing substantive experiences with children of the age for which they are

preparing to teach that they continue to evidence the values and commitments undergirding the Berea College

Teacher Education Program that they demonstrate continued growth in oral and written communication skills

and that they maintain physical and psychological health necessary for teaching success

Requirements for Admission to Student Teaching

Stage I Due at submission of portfolio in the eighth (8th

) term (spring semester)

___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP

Vocal Music 58

___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall

___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics

___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)

___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-

professional placement (To be placed in Education Portfolio)

___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the

secondary department c) the Berea College Labor and Student Life Office

___ Completion of application materials by the dates required

Stage II Must be completed prior to the start of the ninth (9th

) term (Student Teaching term)

___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester

___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test

___ Verification of a current medical examination including a negative tuberculosis test

___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)

Criteria for Recommendation for Certification

___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals

___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics

___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)

test required for certification certification test requirements are subject to change Before registering for any

PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at

wwwepsbkygov for current requirements

___ No grade lower than a B in any Student Teaching course

Vocal Music 59

___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards

___ Completion of application for certification and related materials

Statement of Contractual Agreement

I have discussed with my Education Advisor all of the prerequisites and conditions required for admission

to the Teacher Education Program at Berea College and for admission to the Student Teaching term I

understand the academic and professional experiences necessary for the recommendation for teaching

certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the

increasing complexity of the teaching profession today I fully understand the expectations for class work for

continuous and substantive experiences working with young people of the age I wish to teach and for the need

to develop in portfolio form satisfactory evidence of my developing abilities as a teacher

Candidates Signature_________________________________________________ Date________________

Education Advisors Signature_________________________________________ Date________________

Rev 111

CODE of ETHICS for KENTUCKY EDUCATORS

Education Professional Standards Board 2006

Section I Certified personnel in the Commonwealth

1 Shall strive toward excellence recognize the importance of the pursuit of truth nurture democratic citizenship

and safeguard the freedom to learn and to teach

2 Shall believe in the worth and dignity of each human being and in educational opportunities for all

3 Shall strive to uphold the responsibilities of the education profession including the following obligations to

students to parents and to the education profession

To STUDENTS

1 Shall provide students with professional education services in a non-discriminatory manner and in consonance

with accepted best practice known to the educator

2 Shall respect the constitutional rights of all students

3 Shall take reasonable measures to protect the health safety and emotional well-being of students

4 Shall not use professional relationships or authority with students for personal advantage

5 Shall keep in confidence information about students which has been obtained in the course of professional

service unless disclosure serves professional purposes or is required by law

6 Shall not knowingly make false or malicious statements about students or colleagues

7 Shall refrain from subjecting students to embarrassment or disparagement

Vocal Music 60

8 Shall not engage in any sexually related behavior with a student with or without consent but shall maintain a

professional approach with students Sexually related behavior shall include such behaviors as sexual jokes

sexual remarks sexual kidding or teasing sexual innuendo pressure for dates or sexual favors inappropriate

physical touching kissing or grabbing rape threats of physical harm and sexual assault

To PARENTS

1 Shall make reasonable effort to communicate to parentrsquos information which should be revealed in the interest

of the student

2 Shall endeavor to understand community cultures and diverse home environments of students

3 Shall not knowingly distort or misrepresent facts concerning educational issues

4 Shall distinguish between personal views and the views of the employing educational agency

5 Shall not interfere in the exercise of political and citizenship rights and responsibilities of others

6 Shall not use institutional privileges for private gain for the promotion of political candidates or for partisan

political activities

7 Shall not accept gratuities gifts or favors that might impair or appear to impair professional judgment nor

offer any such to obtain special advantage

To the EDUCATION PROFESSION

1 Shall exemplify behaviors which maintain the dignity and integrity of the profession

2 Shall accord just and equitable treatment to all members of the profession in the exercise of their professional

rights and responsibilities

3 Shall keep in confidence information acquired about colleagues in the course of employment unless disclosure

serves professional purposes or is required by law

4 Shall not use coercive means or give special treatment in order to influence professional decisions

5 Shall apply for accept offer or assign a position or responsibility only on the basis of professional preparation

and legal qualifications

6 Shall not knowingly falsify or misrepresent records of facts relating to hisher own qualifications or those of

other professionals

Signature_________________________________________________________

Date _________________

Vocal Music 61

BEREA COLLEGE

2010 ndash 2011 CURRICULUM GUIDE (as of 82010)

BA in MUSIC EDUCATION

VOCAL Certification-All Grades NOTE This guide is subject to change and represents actions approved by Faculty to date Please refer often to the

2009-2010 Online Catalog amp Student Handbook (wwwbereaeducataloghandbook) which will be updated with the

most current information

GENERAL EDUCATION PROGRAM

NOTE No single college course transferred into Berea

can meet more than one General Education requirement

Core Courses Term Credit

MAT 010 Prealgebraa _____ NC

MAT 011 Elementary Algebra Ia _____ NC

MAT 012 Elementary Algebra IIa _____ NC

GSTR 110 Writing Sem I Critical Thinking in

the Liberal Artsb

_____ ___

GSTR 210 Writing Sem II Identity and Diversity

in the United States _____ 1

GSTR 310 Understandings of Christianity _____ 1

GSTR 410 Sr Sem in Cont Global Issues _____ 1

Scientific Knowledge and Inquiry

GSTR 332 Scientific Knowledge amp Inquiry _____ ___

OR

Two approved science courses one of which must be an

approved lab course At this time only the following courses

have been approved to meet this alternative (all of which meet

the lab course stipulation) ANR 110 130 BIO 100

BIO 101 110 CHM 113 131 134 PHY 111 217 or 315

______ ____ _______________________ _____ ___

______ ____ _______________________ _____ ___

Lifetime Health amp Fitness PEH 100 amp Phys Activity

PEH 100 Introduction to Lifetime Wellness _____ 50

(if swimming proficiency test not passed take PED 200)

