MUSIC EDUCATION AREA STUDENT HANDBOOK...DPS website on this type of card is included below: You may...

MUSIC EDUCATION AREA STUDENT HANDBOOK

2018-2019 Edition

Revised 09/24/2018

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TABLE OF CONTENTS

INTRODUCTION.............................................................................................................2

FACULTY CONTACTS .....................................................................................................2

UNDERGRADUATE ........................................................................................................3

PROGRAM INVOLVEMENT ....................................................................................................................... 3 ADVISING ................................................................................................................................................4 OBSERVATION/PRACTICUM SCHEDULING ..............................................................................................4 IVP FINGERPRINT CLEARANCE CARD ..................................................................................................... 5 STUDENT TEACHING ............................................................................................................................... 7 PROGRAM OF STUDY ............................................................................................................................... 7

GRADUATE ................................................................................................................... 11

MAJOR PROFESSOR .............................................................................................................................. 11 ADVISING .............................................................................................................................................. 11 DEGREE PROGRAM TIMELINE .............................................................................................................. 12 MASTER’S PROJECT VERSUS MASTER’S THESIS .................................................................................... 12 THESIS AND DISSERTATION GUIDELINES ............................................................................................. 13 PROJECT GUIDELINES .......................................................................................................................... 13 PROPOSAL ............................................................................................................................................. 13 PROJECT DOCUMENT ............................................................................................................................ 14 GRADUATE WRITING SUPPORT ............................................................................................................. 14 GRADUATE TEACHING ASSISTANTS ...................................................................................................... 15 PROGRAMS OF STUDY ........................................................................................................................... 17 MASTER'S OF MUSIC (M.M.) IN MUSIC EDUCATION ............................................................................ 17 DOCTORATE OF PHILOSOPHY (PH.D.) IN MUSIC EDUCATION .............................................................. 18 DOCTORAL MINOR IN MUSIC EDUCATION ............................................................................................ 19 MUSIC EDUCATION COURSE SCHEDULE (2-YEAR PLAN)………………………………….20 Note: The 2018-19 Edition of the Music Education Area Handbook was created by contributions from Drs. Matthew Williams, Karin Nolan, Alyssa Cossey, and Dawn Corso, UA Music Education faculty during 2017-18, and drafted by Dr. Matthew Williams. The draft version was presented at the Fall 2018 Music Education Student Orientation, which also included Dr. Tammy Yi. The final version was edited by Dr. Dawn Corso, who assumes all overlooked errors.

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INTRODUCTION

Welcome! We are excited to have you join us as a music education student at the Fred

Fox School of Music. The mission of the Music Education Area is three-pronged:

(1) to foster strong music educators who are versed in best pedagogical practices

and demonstrate the highest quality performance standards;

(2) to produce scholarly output vital to the enhancement of our field and develop

the scholarship of our students; and

(3) to facilitate and participate in meaningful community engagement through

music education.

This Handbook is intended to provide you with the information and resources to

successfully navigate a degree in music education at both the undergraduate and

graduate levels. The information contained in this Handbook should serve as a

supplement to the official Undergraduate and Graduate Handbooks of the FFSoM. If

any information in this Handbook contradicts the Undergraduate and/or Graduate

Handbooks, then the language in said Handbooks will take precedence.

FACULTY CONTACTS

The following contact information is provided to guide you to appropriate faculty during

your educational journey. Faculty web pages and biographical information can be found

through the FFFSoM Directory: https://music.arizona.edu/people/directory/.

Dawn Corso, Ph.D., [email protected] Area Coordinator, Music Education General Music Education and Ethnomusicology Alyssa Cossey, D.M.A, [email protected] Choral Music Education and Choral Outreach

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Karin Nolan, Ph.D., [email protected] Music Education and Music Teacher Preparation

Matthew Williams, Ph.D., [email protected] Band Music Education and Wind Band Outreach Tammy Yi, Ph.D., [email protected] String Music Education and Orchestra Outreach

UNDERGRADUATE

Program Involvement

At the undergraduate level, the music education major is unique in that students do not

take most classes from music education faculty until they are well into their program,

with the exception of MUS250. This delay may lead to feelings of isolation, frustration,

and detachment. Please know that opportunities exist for you to get involved as music

educators even during your first year. Opportunities, including faculty contact, are listed

below. Be sure to read emails distributed to the music education student listserv for

other opportunities, as well. You are a valued member of the program and although you

may not be taking any classes with a music education faculty member, please know that

we are here for you.

