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Millikin University - Decatur, IL
Course Descriptions, from the Millikin Univ. Bulletin, pgs. 135-39  

Early Childhood, Elementary, and Professional Education Courses (ED) (Credits)

Education Courses (ED) (Credits)

120. Introduction to American Education (3) Problems concerning the nature and aims of American education, the curriculum, the organization and administration of a school system are studied with respect to their historical development and the philosophical issues to which they are related. Special emphasis is placed on the present strengths and weaknesses of American schools and upon the potential value of educational innovations. The professional role of the teacher will be examined with special attention given to the professional standards that prospective teachers must meet. Requires a lab in which the class visits and observes students in seven or more area schools.

130. Introduction to Early Childhood Education (3) Introduces students to the variety of early care and education settings in the United States, focusing on birth – grade 3. Course includes consideration of history, philosophy, and theories of early childhood education. Current trends and issues are discussed. Lab experiences include site visits to early care and education settings in the local community.

160, 260, 360, 460. (Experimental Courses in Education) (1-3) Various topics in education may be addressed through the offering of courses under these numbers.

170. Education Internship I (1) Experience in a classroom with a certified teacher. Students serve as an unpaid teacher aide in local elementary and/or secondary schools for 30 or more clock hours during a semester. Students attend two seminars for orientation, discussion and evaluation. Reflective journals are required. The purpose of this exploratory internship is for students to become aware of the role of a teacher in specific grade levels/ content areas and to gain experience with students. Repeatable. Graded pass/fail only.

172. Education Internship II (1)A concentrated, weeklong internship in a classroom with a certified teacher. Students serve as an unpaid teacher’s aide in elementary and/or secondary schools for 5 consecutive days. Students attend an orientation seminar and complete reflective journals about their experiences. This exploratory internship provides opportunity for students to learn about the role of teachers in their field. Repeatable. Available during spring semesters only. Students register for internships in January, March and/or May sessions when University is not in session. Graded pass/fail only.

180. Gifted Student Mentor (1) Assists one or two area fifth through eighth grade gifted students to carry out an enrichment project proposed by the mentor. Includes helping students plan, organize, carry out and present the project to a school group. Pre-requisite: Consent of instructor.

200. Human Development, Pre-K-Grade 6 (3) Study of child and adolescent development. Major theories of intellectual, social, and emotional development will be surveyed, as well as stages of physical development. Issues and concerns specific to elementary school students, such as emergent literacy, developing social competence, and latchkey children, are addressed. Implications for instructions will focus on the needs of children in pre-K through sixth grade. Pre-requisite: ED120 or ED130.

201. Human Development, Grades 6-12 and K-12 (3) Study of child and adolescent development. Major theories of intellectual, social and emotional development will be surveyed, as well as stages of physical development: addresses problems unique to adolescents, such as adolescent egocentrism, body image issues, and substance abuse. Students will examine instructional implications for teachers of developing adolescents. In-school case study and individual tutoring are required. Pre-requisite: ED120.

202. General Early Childhood Methods and Assessment (3) This course is designed to introduce students to the historical significance, theoretical influences, and practical application of early childhood education. The course will focus on the students’ understanding of: professional standards, student learning standards, developmentally appropriate practices, learning environments, significance of play, assessment strategies, integrating curriculum using themes and projects, and planning and organizing lessons, material, and time.

203. General Elementary Methods and Assessment (3) Theories and techniques of teaching in elementary schools. Planning, organizing, and presenting learning experiences; assessing student progress toward learning outcomes. Concurrent enrollment in ED 200, ED204 and ED206 required for Sophomore Block. Pre-requisite: ED120 or ED130.

204. Literacy I: Children’s Literature (3) This is a content and methods course that reviews the broad body of children’s literature that is available for teachers to use in their K-8 classrooms. Emphasis is placed on looking at literature that teaches a positive worldview and helps elementary students understand a variety of contemporary social issues. Methods of integrating children’s literature across the curriculum are explored. Pre-requisite: ED120 or ED130.