PED 2___ _________________________ _____ 25

PED 2___ _________________________ _____ 25

Practical Reasoning Across the Curriculum (PR amp PRQ)

Two coursesmdashat least one firmly grounded in math or statistics

(PRQ) the other can be an approved practical reasoning (PR) course

or another PRQ course

______ ____ _______________________ _____ 1

______ ____ _______________________ _____ 1

PerspectivesmdashSix Areas Required

Students will satisfy each of the six areas by taking or waiving a

course or through an approved experience Individual courses may

be approved to satisfy more than one Perspective but no single

course may satisfy more than two Perspective areas

Vocal Music 62

1 Artsc ____________________________ _____ _____

2 Social Science ___________________ _____ _____

3 Western History __________________ _____ _____

4 Religion ________________________ _____ _____

5 Afr Amer Appal Womenrsquos _________ _____ _____

6 International (two courses either in area 6A or area 6B)

A) Same Non-English Language _________ _____ _____

Same Non-English Language _________ _____ _____

(one course may be waived by placement exam)

OR

B) World Culture (Non-western) _______ _____ _____

World Culture (Westernnon-western)____ _____ _____

Active Learning Experience (ALE)

An approved experience taken for credit or as noncredit

______ ____ _______________________ _____ _____

aMay be waived on basis of test scores

bTransfer students might waive GSTR 110 if they took

College Composition as a degree-seeking student at another

college AND earned a grade of B or higher

MAJOR COURSES

Core Courses Term Credit

Theory Skills

MUS 220 Materials of Music I _____ 5

MUS 221 Aural Harmony I _____ 5

MUS 222 Materials of Music II _____ 5

MUS 223 Aural Harmony II _____ 5

MUS 320 Materials of Music III _____ 5

MUS 322 Materials of Music IV _____ 5

MUS 321 Aural amp Kybd Har III _____ 5

MUS 323 Aural amp Keyboard Har IV _____ 5

History and Literature

MUS 115 Intro to Music Literature _____ 1

MUS 330 Music History I _____ 1

MUS 331 Music History II _____ 1

Applied Music (major instrument and keyboard)mdasha minimum of

four (4) course credits required must meet the repertoire

Level 6 proficiency requirements in each instrument

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

Vocal Music 63

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MUS 100 Class Piano (optional) _____ 25

MUS 102 Class Recorder (optional) _____ 25

MUS 103 Class Voice (optional) _____ 25

Participation in Concert Choir required for each term of

enrollment with the exception of the Student Teaching Term

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

cMusic Education students should take MUS 106 World Music

or other approved course that focuses on non-Western

music

(continued on next page)

BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)

Vocal Emphasis Concentration contrsquod

MUS 326 Vocal Methods _____ 1

MUS 335 MatMethods of Elem Music _____ 1

MUS 337 Conducting _____ 1

MUS 342 Vocal Pedagogy amp Diction _____ 1

Education Studies Courses (count outside the major)

EDS 150 Introduction to Education _____ 1

EDS 330 Extended School Experience _____ 1

EDS 349 Education and Culture in the United States _____ 1

EDS 355 Extended Field Experience Enriching World Visions

OR an approved MUS alternative _____ 1

Professional Terms (count outside the major)

EDS 481 Student Teaching Seminar _____ 1e

EDS 482 Student Teaching

Vocal Music 64

(P-12 5-12 8-12) _____ 3e

ELECTIVES (count in 20 credits outside the major

unless course is in the MUS rubric)

Dept amp No Title Term Credit

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the

Professional Term

1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument

2 Perform in a public or studio recital in both a keyboard and non-keyboard medium

3 Pass a keyboard proficiency examination

4 Pass a Level 2 sight-singing proficiency examination

Vocal Music 58

___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall

___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics

___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)

___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-

professional placement (To be placed in Education Portfolio)

___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the

secondary department c) the Berea College Labor and Student Life Office

___ Completion of application materials by the dates required

Stage II Must be completed prior to the start of the ninth (9th

) term (Student Teaching term)

___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester

___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test

___ Verification of a current medical examination including a negative tuberculosis test

___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)

Criteria for Recommendation for Certification

___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals

___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics

___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)

test required for certification certification test requirements are subject to change Before registering for any

PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at

wwwepsbkygov for current requirements

___ No grade lower than a B in any Student Teaching course

Vocal Music 59

___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards

___ Completion of application for certification and related materials

Statement of Contractual Agreement

I have discussed with my Education Advisor all of the prerequisites and conditions required for admission

to the Teacher Education Program at Berea College and for admission to the Student Teaching term I

understand the academic and professional experiences necessary for the recommendation for teaching

certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the

increasing complexity of the teaching profession today I fully understand the expectations for class work for

continuous and substantive experiences working with young people of the age I wish to teach and for the need

to develop in portfolio form satisfactory evidence of my developing abilities as a teacher

Candidates Signature_________________________________________________ Date________________

Education Advisors Signature_________________________________________ Date________________

