The three largest disciplines housed in the School of Music (Performance, Music Therapy and Music Education) differ greatly from one another; each requires distinctive training. The ways in which goals have developed for these areas are also unique. Although many of the goals in performance were established to a great extent by methods of training which have produced many of the most highly accomplished musicians throughout the long history of the art, the faculty continues to advance the pedagogical approaches being used. The fields of music education and music therapy are comparatively new, and the body of knowledge necessary to train individuals for careers in these fields continues to evolve.

MUSIC THERAPY: The School of Music prepares music therapy students for clinical placements in medical, educational, and community health settings. Course work in the undergraduate program prepares students for credentialing and internship. Because music therapy is a certification program, students must apply to the American Music Therapy Association (AMTA) following graduation to be considered for a professional credential, currently referred to as Music Therapist-Board Certified (MT-BC). The students must take the national board examination offered by the Certification Board for Music Therapists (CBMT), an independent credentialing agency, which functions at the national level to certify graduates who successfully complete the exam following the undergraduate program. A minimum of 46 quarter hours are required for the degree Master of music in Music Therapy, which requires additional study in a cognate area outside music. Greater expectations exist for these more advanced students.

MUSIC EDUCATION: The career goal for students in the music education program is public school teaching. Objectives in this curriculum are designed to prepare students for the culminating student teaching experience. Requirements for student teaching are developed by the supervising faculty from the School of Music and the public school faculty, in cooperation with the College of Education. Music education in Ohio is a licensure program, the requirements of which are set in part by the State Board of Education and NASM, which prepares the graduate for the Ohio Multi-Age Licence for teaching music in public schools. In addition to preparing the student to be a more skillful teacher, graduate course work prepares the more advanced student in music education for a career in music administration and supervision, for permanent certification or doctoral study leading to college teaching.

PERFORMANCE: The careers for which the school prepares performance majors are college teaching, independent studio teaching or performance careers. Educational objectives for instrumentalists and vocalists vary according to their career choice. Since many professional situations today require advanced degrees, course requirements are designed to help prepare the student for admission to advanced degree programs.

MUSIC THEORY, MUSIC COMPOSITION, MUSIC HISTORY & LITERATURE: The goals in these curricula prepare the student for academic careers in these areas, most which are likely to require advanced degrees. Those specializing in theory and composition are prepared for careers as theorists and composers; knowledge of compositional techniques and relevant technology is required. The curriculum in music history and literature prepares students for graduate work in music history and research in musicology. Basic music theory and history are also incorporated in the comprehensive training of all music students.

Progress toward the objectives are assessed through (1) performance tests (juries), (2) written tests, (3) interviews, (4) written assignments, and (5) proficiency exams. The testing instruments, method and processes are detailed in the following list by degree areas.

- Performance auditions are required for all new students on their major instrument; following the audition, each student is assigned a performance entry level number. Expectations are codified for each level of advancement.

- A music theory written placement examination is required of all entering students.

- The core courses of music theory are sequence courses, and for advancement through the sophomore level (and continuation as a music major), a student must meet minimum grade standards.

- Aural skills and sight singing skills are evaluated first in groups, then in individual evaluation sessions.

- Written theory evaluation includes daily homework assignments and quizzes.

- A critical evaluation implemented by the entire division faculty appraising every aspect of the student's performance determines advancement to junior standing.

- Performance majors are required to prepare and perform a minimum of one-half a public recital their junior year and a full public recital their senior year.

- Each student is reviewed annually by the music education faculty. This assessment results in a commendation, warning, or denial of further registration.

- Student academic achievement is measured at the end of the freshman year prior to admission to teacher education in the College of Education.

- Admission to junior standing is dependent upon a comprehensive evaluation of a student’s course work, major instrument classification, recommendations, personal career intention form, interview with music education faculty and admission to professional education through the College of Education.

- Students apply for advanced standing in teacher education after completing a 10-hour block of early field experience courses and successful completion of educational psychology in order to gain admission to advanced standing in teacher education in the College of Education.

- Admission to senior standing follows a final evaluation using the above criteria before approval for student teaching.

- An exit interview takes place just prior to graduation to determine strengths and weaknesses of the student’s educational experience.