205. Orientation to the Unit Assessment System (1) This course assists transfer students and students in PACE programs to develop the first two Candidate Assessments required of all students as part of admission to the School of Education. The course will explain the content of the Candidate Assessments, the alignment of standards to artifacts and engage students in active exploration of required Candidate Assessment content from their prior college work. The primary assessment of the course will be the successful presentation of CA1 and 2 and School of Education applications. Taken if ED120 is transferred in and required for all PACE Education students.

206. Literacy II: Teaching Language Arts (3) Current methods and materials used in teaching language arts to children. Addresses current national and state standards for teaching language arts. Includes handwriting, spelling, grammar, listening, and expository and creative writing for school children in kindergarten through grade 9. Special emphasis on incorporating reading techniques into language arts. Concurrent enrollment in ED200, ED212 and ED203 required for Sophomore Block. Pre-requisite: ED120 or ED130.

212. Mathematics Methods for Elementary Teachers (3) Overview of current national and state mathematics standards. Theoretical and practical strategies for teaching mathematics in elementary schools. Includes peer-teaching experiences. Pre-requisite: Successful completion of one math course above MA106. Concurrent enrollment in ED203, ED205 and ED206 required for Sophomore Block.

218. Technology for Preschool and Elementary Classrooms (1) Assists novice teachers to use technology to facilitate learning in elementary schools, organize and maintain classroom records and assessment, and accommodate individual learning needs. Hands-on experience provided in preparing instructional materials and actively engaging elementary level learners through the use of technology. Designed to assist elementary majors in meeting Illinois Core Technology Standards.

219. Technology for Secondary and Specialist Classrooms (1) Assists novice teachers to use technology to facilitate learning in secondary and specialist classrooms, organize and maintain classroom records and assessment, and to accommodate individual learning needs. Hands-on experience provided in preparing instructional materials and actively engaging secondary and specialist level learners through the use of technology. Designed to assist secondary and specialist students in meeting Illinois Core Technology Standards.

232. Early Childhood Development (3) Study of early human development (prenatal through age 8). Includes motor, cognitive, language, and social/emotional development. Emphasis on early interactions with all aspects of the environment, including physical surroundings, culture, family members, and age peers. Applications to early education and care settings are considered. Class offers numerous opportunities for direct experience with young children, with emphasis on learning to observe children in natural settings. Concurrent enrollment required in ED200, ED202, ED236, ED237, and ED239 (Sophomore Block). Pre-requisite: ED120 or ED130.

236. Development and Acquisition of Language (3) Examines processes, beginning in infancy, through which children acquire language and communication skills. Consideration is given to basic principles, strategies, and materials that foster language development and acquisition at home and in early education and care settings. Emphasis is placed on developmental and cultural factors in children’s learning to use language. Concurrent enrollment required in ED200, ED202, ED232, ED237, and ED239 (Sophomore Block). Pre-requisite: ED120 or ED130.

237. Health, Nutrition, and Welfare of Young Children (3) Addresses the early childhood educator’s role in assuring child health and welfare. Emphasis is placed on best health practices including nutrition, hygiene and well child care, as well as risks to children from their environments and caregivers. Community resources and the need for early identification and support for families of children with special needs will be addressed. Concurrent enrollment required in ED200, ED202, ED232, ED236, and ED239 as part of Sophomore Block. Pre-requisite: ED120 or ED130.

239. Characteristics of Young Children with Special Needs (3) Studies the variety of challenges faced by children with special needs, which may include impairments from genetic abnormalities, pregnancy or birth complications, or environmental causes. Examines the impact on a child’s family, social environment, and learning environment, as well as the potential for development. Concurrent enrollment required in ED200, ED202, ED232, ED236, and ED237 as part of Sophomore Block. Pre-requisite: ED120 or ED130.