Rev 111

CODE of ETHICS for KENTUCKY EDUCATORS

Education Professional Standards Board 2006

Section I Certified personnel in the Commonwealth

1 Shall strive toward excellence recognize the importance of the pursuit of truth nurture democratic citizenship

and safeguard the freedom to learn and to teach

2 Shall believe in the worth and dignity of each human being and in educational opportunities for all

3 Shall strive to uphold the responsibilities of the education profession including the following obligations to

students to parents and to the education profession

To STUDENTS

1 Shall provide students with professional education services in a non-discriminatory manner and in consonance

with accepted best practice known to the educator

2 Shall respect the constitutional rights of all students

3 Shall take reasonable measures to protect the health safety and emotional well-being of students

4 Shall not use professional relationships or authority with students for personal advantage

5 Shall keep in confidence information about students which has been obtained in the course of professional

service unless disclosure serves professional purposes or is required by law

6 Shall not knowingly make false or malicious statements about students or colleagues

7 Shall refrain from subjecting students to embarrassment or disparagement

Vocal Music 60

8 Shall not engage in any sexually related behavior with a student with or without consent but shall maintain a

professional approach with students Sexually related behavior shall include such behaviors as sexual jokes

sexual remarks sexual kidding or teasing sexual innuendo pressure for dates or sexual favors inappropriate

physical touching kissing or grabbing rape threats of physical harm and sexual assault

To PARENTS

1 Shall make reasonable effort to communicate to parentrsquos information which should be revealed in the interest

of the student

2 Shall endeavor to understand community cultures and diverse home environments of students

3 Shall not knowingly distort or misrepresent facts concerning educational issues

4 Shall distinguish between personal views and the views of the employing educational agency

5 Shall not interfere in the exercise of political and citizenship rights and responsibilities of others

6 Shall not use institutional privileges for private gain for the promotion of political candidates or for partisan

political activities

7 Shall not accept gratuities gifts or favors that might impair or appear to impair professional judgment nor

offer any such to obtain special advantage

To the EDUCATION PROFESSION

1 Shall exemplify behaviors which maintain the dignity and integrity of the profession

2 Shall accord just and equitable treatment to all members of the profession in the exercise of their professional

rights and responsibilities

3 Shall keep in confidence information acquired about colleagues in the course of employment unless disclosure

serves professional purposes or is required by law

4 Shall not use coercive means or give special treatment in order to influence professional decisions

5 Shall apply for accept offer or assign a position or responsibility only on the basis of professional preparation

and legal qualifications

6 Shall not knowingly falsify or misrepresent records of facts relating to hisher own qualifications or those of

other professionals

Signature_________________________________________________________

Date _________________

Vocal Music 61

BEREA COLLEGE

2010 ndash 2011 CURRICULUM GUIDE (as of 82010)

BA in MUSIC EDUCATION

VOCAL Certification-All Grades NOTE This guide is subject to change and represents actions approved by Faculty to date Please refer often to the

2009-2010 Online Catalog amp Student Handbook (wwwbereaeducataloghandbook) which will be updated with the

most current information

GENERAL EDUCATION PROGRAM

NOTE No single college course transferred into Berea

can meet more than one General Education requirement

Core Courses Term Credit

MAT 010 Prealgebraa _____ NC

MAT 011 Elementary Algebra Ia _____ NC

MAT 012 Elementary Algebra IIa _____ NC

GSTR 110 Writing Sem I Critical Thinking in

the Liberal Artsb

_____ ___

GSTR 210 Writing Sem II Identity and Diversity

in the United States _____ 1

GSTR 310 Understandings of Christianity _____ 1

GSTR 410 Sr Sem in Cont Global Issues _____ 1

Scientific Knowledge and Inquiry

GSTR 332 Scientific Knowledge amp Inquiry _____ ___

OR

Two approved science courses one of which must be an

approved lab course At this time only the following courses

have been approved to meet this alternative (all of which meet

the lab course stipulation) ANR 110 130 BIO 100

BIO 101 110 CHM 113 131 134 PHY 111 217 or 315

______ ____ _______________________ _____ ___

______ ____ _______________________ _____ ___

Lifetime Health amp Fitness PEH 100 amp Phys Activity

PEH 100 Introduction to Lifetime Wellness _____ 50

(if swimming proficiency test not passed take PED 200)

PED 2___ _________________________ _____ 25

PED 2___ _________________________ _____ 25

Practical Reasoning Across the Curriculum (PR amp PRQ)

Two coursesmdashat least one firmly grounded in math or statistics

(PRQ) the other can be an approved practical reasoning (PR) course

or another PRQ course

______ ____ _______________________ _____ 1

______ ____ _______________________ _____ 1

PerspectivesmdashSix Areas Required

Students will satisfy each of the six areas by taking or waiving a

course or through an approved experience Individual courses may

be approved to satisfy more than one Perspective but no single

course may satisfy more than two Perspective areas

Vocal Music 62

1 Artsc ____________________________ _____ _____

2 Social Science ___________________ _____ _____

3 Western History __________________ _____ _____

4 Religion ________________________ _____ _____

5 Afr Amer Appal Womenrsquos _________ _____ _____

6 International (two courses either in area 6A or area 6B)

A) Same Non-English Language _________ _____ _____

Same Non-English Language _________ _____ _____

(one course may be waived by placement exam)

OR

B) World Culture (Non-western) _______ _____ _____

World Culture (Westernnon-western)____ _____ _____

Active Learning Experience (ALE)

