Generally, students are awarded one credit for each hour of class time.
Exceptions are made for studio, ensemble, and a small number of classes.
For complete information as to courses offered in the current year, students
should consult the schedule of course offerings available each semester in the
Registrar’s Office. Courses numbered 100 through 499 are undergraduate
level; courses numbered 500 through 999 are graduate level. Course numbers
preceded by a “»” are typically offered each academic year. Course numbers
followed by a “T” are taught to mixed classes of undergraduates and graduates.
Undergraduate students may register for graduate-level courses with the
instructor’s permission. Courses followed by a “*” are repeatable for credit.
Courses followed by a “**” are repeatable for credit if the topic has changed
(permission from Academic Advisor required).

MUSIC-IN-EDUCATION

»MIE 501 – Introduction to Music-in-Education
Provides an overview of the diverse and evolving roles of music and musicians in the field of Music-in-Education. Introduces the Artist-Teacher- Scholar framework and relevant readings on the teaching of arts, the artistry of teaching, and the scholarship of teaching as a way to explore the differentiation and synthesis of these three perspectives in preparation for a role as a music educator, and researches the role of music as a catalyst for learning in other subject areas and social-emotional development. This course prepares students to create and maintain their MIE digital portfolios. (2 credits) Scripp 

»MIE 511 – Music-in-Education Seminar
Students explore readings and presentations focused on the various ways that music functions as a medium and/or model for learning in other subject areas, and effects social-emotional development. Students can use this seminar to propose new guided internships, to present and reflect on their work in current guided internship courses, or to work on their requirements for the final MIE Concentration Cumulative Portfolio and Exit Interview. (2 credits) Scripp 

MIE 512 – Models for Teaching and Learning for MIE
Challenges students to investigate important contrasting models of learning and explore their application to teaching and learning in (and through) music. Serves as a preparation for guided internships, curriculum development, assessment, and further study of the developmental psychology of music. Portfolio assignments will focus on readings, observations, and sample curricula that support each student’s evolving rationale, and application of general models of teaching and learning to music. (2 credits) Davidson

»MIE 526 – Music, Brain Development, and Learning
Examines implications of current research indicating that music training affects general learning and human development. Topics include recent developments in brain imaging, research on music’s role in early literacy, and long-term studies on the relationship between music and social development. Students are challenged to apply their knowledge of recent findings in research literature to teaching and learning in music. (2 credits) Davidson 

»MIE 547 – Cross-Cultural Alternatives for MIE
Explores approaches to music making and music learning that derive from ancient resonances of oral traditions and contemporary research in music and cognition. (2 credits) Senders 

»MIE 548 – Teaching and Learning with Music Technology
This course will serve to familiarize students with the fundamental tools of current Music Technology as well as the common practices and strategies typically employed by teachers using these tools. The music technologies most commonly found in educational settings will be introduced and explored in a hands-on Music Technology Lab setting. Specific technologies examined will include: 1) Electronic Musical Instruments, 2) Notation Software, 3) Sequencing Software, 4) Recording Software, and 5) Technology- Assisted Learning (CAI) Software. Working through the nine national MENC standards for music education, students will actively apply a wide range of technology based teaching strategies. Working within the technology specialty of their choice, each student will finally develop and demonstrate a multi-lesson curricular sequence that they believe will be most relevant to their future teaching contexts and students. (2 credits) Burdick 

MIE 556 – Improvisation in Music Education
Explores venues for employing traditional and contemporary improvisation techniques and methods for all instruments in the general music classroom ensemble, or private lessons, with an emphasis on multiple cultural perspectives on percussion and vocal teaching and learning and attention to social-emotional aspects of drum circle facilitation. Interdisciplinary aspects of improvisation are also explored with attention to language arts, mathematics, history, and science. Introduces techniques for teaching improvisation, with an emphasis on ‘playing by ear’, ornamentation, and learning through call-and-response exercises. Explores the cultural, historical, and educational methods of teaching improvisation in schools through readings, research, observation and discussion. (2 credits) Senders 

MIE 571 – Performing Artists in Schools
Students learn to present high-quality programs that meet specific educational goals and objectives. Aspects of assessing educational impact of musical performance are discussed through readings, and by design and implementation of assessments in school settings. Models for educationbased performance outreach will build on the past work of MIE students, Young Audiences, and the From The Top Radio Show.
(2 credits) Burdick 

MIE 572 – Performing Artists in Community Outreach
Offers students the opportunity to understand the relationship between artists and community. Will revolve around class projects that are designed, organized, and performed by student work groups, guided by the teacher and in collaboration with community leaders. Students will learn how to initiate contact with communities, assess community needs, design and execute performance-centered programs, and assess the impact of their work on the communities in which they serve, as well as themselves as performing artists and cultural leaders. Through real world experiences that put them into contact with a wide and diverse range of community agencies – community centers, homeless shelters, senior citizen facilities, hospitals, prisons, and schools – students will learn how to search out, articulate, and bring to bear the “common ground” that lies between their personal artistic accomplishment and the practical needs of communities. In support of these ventures, the course will draw on a range of guest speakers from the NEC faculty and the broader Boston arts community. (2 credits) Burdick 

 

»MIE INT – Music-in-Education Guided Internship
Students may register for this course when they have designed, and intend to complete, a guided internship. The design and guidance for the project completion will be supervised by the MIE department chair and MIE coordinator. The implementation process may be completed at any time before graduation. Of particular importance to the success of the internship, and its possible application to state licensure, is the range and quality of documentation of the internship activities as specified in the internship plan. Guided Internships may draw on many topics such as studio instruction, pre-school education, vocal and general music instruction, student improvisation and composition in schools, music integration in schools, music for special needs students, orchestral and wind ensemble conducting, music literacy instruction, conducting improvisation ensembles, opera performance and creating opera residencies, arranging and composing for school ensembles, arts learning organization and administration internships. Internships are also available at the CMIE Research Center and the MIE National Consortium. (0 credits) Faculty 

2013-08-19


DO NOT FEAR MISTAKES. THERE ARE NONE. MILES DAVIS