305. Literacy III: Teaching Methods in Reading (3) Current methods and materials used in teaching school children to read. Incorporates state and national standards for teaching reading. Includes diagnostic and remedial techniques. Concurrent enrollment required in ED306, ED307 and ED310 for Junior Block. Pre-requisite: Sophomore Block courses and admission to the School of Education (or consent of Director of the School of Education). College of Professional Studies – School of Education • 137

306. Teaching Methods in Science (3) Principles of science including content and methods of teaching science in elementary and middle/junior high schools. Addresses state and national standards and benchmarks of science education. Concurrent enrollment required in ED305, ED307 and ED310 for Junior Block. Pre-requisite: Sophomore Block courses and admission to the School of Education (or consent of Director of the School of Education).

307. Teaching Methods in Social Studies (3)Current methods and materials used in teaching social studies in elementary and middle schools. Includes some content in introductory geography. Addresses state and national standards of social studies education. Concurrent enrollment in ED305, ED306 and ED310 required for Junior Block. Pre-requisite: Sophomore Block and admission to the School of Education (or consent of Director of the School of Education).

310. Creating Communities of Learners (3) Addresses principles of individual and group motivation and communication, as well as strategies of management and discipline, that will assist students to create positive learning communities that foster positive social interaction, active engagement in learning, and self-motivation. Case descriptions and microteaching will assist candidates to solve classroom behavioral and motivation problems. Applications of discipline and learning theories will be examined to enable the development of proactive and preventive classroom management strategies. Students will prepare and present a discipline and management plan. Concurrent enrollment in ED305, ED306 and ED307 required for Junior Block for Elementary Education program and ED332 and ED339 for Early Childhood Education program. Pre-requisite: Sophomore Block courses (Early Childhood and Elementary Education only) and admission to the School of Education (or consent of Director of the School of Education).

320. The Exceptional Child (3) A study of the educational needs of children who deviate from the average in such areas as intelligence, hearing, sight, speech, and behavior. Addresses professional education and special education standards. Contemporary provisions for educating exceptional individuals, following state and national mandates. Special emphasis on the learning disabled child. Requires 5 hours of field experience. Pre-requisite: Admission to the School of Education (or consent of Director of the School of Education).

321. General Secondary Methods and Assessment (3) Theories and techniques of teaching in secondary schools with specific emphasis on the planning, organizing and presenting of learning experiences and assessment of student achievement. Students are assigned to a local middle or high school classroom to complete a 30 hour internship for two full mornings a week for four weeks. Pre-requisite: Admission to the School of Education (or consent of Director of the School of Education).

332. Teaching Language Arts and Social Studies in Early Childhood (3) Emphasizes the place of social studies in early childhood education program (preschool-3rd grade). Focuses on several areas of knowledge related to the social life of the community as it is concerned with young children. Focuses on basic principles, techniques, and materials for the emergent literacy classroom. Emphasizes linguistic and cultural factors in culturally diverse settings. Concurrent enrollment required in ED310, ED336 and ED339 as part of Junior Block. Pre-requisite: Admission to School of Education (SOE).

335. Child, Family and Program Relationships (3) Studies relationships among home, community, and early care, education, and intervention settings (birth-age 8). Effective communication between settings is emphasized. The class explores how a child’s family background influences his/her education and care experiences, and how best to work with diverse families, including families of infants and toddlers with special needs. Applications to early intervention, child care, preschool and K-3rd grade settings are studied. Students will have direct interactions with parents and other family members. Pre-requisite: Admission to the School of Education and concurrent enrollment in other ECE junior block courses.

336. Teaching Math and Science in Early Childhood (3) Introduces the principles, place and practice of science and mathematics education in early childhood education and in the lives of young children. Stresses the functional nature of science and mathematics and their inter-relatedness. Pre-requisite: Admission to School of Education (SOE) and concurrent enrollment in other Junior Block courses.

337. Creative Arts and Movement in Early Childhood (3) Introduces the role of creative arts including dance, drama, music, and the visual arts in early childhood education. Emphasizes the importance of authentic art for young children. Focuses on the interrelationships among curriculum as it pertains to the development of the young child. Pre-requisite: Admission to SOE.