An approved experience taken for credit or as noncredit

______ ____ _______________________ _____ _____

aMay be waived on basis of test scores

bTransfer students might waive GSTR 110 if they took

College Composition as a degree-seeking student at another

college AND earned a grade of B or higher

MAJOR COURSES

Core Courses Term Credit

Theory Skills

MUS 220 Materials of Music I _____ 5

MUS 221 Aural Harmony I _____ 5

MUS 222 Materials of Music II _____ 5

MUS 223 Aural Harmony II _____ 5

MUS 320 Materials of Music III _____ 5

MUS 322 Materials of Music IV _____ 5

MUS 321 Aural amp Kybd Har III _____ 5

MUS 323 Aural amp Keyboard Har IV _____ 5

History and Literature

MUS 115 Intro to Music Literature _____ 1

MUS 330 Music History I _____ 1

MUS 331 Music History II _____ 1

Applied Music (major instrument and keyboard)mdasha minimum of

four (4) course credits required must meet the repertoire

Level 6 proficiency requirements in each instrument

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

Vocal Music 63

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MUS 100 Class Piano (optional) _____ 25

MUS 102 Class Recorder (optional) _____ 25

MUS 103 Class Voice (optional) _____ 25

Participation in Concert Choir required for each term of

enrollment with the exception of the Student Teaching Term

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

cMusic Education students should take MUS 106 World Music

or other approved course that focuses on non-Western

music

(continued on next page)

BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)

Vocal Emphasis Concentration contrsquod

MUS 326 Vocal Methods _____ 1

MUS 335 MatMethods of Elem Music _____ 1

MUS 337 Conducting _____ 1

MUS 342 Vocal Pedagogy amp Diction _____ 1

Education Studies Courses (count outside the major)

EDS 150 Introduction to Education _____ 1

EDS 330 Extended School Experience _____ 1

EDS 349 Education and Culture in the United States _____ 1

EDS 355 Extended Field Experience Enriching World Visions

OR an approved MUS alternative _____ 1

Professional Terms (count outside the major)

EDS 481 Student Teaching Seminar _____ 1e

EDS 482 Student Teaching

Vocal Music 64

(P-12 5-12 8-12) _____ 3e

ELECTIVES (count in 20 credits outside the major

unless course is in the MUS rubric)

Dept amp No Title Term Credit

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the

Professional Term

1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument

2 Perform in a public or studio recital in both a keyboard and non-keyboard medium

3 Pass a keyboard proficiency examination

4 Pass a Level 2 sight-singing proficiency examination

Vocal Music 59

___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards

___ Completion of application for certification and related materials

Statement of Contractual Agreement

I have discussed with my Education Advisor all of the prerequisites and conditions required for admission

to the Teacher Education Program at Berea College and for admission to the Student Teaching term I

understand the academic and professional experiences necessary for the recommendation for teaching

certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the

increasing complexity of the teaching profession today I fully understand the expectations for class work for

continuous and substantive experiences working with young people of the age I wish to teach and for the need

to develop in portfolio form satisfactory evidence of my developing abilities as a teacher

Candidates Signature_________________________________________________ Date________________

Education Advisors Signature_________________________________________ Date________________

Rev 111

CODE of ETHICS for KENTUCKY EDUCATORS

Education Professional Standards Board 2006

Section I Certified personnel in the Commonwealth

1 Shall strive toward excellence recognize the importance of the pursuit of truth nurture democratic citizenship

and safeguard the freedom to learn and to teach

2 Shall believe in the worth and dignity of each human being and in educational opportunities for all

3 Shall strive to uphold the responsibilities of the education profession including the following obligations to

students to parents and to the education profession

To STUDENTS

1 Shall provide students with professional education services in a non-discriminatory manner and in consonance

with accepted best practice known to the educator

2 Shall respect the constitutional rights of all students

3 Shall take reasonable measures to protect the health safety and emotional well-being of students

4 Shall not use professional relationships or authority with students for personal advantage

5 Shall keep in confidence information about students which has been obtained in the course of professional

service unless disclosure serves professional purposes or is required by law

6 Shall not knowingly make false or malicious statements about students or colleagues

7 Shall refrain from subjecting students to embarrassment or disparagement

Vocal Music 60

8 Shall not engage in any sexually related behavior with a student with or without consent but shall maintain a

professional approach with students Sexually related behavior shall include such behaviors as sexual jokes

sexual remarks sexual kidding or teasing sexual innuendo pressure for dates or sexual favors inappropriate

physical touching kissing or grabbing rape threats of physical harm and sexual assault

To PARENTS

1 Shall make reasonable effort to communicate to parentrsquos information which should be revealed in the interest

of the student

2 Shall endeavor to understand community cultures and diverse home environments of students

3 Shall not knowingly distort or misrepresent facts concerning educational issues

4 Shall distinguish between personal views and the views of the employing educational agency

5 Shall not interfere in the exercise of political and citizenship rights and responsibilities of others

6 Shall not use institutional privileges for private gain for the promotion of political candidates or for partisan

political activities

7 Shall not accept gratuities gifts or favors that might impair or appear to impair professional judgment nor

offer any such to obtain special advantage

To the EDUCATION PROFESSION

1 Shall exemplify behaviors which maintain the dignity and integrity of the profession

2 Shall accord just and equitable treatment to all members of the profession in the exercise of their professional

rights and responsibilities

3 Shall keep in confidence information acquired about colleagues in the course of employment unless disclosure

serves professional purposes or is required by law

4 Shall not use coercive means or give special treatment in order to influence professional decisions

5 Shall apply for accept offer or assign a position or responsibility only on the basis of professional preparation

and legal qualifications

6 Shall not knowingly falsify or misrepresent records of facts relating to hisher own qualifications or those of

other professionals

Signature_________________________________________________________

Date _________________

Vocal Music 61

BEREA COLLEGE

2010 ndash 2011 CURRICULUM GUIDE (as of 82010)

BA in MUSIC EDUCATION

VOCAL Certification-All Grades NOTE This guide is subject to change and represents actions approved by Faculty to date Please refer often to the

