About the Program
Accredited by National Association of Schools of Music (NASM)
Enrollment in all teacher education programs follows the guidelines for "Admission to Teacher Education Programs" found in this catalog. Applicants who do not yet meet all admissions criteria should consult with the department.
The Music Education program leads to a New York State Initial Certificate for teaching general, vocal, and instrumental music in New York State schools at the pre-kindergarten through grade 12 levels. The program requires intensive study in music performance, music history, music theory, and methodology of teaching, with an emphasis on world music and urban culture.
For current information regarding policies and procedures for music program acceptance, continuance, and completion, visit music.buffalostate.edu/music-major-handbook.
Candidates should consult the Teacher Certification website for current seminars and workshops.
About the Music Department
203 Rockwell Hall
1300 Elmwood Ave
Buffalo, NY 14222
Phone: (716) 878-6401
Fax: (716) 878-6402
-Technical skills requisite for artistic self-expression in at least one major performance area at a level appropriate for the particular music concentration.
-An overview understanding of the repertory in the student's major performance area and the ability to perform from a cross-section of that repertory.
-The ability to read at sight with fluency demonstrating both general musicianship and, in the major performing area, a level of skill relevant to professional standards appropriate for the particular concentration.
-Knowledge and skills sufficient to work as a leader and in collaboration on matters of musical interpretation, including rehearsal and conducting skills as appropriate to the particular music concentration."
-Growth in artistry, technical skills, collaborative competence and knowledge of repertory through regular ensemble experiences that are varied both in size and nature.
-Rudimentary capacity to create derivative or original music both extemporaneously and in written form.
-A basic knowledge of music history through the present time, including study and experience of musical language and achievement in addition to that of the primary culture encompassing the area of specialization.
-An acquaintance with repertories beyond the area of specialization through exposure to a large and varied body of music by attending and studying recitals, concerts, opera and musical theatre productions, and other performances
-The ability to use technologies current to their area of specialization
-Demonstrate achievement of professional, entry-level competence in the major area, including significant technical mastery, capability to produce work and solve professional problems independently, and a coherent set of artistic/intellectual goals that are evident in their work
-The competency to form and defend value judgments about music, including the ability to communicate musical ideas, concepts, and requirements to professionals and lay persons.
-Understand importance of health and safety within the contexts of practice, performance, teaching, and listening.
-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
-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.
-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.
-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.
-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.
-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.
-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
-Being a competent conductor, able to create accurate and musically expressive performances with various types of performing groups and in general classroom situations through knowledge of score reading and the integration of analysis, style, performance practices, instrumentation, and baton techniques
-Competency to arrange and adapt music from a variety of sources to meet the needs and ability levels of school performing groups and classroom situations.
-Functional performance abilities in keyboard, the voice, and instruments appropriate to the student’s teaching specialization.
-The ability to apply analytical and historical knowledge to curriculum development, lesson planning, and daily classroom and performance activities.
-The ability to relate their understanding of music with respect to styles, literature, multiple cultural sources, and historical development to their students
-The ability to successfully experience solo vocal, and small and large choral ensemble performance.
-Performance ability sufficient to use at least one instrument as a teaching tool and to provide, transpose, and improvise accompaniments.
-The ability to successfully teach general music classes and beginning vocal techniques individually, in small groups and in larger classes.
-Knowledge of content, methodologies, philosophies, materials, technologies, and curriculum development for general music and vocal/choral music
-The ability to successfully teach beginning instrumental students individually, in small groups and in larger classes.
-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, including demonstration of skill in effective classroom and rehearsal management.
-An understanding of child growth and development and an understanding of principles of learning as they relate to music.
-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.
-Knowledge of current methods, materials, and repertories available in various fields and levels of music education appropriate to the teaching specialization.
-The ability to accept, amend, or reject methods and materials based on personal assessment of specific teaching situations.
-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.