339. Methods in Early Childhood Special Education (3) Examines the process of adapting learning goals to a child’s individual special needs. Includes a discussion of therapeutic measures to address a child’s development in language, social-emotional, motor and cognitive domains. Concurrent enrollment required in ED310 and ED332 as part of Junior Block. Pre-requisite: Admission to School of Education (SOE) and successful completion of Sophomore block courses.

406. Multidisciplinary Instructional Design and Assessment for Elementary and Early Childhood Education Teachers (1) Assists students to apply, implement and reflect on principles of instructional design and assessment in elementary education through the creation of a multidisciplinary unit of instruction. The unit will be taught at the student teaching site, and the planning for the unit will occur during a 20 hour internship prior to the semester before student teaching begins. Samples of K-6 student work will be analyzed based on pre and post assessment processes.

424. Teaching Literacy in the Content Areas (1) This course is required for all secondary education majors. Students will learn about common reading and writing problems associated with the use of text in middle and high school content courses. Students will learn strategies for diagnosing and correcting reading difficulties. Other areas that will be studied: Content Literacy and the Reading Process; Language Diversity and Culture; Assessment of Textbooks; Reading to Learn; Studying and Study Strategies; Writing Across the Curriculum.

425. Instructional Analysis, Design & Assessment for Secondary and K-12 Teachers (1) Instructional approaches and techniques for teaching in middle and high schools including 20 hours or more of structured school classroom experiences required in the student teaching classroom. Pre-requisite: ED201 and ED321, senior standing, and Admission to and retention in the School of Education and Admission to Student Teaching (or consent of Director of the School of Education). Pre or Co-requisite: 425 in the corresponding content area in which one is being certified.

427. Public Health Nursing, Theory and Practice (3) Development, organization and scope of modern public health programs; nursing concepts and skills needed for family-centered health care; role of public health nurse in community health programs. Pre-requisite: Admission to School Nurse Certification Program.

428. Community Health Practices and Problems (3) Influence of physical environment on health and disease, ecology, and concepts of public health. Meeting the health needs of the community of individuals and families in their normal environment such as the home, the school and place of work. An area of practice that lies primarily outside the therapeutic institutions. Pre-requisite: Admission to the School of Education (SOE).

430. Leadership and Professionalism in Early Childhood Programs (3) Examines the meanings of professionalism and the responsibilities of people who have leadership positions in care and education programs for young children (birth-age8). Emphasis is on core ethical standards, as well as on professional development, program management, and participation in professional organizations. Includes interaction with individuals who are considered leaders in the early education, care and intervention professions. Prerequisite: Admission to the School of Education.

435. Reading Methods in Early Childhood (3) Introduces basic principles, techniques, and materials for emergent and beginning literacy classrooms. Emphasizes developmentally appropriate practices for teaching reading and writing in grades K-2, and addresses state and national standards for children’s language and literacy learning. Requires internship hours in a classroom, minimum 20-hour internship in student teaching classroom, tied to implementation of major assignment. Pre-requisites: Sophomore Block classes, senior standing; admission to/retention in the School of Education; admission to student teaching; or consent of Director of the School of Education.

439. Assessment and Diagnosis of Children with Special Needs (3) Introduces goals, processes and types of assessments used to make educational decisions for young children with special needs. Pre-requisite: Admission to the School of Education (SOE).

440. Early Adolescents and Schools (2-3) Study of the development of early adolescents (ages 10-14). Required for Illinois middle level endorsement on elementary and/or secondary certificate. Builds on knowledge from ED 200 or 201, Human Development, and other psychological foundation courses. Focuses on the developmental characteristics and the needs of early adolescents. Includes the advisory role of the middle grade (5-8) teacher in providing guidance as well as in assessing, coordinating and referring students to health and social services. A 20-hour internship in a middle level (grades 5-8) classroom is required. (current Millikin students should take this course for 2 credits; MU alumni and students not matriculating from Millikin will need to take this course for 3 credits to fulfill state requirements and will be expected to complete an additional project to account for the added credit.) Pre-requisite: ED200 or ED201 (or concurrent enrollment) and Admission to the School of Education (or consent of Director of the School of Education).