2009-2010 Online Catalog amp Student Handbook (wwwbereaeducataloghandbook) which will be updated with the

most current information

GENERAL EDUCATION PROGRAM

NOTE No single college course transferred into Berea

can meet more than one General Education requirement

Core Courses Term Credit

MAT 010 Prealgebraa _____ NC

MAT 011 Elementary Algebra Ia _____ NC

MAT 012 Elementary Algebra IIa _____ NC

GSTR 110 Writing Sem I Critical Thinking in

the Liberal Artsb

_____ ___

GSTR 210 Writing Sem II Identity and Diversity

in the United States _____ 1

GSTR 310 Understandings of Christianity _____ 1

GSTR 410 Sr Sem in Cont Global Issues _____ 1

Scientific Knowledge and Inquiry

GSTR 332 Scientific Knowledge amp Inquiry _____ ___

OR

Two approved science courses one of which must be an

approved lab course At this time only the following courses

have been approved to meet this alternative (all of which meet

the lab course stipulation) ANR 110 130 BIO 100

BIO 101 110 CHM 113 131 134 PHY 111 217 or 315

______ ____ _______________________ _____ ___

______ ____ _______________________ _____ ___

Lifetime Health amp Fitness PEH 100 amp Phys Activity

PEH 100 Introduction to Lifetime Wellness _____ 50

(if swimming proficiency test not passed take PED 200)

PED 2___ _________________________ _____ 25

PED 2___ _________________________ _____ 25

Practical Reasoning Across the Curriculum (PR amp PRQ)

Two coursesmdashat least one firmly grounded in math or statistics

(PRQ) the other can be an approved practical reasoning (PR) course

or another PRQ course

______ ____ _______________________ _____ 1

______ ____ _______________________ _____ 1

PerspectivesmdashSix Areas Required

Students will satisfy each of the six areas by taking or waiving a

course or through an approved experience Individual courses may

be approved to satisfy more than one Perspective but no single

course may satisfy more than two Perspective areas

Vocal Music 62

1 Artsc ____________________________ _____ _____

2 Social Science ___________________ _____ _____

3 Western History __________________ _____ _____

4 Religion ________________________ _____ _____

5 Afr Amer Appal Womenrsquos _________ _____ _____

6 International (two courses either in area 6A or area 6B)

A) Same Non-English Language _________ _____ _____

Same Non-English Language _________ _____ _____

(one course may be waived by placement exam)

OR

B) World Culture (Non-western) _______ _____ _____

World Culture (Westernnon-western)____ _____ _____

Active Learning Experience (ALE)

An approved experience taken for credit or as noncredit

______ ____ _______________________ _____ _____

aMay be waived on basis of test scores

bTransfer students might waive GSTR 110 if they took

College Composition as a degree-seeking student at another

college AND earned a grade of B or higher

MAJOR COURSES

Core Courses Term Credit

Theory Skills

MUS 220 Materials of Music I _____ 5

MUS 221 Aural Harmony I _____ 5

MUS 222 Materials of Music II _____ 5

MUS 223 Aural Harmony II _____ 5

MUS 320 Materials of Music III _____ 5

MUS 322 Materials of Music IV _____ 5

MUS 321 Aural amp Kybd Har III _____ 5

MUS 323 Aural amp Keyboard Har IV _____ 5

History and Literature

MUS 115 Intro to Music Literature _____ 1

MUS 330 Music History I _____ 1

MUS 331 Music History II _____ 1

Applied Music (major instrument and keyboard)mdasha minimum of

four (4) course credits required must meet the repertoire

Level 6 proficiency requirements in each instrument

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

Vocal Music 63

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MUS 100 Class Piano (optional) _____ 25

MUS 102 Class Recorder (optional) _____ 25

MUS 103 Class Voice (optional) _____ 25

Participation in Concert Choir required for each term of

enrollment with the exception of the Student Teaching Term

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

cMusic Education students should take MUS 106 World Music

or other approved course that focuses on non-Western

music

(continued on next page)

BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)

Vocal Emphasis Concentration contrsquod

MUS 326 Vocal Methods _____ 1

MUS 335 MatMethods of Elem Music _____ 1

MUS 337 Conducting _____ 1

MUS 342 Vocal Pedagogy amp Diction _____ 1

Education Studies Courses (count outside the major)

EDS 150 Introduction to Education _____ 1

EDS 330 Extended School Experience _____ 1

EDS 349 Education and Culture in the United States _____ 1

EDS 355 Extended Field Experience Enriching World Visions

OR an approved MUS alternative _____ 1

Professional Terms (count outside the major)

EDS 481 Student Teaching Seminar _____ 1e

EDS 482 Student Teaching

Vocal Music 64

(P-12 5-12 8-12) _____ 3e

ELECTIVES (count in 20 credits outside the major

unless course is in the MUS rubric)

Dept amp No Title Term Credit

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the

Professional Term

1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument

2 Perform in a public or studio recital in both a keyboard and non-keyboard medium

3 Pass a keyboard proficiency examination

4 Pass a Level 2 sight-singing proficiency examination

Vocal Music 60

8 Shall not engage in any sexually related behavior with a student with or without consent but shall maintain a

professional approach with students Sexually related behavior shall include such behaviors as sexual jokes

sexual remarks sexual kidding or teasing sexual innuendo pressure for dates or sexual favors inappropriate

physical touching kissing or grabbing rape threats of physical harm and sexual assault