General Education 23 Requirements
33 credit hours *1
Basic Musicianship and Performance Major Requirements (70 credit hours)
Select 7 semesters; 7 credit hours from the following: 7
MUS 171 APPLIED MUSIC (1)
MUS 173 APPLIED MUSIC (1)
MUS 271 APPLIED MUSIC (1)
MUS 273 APPLIED MUSIC (1)
MUS 371 APPLIED MUSIC (1-2)
MUS 373 APPLIED MUSIC (1-2)
MUS 471 APPLIED MUSIC (1-2)
Select 7 semesters; 7 credit hours from the following: 7
MUS 290 PHILHARMONIA ORCHESTRA (1)
MUS 313 CHAMBER CHOIR (1)
MUS 314 WIND ENSEMBLE (1)
MUS 335 BUFFALO STATE CHORALE (1)
MUS 113 BRASS TECHNIQUES (1)
MUS 114 PERCUSSION TECHNIQUES (1)
MUS 115 STRING TECHNIQUES (1)
MUS 116 WOODWIND TECHNIQUES (1)
MUS 119 VOCAL PEDAGOGY (1)
MUS 122 INTRODUCTION TO MUSIC STUDIES AND CAREERS (2)
MUS 206 FOUNDATIONS OF AMERICAN POPULAR MUSIC 1900-1950
MUS 218 AURAL PERCEPTION I (1)
MUS 219 AURAL PERCEPTION II (1)
MUS 220 TECHNOLOGY APPLICATIONS FOR MUSIC EDUCATION (2)
MUS 230 MUSIC THEORY I
MUS 231 MUSIC THEORY II
MUS 302 MUSIC HISTORY: ANTIQUITY THROUGH BAROQUE
MUS 303 MUSIC HISTORY: CLASSIC THROUGH MODERN
MUS 318 AURAL PERCEPTION III (1)
MUS 319 AURAL PERCEPTION IV (1)
MUS 321 COMPOSITION, IMPROVISATION AND ARRANGING (2)
MUS 322 INSTRUMENTAL CONDUCTING (2)
MUS 330 MUSIC THEORY III
MUS 331 MUSIC THEORY IV
MUS 333 CHORAL CONDUCTING (2)
MUS 345 ELEMENTARY MUSIC METHODS
MUS 346 FIELD EXPERIENCE IN ELEMENTARY MUSIC (1)
MUS 353 FIELD EXPERIENCE IN MUSIC FOR EXCEPTIONAL LEARNERS (1)
MUS 360 SECONDARY INSTRUMENTAL MUSIC METHODS
MUS 361 FIELD EXPERIENCE IN SECONDARY INSTRUMENTAL MUSIC (1)
MUS 362 SECONDARY CHORAL METHODS
MUS 363 FIELD EXPERIENCE IN SECONDARY CHORAL MUSIC (1)
MUS 364 FIELD EXPERIENCE IN COMMUNITY MUSIC (1)
MUS 440 ETHNOMUSICOLOGY
Professional Education Requirements (27 credit hours)
SPF 203 SCHOOL AND SOCIETY
SPF 303 EDUCATIONAL PSYCHOLOGY: MIDDLE AND SECONDARY EDUCATION
EDU 211 INTRODUCTION TO LITERACY
or EDU 416 TEACHING LITERACY IN MIDDLE AND SECONDARY SCHOOLS
EXE 100 NATURE AND NEEDS OF INDIVIDUALS WITH SPECIAL NEEDS
MUS 457 STUDENT TEACHING IN ELEMENTARY MUSIC (5)
MUS 458 STUDENT TEACHING IN SECONDARY MUSIC (5)
MUS 460 STUDENT TEACHING SEMINAR (2)
In addition to the course requirements for music education majors, the class piano sequence is strongly recommended in the freshman and sophomore years of study:
MUS 161 CLASS PIANO I (1)
MUS 162 CLASS PIANO II (1)
MUS 261 CLASS PIANO III (1)
MUS 262 CLASS PIANO IV (1)
Total Credit Hours 130-134
*1 Up to 2 general education courses (Arts, Diversity, World History and Global Awareness) may overlap with required courses in the major which could significantly reduce the total number to 124-128 credit hours required. Advisement is strongly encouraged.
Professional Licensure Disclosure
New York State prides itself in the high quality of its licensed and certified professionals. For the protection of its citizens, each license and certificate has requirements that individuals must meet in order to be licensed or certified in New York State. SUNY’s academic programs leading to licensure or certification are carefully designed to meet and exceed these State requirements. This is a role SUNY plays in protecting the public. Other states frequently have their own requirements, so if your goal is to practice in another state, this disclosure will help you check to see what that state requires.
Enrolled students and prospective students are strongly encouraged to contact their State’s licensure entity using the links provided in the full disclosure document to review all licensure and certification requirements imposed by their state(s) of choice.