450. Middle School: Philosophy and Practices (2-3) Ideas and practices for prospective middle school teachers. Required for Illinois middle level endorsement on elementary and/or secondary certificate. Focuses on middle school philosophy, curriculum, instruction and current practices. Includes instructional methods for designing and teaching developmentally appropriate programs in middle schools. Builds on knowledge from educational foundations and methods courses in contrasting middle school ideas and practices to those in upper elementary grades and junior high schools. Some visits to area middle schools may be included. (current Millikin students should take this course for 2 credits; MU alumni and students not matriculating from Millikin will need to take this course for 3 credits to fulfill state requirements and will be expected to complete an additional project to account for the added credit.) Pre-requisite: ED203 or ED321 and Admission to the School of Education (or consent of Director of the School of Education).

470. Supervised School Nursing (6) A twelve-week school nurse internship experience for nurses who wish to gain certification as a school nurse. Observation and experience in school nursing under direct supervision of one or more certified school nurses with course supervision by a university faculty member. Pre-requisite: Admission to and retention in the School Nurse Program.

471. School Nurse Internship I (1-3) Fall semester internship with a school nurse. Designed for the nurse who wishes to complete a supervised internship for the Illinois School Service Personnel certificate. Supervision by nursing faculty and a certified school nurse. Seminars and readings required. More credits required of inexperienced school nurses. Pre-requisite: Admission to and retention in the School Nurse Program; employment as a school nurse or consent of instructor.

472. School Nurse Internship II (1-3) Spring semester internship with a school nurse. Designed for the nurse who wishes to complete a supervised internship for the Illinois School Service Personnel certificate. Supervision by nursing faculty and a certified school nurse. Seminars and readings required. More credits required of inexperienced school nurses. Pre-requisite: Admission to and retention in the School Nurse Program; employment as a school nurse or consent of instructor.

474. Supervised Teaching in Early Childhood Education (4-12) Observation, planning for classroom instruction, preparation and presentation of lessons, and assessment of student learning. Students assume full responsibility for the classroom for a period of 3 to 5 weeks. Pre-requisite: Admission to and retention in Teacher Education and Admission to Student Teaching. College of Professional Studies – School of Nursing • 139

476. Supervised Teaching in Elementary School (4-12) Observation, planning for classroom instruction, preparation and presentation of lessons, and assessment of student learning. Students assume full responsibility for the classroom for a period of 3 to 5 weeks. Pre-requisite: Admission to and retention in Teacher Education and Admission to Student Teaching.

477. Supervised Teaching in Middle School (4-12) Observation, planning for classroom instruction, preparation and presentation of lessons, and assessment of student learning for 14 weeks. Students assume full responsibility for the classroom for a period of 5 to 7 weeks. Pre-requisite: Admission to and retention in the School of Education and Admission to Student Teaching.

478. Supervised Teaching in High School (4-12) Observation, planning for classroom instruction, preparation and presentation of lessons, and assessment of student learning for 14 weeks. Students assume full responsibility for the classroom for a period of 5 to 7 weeks. Pre-requisite: Admission to and retention in the School of Education and Admission to Student Teaching.

481, 482, 483, 484. Topics in Education (1-3) Per Semester Readings and discussion centered on a specific issue of current educational interest, as scheduled by a faculty member. Pre-requisite: Admission to the School of Education.

488. Education Senior Seminar (2) Problems of beginning teachers, including the job seeking process, certification, legal aspects of teaching and graduate school opportunities. Specific problems analysis by teaching major and for each teacher candidate. Taken concurrently with ED474/476/477/478 (student teaching). Pre-requisite: Admission to and retention in the School of Education and Admission to Student Teaching.