To PARENTS

1 Shall make reasonable effort to communicate to parentrsquos information which should be revealed in the interest

of the student

2 Shall endeavor to understand community cultures and diverse home environments of students

3 Shall not knowingly distort or misrepresent facts concerning educational issues

4 Shall distinguish between personal views and the views of the employing educational agency

5 Shall not interfere in the exercise of political and citizenship rights and responsibilities of others

6 Shall not use institutional privileges for private gain for the promotion of political candidates or for partisan

political activities

7 Shall not accept gratuities gifts or favors that might impair or appear to impair professional judgment nor

offer any such to obtain special advantage

To the EDUCATION PROFESSION

1 Shall exemplify behaviors which maintain the dignity and integrity of the profession

2 Shall accord just and equitable treatment to all members of the profession in the exercise of their professional

rights and responsibilities

3 Shall keep in confidence information acquired about colleagues in the course of employment unless disclosure

serves professional purposes or is required by law

4 Shall not use coercive means or give special treatment in order to influence professional decisions

5 Shall apply for accept offer or assign a position or responsibility only on the basis of professional preparation

and legal qualifications

6 Shall not knowingly falsify or misrepresent records of facts relating to hisher own qualifications or those of

other professionals

Signature_________________________________________________________

Date _________________

Vocal Music 61

BEREA COLLEGE

2010 ndash 2011 CURRICULUM GUIDE (as of 82010)

BA in MUSIC EDUCATION

VOCAL Certification-All Grades NOTE This guide is subject to change and represents actions approved by Faculty to date Please refer often to the

2009-2010 Online Catalog amp Student Handbook (wwwbereaeducataloghandbook) which will be updated with the

most current information

GENERAL EDUCATION PROGRAM

NOTE No single college course transferred into Berea

can meet more than one General Education requirement

Core Courses Term Credit

MAT 010 Prealgebraa _____ NC

MAT 011 Elementary Algebra Ia _____ NC

MAT 012 Elementary Algebra IIa _____ NC

GSTR 110 Writing Sem I Critical Thinking in

the Liberal Artsb

_____ ___

GSTR 210 Writing Sem II Identity and Diversity

in the United States _____ 1

GSTR 310 Understandings of Christianity _____ 1

GSTR 410 Sr Sem in Cont Global Issues _____ 1

Scientific Knowledge and Inquiry

GSTR 332 Scientific Knowledge amp Inquiry _____ ___

OR

Two approved science courses one of which must be an

approved lab course At this time only the following courses

have been approved to meet this alternative (all of which meet

the lab course stipulation) ANR 110 130 BIO 100

BIO 101 110 CHM 113 131 134 PHY 111 217 or 315

______ ____ _______________________ _____ ___

______ ____ _______________________ _____ ___

Lifetime Health amp Fitness PEH 100 amp Phys Activity

PEH 100 Introduction to Lifetime Wellness _____ 50

(if swimming proficiency test not passed take PED 200)

PED 2___ _________________________ _____ 25

PED 2___ _________________________ _____ 25

Practical Reasoning Across the Curriculum (PR amp PRQ)

Two coursesmdashat least one firmly grounded in math or statistics

(PRQ) the other can be an approved practical reasoning (PR) course

or another PRQ course

______ ____ _______________________ _____ 1

______ ____ _______________________ _____ 1

PerspectivesmdashSix Areas Required

Students will satisfy each of the six areas by taking or waiving a

course or through an approved experience Individual courses may

be approved to satisfy more than one Perspective but no single

course may satisfy more than two Perspective areas

Vocal Music 62

1 Artsc ____________________________ _____ _____

2 Social Science ___________________ _____ _____

3 Western History __________________ _____ _____

4 Religion ________________________ _____ _____

5 Afr Amer Appal Womenrsquos _________ _____ _____

6 International (two courses either in area 6A or area 6B)

A) Same Non-English Language _________ _____ _____

Same Non-English Language _________ _____ _____

(one course may be waived by placement exam)

OR

B) World Culture (Non-western) _______ _____ _____

World Culture (Westernnon-western)____ _____ _____

Active Learning Experience (ALE)

An approved experience taken for credit or as noncredit

______ ____ _______________________ _____ _____

aMay be waived on basis of test scores

bTransfer students might waive GSTR 110 if they took

College Composition as a degree-seeking student at another

college AND earned a grade of B or higher

MAJOR COURSES

Core Courses Term Credit

Theory Skills

MUS 220 Materials of Music I _____ 5

MUS 221 Aural Harmony I _____ 5

MUS 222 Materials of Music II _____ 5

MUS 223 Aural Harmony II _____ 5

MUS 320 Materials of Music III _____ 5

MUS 322 Materials of Music IV _____ 5

MUS 321 Aural amp Kybd Har III _____ 5

MUS 323 Aural amp Keyboard Har IV _____ 5

History and Literature

MUS 115 Intro to Music Literature _____ 1

MUS 330 Music History I _____ 1

MUS 331 Music History II _____ 1

Applied Music (major instrument and keyboard)mdasha minimum of

four (4) course credits required must meet the repertoire

Level 6 proficiency requirements in each instrument

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

Vocal Music 63

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MUS 100 Class Piano (optional) _____ 25

MUS 102 Class Recorder (optional) _____ 25

MUS 103 Class Voice (optional) _____ 25

Participation in Concert Choir required for each term of

enrollment with the exception of the Student Teaching Term

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

cMusic Education students should take MUS 106 World Music

or other approved course that focuses on non-Western

music

(continued on next page)

BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)

Vocal Emphasis Concentration contrsquod

MUS 326 Vocal Methods _____ 1

MUS 335 MatMethods of Elem Music _____ 1

MUS 337 Conducting _____ 1

MUS 342 Vocal Pedagogy amp Diction _____ 1

Education Studies Courses (count outside the major)