- The competencies which serve as the basis for the curricula in music therapy were revised in 1996 by faculty and clinical training directors in music therapy programs across the nation, accredited by the National Association of Schools of Music (NASM) and by the National Association for Music Therapy (NAMT)

- During practicum quarters when students are gaining field experience (sophomore, junior, senior years), students return to campus and meet with their faculty supervisor weekly for evaluation.

- A comprehensive evaluation which includes students’ course work, proficiency examinations, major instrument classification, recommendations, personal career intention paper, and interview with professional studies area faculty is required prior to admission to junior standing.

- An exit interview takes place just prior to graduation to determine strengths and weaknesses of the student’s educational experience.

- A senior project is required, which is subject to oral review by the Academic Studies Area faculty.

- A senior project is required, which is subject to oral review by Academic Studies area faculty, along with composition(s), which receive public performances.

- Data was gathered from the Office of Institutional Research study of recent graduates. The School of Music designed a questionnaire to accompany the institutional research survey.

- Entrance requires music history and theory placement examinations; any deficiencies must be fulfilled before graduation.

- A performance audition is required of all new students on their major instrument (performance majors only).

- Faculty advisors meet with students to assist in scheduling programs of study utilizing the results of all placement examinations and auditions.

- Applied music examinations (juries) are required to assess performance ability. Both written and oral comments are given for each jury . Students must complete and pass two juries a year, evaluated by a faculty committee.

- A proficiency level is required on each secondary instrument in the woodwind performance-pedagogy emphasis program.

- A final performance recital is required (pre-recital approval by the teacher and area faculty approval following the recital). (A lecture-recital is permissible for performance/pedagogy majors.)

- Retention requires successful completion of a diagnostic examination following the first or second quarter of study, to assess student suitability to the profession based on experience and aptitude, to facilitate individualized program planning according to identified needs.

- Data is gathered from the Institutional Research study of recent graduates (one-year and five-year). The School of Music designed a questionnaire to accompany the Institutional Research survey. This spring, data was received on the music questionnaire for the first time.

- More focus on rehearsal techniques

- Music theory focus on score reading and error detection

- Encourage student to take band camp jobs

- Piano proficiency should be at a higher level, especially for instrumental majors

- Vocal pedagogy for students, in order to provide pedagogy methods for students and to help the future teacher learn how to use their voice better throughout the teaching day

A number of students requested that a Master of Music in Piano Performance with emphasis in Accompanying degree be made available. These requests came both from current students and from students considering OU as a place to do a master’s degree. This program has been re-instituted with its first student accepted for next year. With this program in place, it is anticipated that high quality pianists possessing special interest and skills in accompanying will be attracted to OU.

For some years, most of the organ instruction offered by the School of Music was forced to use off-campus facilities for lessons and practicing. This left us dependent on the generosity of area churches. The acquisition of a new organ for Galbreath chapel has made us more self-sufficient and provides students access to a first-rate instrument.

In response to the need for greater focus on collaborative performance and German Lieder singing in particular, the voice and piano faculty organized a Lieder master class (with visiting artist Benton Hess) and concert.

Responding to the data collected by the Southeast Ohio Music Education Task Force, the music education faculty have instituted the following changes:

1. To increase students’ conducting and rehearsing experiences, a lab component has been added to the instrumental music method classes. Students plan and lead rehearsals and participate in the rehearsal on secondary instruments.

2. A music education technology course for music majors will be proposed in the Fall of 1998. In addition, all method classes include at least one assignment related to music technology.

The results of a recent longitudinal study, initiated by Ohio University’s Office of Institutional Research, revealed that music students had a 24% decrease in satisfaction with the instruction in their major courses during the Senior year compared with the level of satisfaction with major courses measured during their freshman year–this in comparison to a 10% increase in satisfaction by students university-wide. It is hoped that curricular changes made within the past two years will alter this conclusion. The results of questionnaires which will be received from the graduating classes of 1999 and 2000 should help to determine whether the course modifications have been effective.

One broad ranging change that will benefit all graduate students is the addition of a new, non-credit elective course entitled Career Preparation for Musicians. The course proposal will be submitted to the Curriculum Committee for approval later during this calendar year.

A need has been identified for more course offerings specifically for graduate students. Many courses currently offered are double-listed. Proposals are currently under review for four new courses: (1) Administration, (2) Classroom management, (3) Improvisation, (4) Instrument Repair.