491, 492, 493, 494. Independent Study (1-3) Per Semester Reading and research for juniors and seniors in the School of Education

Other Select Millikin Course Descriptions (Credits)

AR 311. Art For Teachers (2) Emphasis on planning, presentation, organization and techniques for elementary school teachers. Attention given to different art media used in the public school. Art majors working toward a special certificate are required to take this course. May not be counted toward major in art.

AR 411. Instructional Analysis, Design - Specific Secondary Methods Art Lab (2) This lab course occurs supplementary to ED425 - IADA Specific Secondary Methods Class. It explores approaches and techniques for teaching specific to the area of visual art with focus on analyzing secondary students and their learning environment, and subsequent planning and organizing of a unit of instruction for implementation during student teaching. Also included are research opportunities for identifying instructional resources. The course includes examination of art practices, techniques, technology, history and cultural significance. Prerequisites: Admission to the secondary education program, ED221 and 400.

BI/CH 110. Secondary Science, Content & Laboratory Development (3) This course is designed for students who are planning to be certified in Illinois to teach middle or high school science. The modules are intended to help the student to fill in gaps in content knowledge. Students will complete instructional modules in the following topics: astronomy, earth science, instructional planning and assessment in science, national science education standards, and safety in the classroom. Cross-listed with CH110. Pre-requisite: Acceptance for Student Teaching. Co-enroll in ED 425.

EN 235. Methods for Teaching Secondary Language Arts (3) Introduction to methods and materials for teaching listening, speaking, reading, and writing with an emphasis on language development across the curriculum. Helps students combine theory, research and practice into sound strategies for teaching English in middle, junior, and senior high schools. Students begin to develop a philosophy of secondary Language Arts teaching and learn how to plan instruction that is consistent with that philosophy and with various national, state, and school district standards and guidelines. The English segments of the Education Portfolio will also be initiated. Pre-requisite: IN 151 or consent.

Music Education Courses (ME) (Credits)
Pages 99-101 of the Bulletin

101. Woodwind Methods I (2) Methods for playing and teaching clarinet and saxophone. Co-enroll in ME150.

102. Percussion Methods (1) Methods for playing and teaching percussion.

150. Laboratory Band (1) Practical application of performance and teaching skills introduced in methods classes. Co-enroll in ME101, 201, 301 or 400.

151. Vocal Music Education Lab (1) Peer-teaching laboratory introduces the application of learning theories and methods through observation and analysis. Enroll fall and spring semesters. Pre-requisite: ME251 or co-enroll.

171. Music Education Internship (1) Experience in school music settings with a certified teacher. Students act as unpaid teacher aides in an elementary and/or secondary school for a minimum of 20 clock hours during a semester in addition to seminars for orientation, discussion and evaluation. The focus of the course is on observation of, and critical reflection upon, current public school music instruction. Course may also involve some limited teaching as deemed appropriate by the cooperating teacher and university supervisor. Pre-requisite: ME251 or consent of music education coordinator. Graded pass/fail only.

201. Brass Methods (2) Methods for playing and teaching brass instruments. Co-enroll in ME150

202. Low String Methods (1) Methods for playing and teaching cello and bass.

251. Introduction to Music Education (3) An introduction to the history, philosophy, learning theories and methods that provide a foundation for teaching music in the early 21st century. Through observation, discussion, planning, and practice teaching students learn classroom presentation techniques and examine political and social trends that have shaped the current framework of music education in the United States. The class also contains a related component that addresses and utilizes current technologies that can be used in the music classroom.

301. Woodwind Methods II (2) Methods for playing and teaching flute, oboe, and bassoon. Co-enroll in ME150.

302. High String Methods (1) Methods for playing and teaching violin and viola.

341. Principles and Methods of Elementary Music Education (4) Knowledge, skills, values and dispositions necessary for delivering comprehensive music instruction to children grades K-5. Developmental appropriateness, careful sequencing of rhythmic and tonal concepts, and the selection of high quality musical materials are fundamental to the pedagogy taught in this course. Students will observe the professor teaching children in a laboratory school setting, and then plan and teach those classes themselves during the second half of the semester. Pre-requisite: Music Education 251or consent of instructor.