EDS 150 Introduction to Education _____ 1

EDS 330 Extended School Experience _____ 1

EDS 349 Education and Culture in the United States _____ 1

EDS 355 Extended Field Experience Enriching World Visions

OR an approved MUS alternative _____ 1

Professional Terms (count outside the major)

EDS 481 Student Teaching Seminar _____ 1e

EDS 482 Student Teaching

Vocal Music 64

(P-12 5-12 8-12) _____ 3e

ELECTIVES (count in 20 credits outside the major

unless course is in the MUS rubric)

Dept amp No Title Term Credit

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the

Professional Term

1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument

2 Perform in a public or studio recital in both a keyboard and non-keyboard medium

3 Pass a keyboard proficiency examination

4 Pass a Level 2 sight-singing proficiency examination

Vocal Music 61

BEREA COLLEGE

2010 ndash 2011 CURRICULUM GUIDE (as of 82010)

BA in MUSIC EDUCATION

VOCAL Certification-All Grades NOTE This guide is subject to change and represents actions approved by Faculty to date Please refer often to the

2009-2010 Online Catalog amp Student Handbook (wwwbereaeducataloghandbook) which will be updated with the

most current information

GENERAL EDUCATION PROGRAM

NOTE No single college course transferred into Berea

can meet more than one General Education requirement

Core Courses Term Credit

MAT 010 Prealgebraa _____ NC

MAT 011 Elementary Algebra Ia _____ NC

MAT 012 Elementary Algebra IIa _____ NC

GSTR 110 Writing Sem I Critical Thinking in

the Liberal Artsb

_____ ___

GSTR 210 Writing Sem II Identity and Diversity

in the United States _____ 1

GSTR 310 Understandings of Christianity _____ 1

GSTR 410 Sr Sem in Cont Global Issues _____ 1

Scientific Knowledge and Inquiry

GSTR 332 Scientific Knowledge amp Inquiry _____ ___

OR

Two approved science courses one of which must be an

approved lab course At this time only the following courses

have been approved to meet this alternative (all of which meet

the lab course stipulation) ANR 110 130 BIO 100

BIO 101 110 CHM 113 131 134 PHY 111 217 or 315

______ ____ _______________________ _____ ___

______ ____ _______________________ _____ ___

Lifetime Health amp Fitness PEH 100 amp Phys Activity

PEH 100 Introduction to Lifetime Wellness _____ 50

(if swimming proficiency test not passed take PED 200)

PED 2___ _________________________ _____ 25

PED 2___ _________________________ _____ 25

Practical Reasoning Across the Curriculum (PR amp PRQ)

Two coursesmdashat least one firmly grounded in math or statistics

(PRQ) the other can be an approved practical reasoning (PR) course

or another PRQ course

______ ____ _______________________ _____ 1

______ ____ _______________________ _____ 1

PerspectivesmdashSix Areas Required

Students will satisfy each of the six areas by taking or waiving a

course or through an approved experience Individual courses may

be approved to satisfy more than one Perspective but no single

course may satisfy more than two Perspective areas

Vocal Music 62

1 Artsc ____________________________ _____ _____

2 Social Science ___________________ _____ _____

3 Western History __________________ _____ _____

4 Religion ________________________ _____ _____

5 Afr Amer Appal Womenrsquos _________ _____ _____

6 International (two courses either in area 6A or area 6B)

A) Same Non-English Language _________ _____ _____

Same Non-English Language _________ _____ _____

(one course may be waived by placement exam)

OR

B) World Culture (Non-western) _______ _____ _____

World Culture (Westernnon-western)____ _____ _____

Active Learning Experience (ALE)

An approved experience taken for credit or as noncredit

______ ____ _______________________ _____ _____

aMay be waived on basis of test scores

bTransfer students might waive GSTR 110 if they took

College Composition as a degree-seeking student at another

college AND earned a grade of B or higher

MAJOR COURSES

Core Courses Term Credit

Theory Skills

MUS 220 Materials of Music I _____ 5

MUS 221 Aural Harmony I _____ 5

MUS 222 Materials of Music II _____ 5

MUS 223 Aural Harmony II _____ 5

MUS 320 Materials of Music III _____ 5

MUS 322 Materials of Music IV _____ 5

MUS 321 Aural amp Kybd Har III _____ 5

MUS 323 Aural amp Keyboard Har IV _____ 5

History and Literature

MUS 115 Intro to Music Literature _____ 1

MUS 330 Music History I _____ 1

MUS 331 Music History II _____ 1

Applied Music (major instrument and keyboard)mdasha minimum of

four (4) course credits required must meet the repertoire

Level 6 proficiency requirements in each instrument

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

Vocal Music 63

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MUS 100 Class Piano (optional) _____ 25

MUS 102 Class Recorder (optional) _____ 25

MUS 103 Class Voice (optional) _____ 25

Participation in Concert Choir required for each term of

enrollment with the exception of the Student Teaching Term

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

cMusic Education students should take MUS 106 World Music

or other approved course that focuses on non-Western

music

(continued on next page)

BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)

Vocal Emphasis Concentration contrsquod

MUS 326 Vocal Methods _____ 1

MUS 335 MatMethods of Elem Music _____ 1

MUS 337 Conducting _____ 1

MUS 342 Vocal Pedagogy amp Diction _____ 1

Education Studies Courses (count outside the major)

EDS 150 Introduction to Education _____ 1

EDS 330 Extended School Experience _____ 1

EDS 349 Education and Culture in the United States _____ 1

EDS 355 Extended Field Experience Enriching World Visions

OR an approved MUS alternative _____ 1

Professional Terms (count outside the major)