351. Principles and Methods of Middle Level Music Education (2) Knowledge, skills, values and dispositions necessary for delivering comprehensive music instruction to adolescents in grades 5-8. Students will learn to compare musical elements across various cultures and study the role of music in select U.S. ethnic groups. Choral techniques and repertoire for the changing voice, engaged listening and active music making in general music contexts will be emphasized. Pre-requisite: Music Education 251 and 341.

400. Instrumental Methods Survey (3) Survey of methods of playing and teaching instruments, aimed at vocal music education majors. Co-enroll in ME150. Pre-requisite: ME 251.

408. Vocal Methods (1) Designed for instrumental music education majors who will gain needed singing experience and the information necessary to teach children and adolescents to sing in both solo and group situations.

411. Piano Skills for Teaching Vocal Music (1) Piano skills essential for teaching choral and general music, including reading and improvising accompaniments for classroom, open-score reading and accompanying for choral rehearsals, and accompanying vocal warm-up activities. Pre-requisite: Music 204 and admission to Teacher Education Program.

414. Elementary Skills and Methods of Music (2) Skills and methods of teaching music in elementary school (K-6). Limited to declared elementary education majors. Pre-requisite: Education 120.

450. Principles and Methods of Instrumental Music Education (3) Principles, methods, and materials for teaching instrumental music at all levels. Topics will include philosophy and history of music education, lesson planning, learning theories, rehearsal techniques, repertoire, and program administration. Pre-requisites: ME251, MT406 and admission to Teacher Education Program.

451. Principles and Methods of Secondary Vocal Music Education (3) Focuses on teaching pedagogy and curriculum for vocal music education at the secondary level. Pre-requisites: Music Education 251, MT408 and admission to Teacher Education Program.

453. Choral Techniques and Materials (2) An examination of the techniques and materials appropriate to the instruction of students in large and small secondary choral organizations. Emphasis upon vocal production and developing the choral instrument. Secondary emphasis on musical style and performance practice, through the use of selected repertoire. Pre-requisites: ME 451, MT 408, admission to Teacher Education Program, or consent of instructor. College of Fine Arts – Music • 101

460. Instrumental Music Education Seminar and Practicum (4) Practical application of methods and techniques for teaching instrumental music in school settings. Students will work in a local school instrumental program under the guidance of the professor and on-site teacher. Teaching and directing jazz bands and marching bands, and creating marching drills will also be covered. Pre-requisites: Music Education 450, successful completion of the Class Piano Barrier, and admission to Teacher Education Program.

461. Vocal Music Education Seminar and Practicum (2) A faculty-guided, field-based practicum which takes place mostly in a secondary music classroom where university students, university instructor and cooperating teacher plan, teach, reflect, and assess music education for the public school students in the class. Pre-requisites: Music Education 451, successful completion of the Class Piano Barrier, admission to Teacher Education Program.

470. Supervised Teaching (Elementary) (6) Fourteen weeks of full-time teaching experience in elementary public schools under direction of qualified cooperating teachers. Pre-requisites: Music Education 460 or 461, good standing in the teacher education program (see requirement for student teaching under School of Education – Student Teaching Experience), a minimum 2.7 GPA in music (excluding ensembles), and meet grade requirements in core music education classes.

471. Supervised Teaching (Secondary) (6) Fourteen weeks of full-time teaching experience in secondary public schools under the direction of qualified cooperating teachers. Pre-requisites: Music Education 460 or 461, good standing in the teacher education program (see requirement for student teaching under School of Education – Student Teaching Experience), a minimum 2.7 GPA in music (excluding ensembles), and meet grade requirements in core music education classes.

491-492. Independent Study in Music Education (1-3) In-depth study, individual research, and/or field study in areas of mutual interest to the student and the instructor. Pre-requisite: consent of the instructor and Department Chair.

 
 
Millikin University - Decatur, IL
 
Millikin University - Decatur, IL
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