EDS 481 Student Teaching Seminar _____ 1e

EDS 482 Student Teaching

Vocal Music 64

(P-12 5-12 8-12) _____ 3e

ELECTIVES (count in 20 credits outside the major

unless course is in the MUS rubric)

Dept amp No Title Term Credit

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the

Professional Term

1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument

2 Perform in a public or studio recital in both a keyboard and non-keyboard medium

3 Pass a keyboard proficiency examination

4 Pass a Level 2 sight-singing proficiency examination

Vocal Music 62

1 Artsc ____________________________ _____ _____

2 Social Science ___________________ _____ _____

3 Western History __________________ _____ _____

4 Religion ________________________ _____ _____

5 Afr Amer Appal Womenrsquos _________ _____ _____

6 International (two courses either in area 6A or area 6B)

A) Same Non-English Language _________ _____ _____

Same Non-English Language _________ _____ _____

(one course may be waived by placement exam)

OR

B) World Culture (Non-western) _______ _____ _____

World Culture (Westernnon-western)____ _____ _____

Active Learning Experience (ALE)

An approved experience taken for credit or as noncredit

______ ____ _______________________ _____ _____

aMay be waived on basis of test scores

bTransfer students might waive GSTR 110 if they took

College Composition as a degree-seeking student at another

college AND earned a grade of B or higher

MAJOR COURSES

Core Courses Term Credit

Theory Skills

MUS 220 Materials of Music I _____ 5

MUS 221 Aural Harmony I _____ 5

MUS 222 Materials of Music II _____ 5

MUS 223 Aural Harmony II _____ 5

MUS 320 Materials of Music III _____ 5

MUS 322 Materials of Music IV _____ 5

MUS 321 Aural amp Kybd Har III _____ 5

MUS 323 Aural amp Keyboard Har IV _____ 5

History and Literature

MUS 115 Intro to Music Literature _____ 1

MUS 330 Music History I _____ 1

MUS 331 Music History II _____ 1

Applied Music (major instrument and keyboard)mdasha minimum of

four (4) course credits required must meet the repertoire

Level 6 proficiency requirements in each instrument

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

Vocal Music 63

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MUS 100 Class Piano (optional) _____ 25

MUS 102 Class Recorder (optional) _____ 25

MUS 103 Class Voice (optional) _____ 25

Participation in Concert Choir required for each term of

enrollment with the exception of the Student Teaching Term

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

cMusic Education students should take MUS 106 World Music

or other approved course that focuses on non-Western

music

(continued on next page)

BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)

Vocal Emphasis Concentration contrsquod

MUS 326 Vocal Methods _____ 1

MUS 335 MatMethods of Elem Music _____ 1

MUS 337 Conducting _____ 1

MUS 342 Vocal Pedagogy amp Diction _____ 1

Education Studies Courses (count outside the major)

EDS 150 Introduction to Education _____ 1

EDS 330 Extended School Experience _____ 1

EDS 349 Education and Culture in the United States _____ 1

EDS 355 Extended Field Experience Enriching World Visions

OR an approved MUS alternative _____ 1

Professional Terms (count outside the major)

EDS 481 Student Teaching Seminar _____ 1e

EDS 482 Student Teaching

Vocal Music 64

(P-12 5-12 8-12) _____ 3e

ELECTIVES (count in 20 credits outside the major

unless course is in the MUS rubric)

Dept amp No Title Term Credit

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the

Professional Term

1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument

2 Perform in a public or studio recital in both a keyboard and non-keyboard medium

3 Pass a keyboard proficiency examination

4 Pass a Level 2 sight-singing proficiency examination

Vocal Music 63

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MU__ ____ _____________________ _____ _____

MUS 100 Class Piano (optional) _____ 25

MUS 102 Class Recorder (optional) _____ 25

MUS 103 Class Voice (optional) _____ 25

Participation in Concert Choir required for each term of

enrollment with the exception of the Student Teaching Term

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

MUS 131 Concert Choir _____ 25

cMusic Education students should take MUS 106 World Music

or other approved course that focuses on non-Western

music

(continued on next page)

BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)

Vocal Emphasis Concentration contrsquod

MUS 326 Vocal Methods _____ 1

MUS 335 MatMethods of Elem Music _____ 1

MUS 337 Conducting _____ 1

MUS 342 Vocal Pedagogy amp Diction _____ 1

Education Studies Courses (count outside the major)

EDS 150 Introduction to Education _____ 1

EDS 330 Extended School Experience _____ 1

EDS 349 Education and Culture in the United States _____ 1

EDS 355 Extended Field Experience Enriching World Visions

OR an approved MUS alternative _____ 1

Professional Terms (count outside the major)

EDS 481 Student Teaching Seminar _____ 1e

EDS 482 Student Teaching

Vocal Music 64

(P-12 5-12 8-12) _____ 3e

ELECTIVES (count in 20 credits outside the major

unless course is in the MUS rubric)

Dept amp No Title Term Credit

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the

Professional Term

1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument

2 Perform in a public or studio recital in both a keyboard and non-keyboard medium

3 Pass a keyboard proficiency examination

4 Pass a Level 2 sight-singing proficiency examination

Vocal Music 64

(P-12 5-12 8-12) _____ 3e

ELECTIVES (count in 20 credits outside the major

unless course is in the MUS rubric)

Dept amp No Title Term Credit

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

__________ _______________________ _____ _____

d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the

Professional Term

1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument

2 Perform in a public or studio recital in both a keyboard and non-keyboard medium

3 Pass a keyboard proficiency examination

4 Pass a Level 2 sight-singing proficiency examination