• UA Chapter of the National Association for Music Education (NAfME, Dr.

Williams)

• UA Chapter of the American Choral Directors Association (ACDA, Dr. Schauer)

• UA Chapter of the American String Teachers Association (ASTA, Dr. Buchholz)

• Wildcat Choir and University Community Chorus (Dr. Cossey)

• Outreach Honor Band and New Horizons Band (Dr. Williams)

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• String Project (Dr. Buchholz)

• Music Education without Borders—UA Chipo Mbira Ensemble, UA Tíolacadh

Irish Ensemble, and Son Arizona Latin Ensemble (Dr. Corso)

• Fall Colloquia Series and Spring Workshop Series (all music ed faculty)

Advising

The primary advisor for undergraduate students is David McGuiggan, Undergraduate

Academic Advisor (Rm. 102B, [email protected]). Music education students

should feel free to consult with a member of the music education faculty member prior

to meeting with Mr. McGuiggan in order to discuss intended career path and the music

education courses that would best prepare you for success in that endeavor. Any of us

would be happy to meet with you, but it would be best if you contact the faculty member

most related to your area of interest.

Observation/Practicum Scheduling

Once you pass MUS250 and the Music Education Advisory Review (MEAR), you will

begin taking music education methods courses. Each of these courses is intended to

synthesize information gained earlier in your degree program as well as continue to

build your abilities as a music educator. Part of the course requirements may be to

complete observation or practicum hours outside of class time. While this decision is left

to the discretion of the individual instructor, it would be to your benefit to plan ahead

when scheduling your courses. If you leave at least a two-hour block of time between

7:00am-3:00pm one day a week when taking a methods course, you should have plenty

of time to complete the additional requirements without causing yourself undue stress.

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IVP Fingerprint Clearance Card

All music education students must possess a current and accurate IVP Fingerprint

Clearance Card issued by the Arizona Department of Public Safety (DPS) after enrolling

in MUS250. If you lost your current card or need to change information, please visit:

https://www.azdps.gov/services/public/fingerprint and follow the directions. (Fill out a

form, and send in $5.00 for the replacement card.) If you do not have your IVP

Fingerprint Clearance Card, following is the information you need to obtain one.

All fingerprinting costs about the same no matter where you go for fingerprinting:

$67.00 (money order or cashier's check) for the actual AZ Department of Public Safety

(DPS) fee and typically $10.00 (cash) for the person/business doing the fingerprinting.

The easiest option for UA students is Fieldprint Services. University Postal, located at

1718 E. Speedway Blvd., is a Fieldprint site contracted with the AZ DPS. The cost is

$74.95 (which includes the $67 fee that goes to the DPS). One makes an appointment

online, pays via credit card, and goes to the location for fingerprinting. Helpful

directions via screenshots can be found at the following link:

https://www.coe.arizona.edu/sites/coe/files/Fieldprint%20Arizona%20instructions.pd

f. Select the card, “IVP Paid Employee.”

There are other fingerprint locations too, but these require obtaining the application

and a blank card directly from the AZ DPS. Since students will be working in schools,

they specifically need an IVP Fingerprint Clearance Card. More information from the AZ

DPS website on this type of card is included below:

You may request a packet directly from DPS by either calling (602) 223-2279 or

faxing your request to (602) 223-2947. Office hours are Monday through Friday

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from 8:00 a.m. to 5:00 p.m. If you will be working in the education field (public

or charter) and you are required to obtain a Fingerprint Clearance Card or if you

will be doing student teaching or tutoring you will need to obtain an “Identity

Verified Print” (IVP) Fingerprint Clearance Card, not the regular Fingerprint

Clearance Card. When requesting an application packet please make sure you

specify that you need the “IVP” application packet. Please ensure you affix

sufficient postage to the envelope and place your return address in the top left

corner of the envelope." Besides the College of Education, here are the other

places in Tucson for fingerprinting once you obtain the card and application

directly from the AZ DPS (each location, has specific days and times listed):

http://uapd.arizona.edu/services-resources/fingerprints. You will usually need

to bring:

• A state or federal issued photo ID (not your CATCARD), with your address

and signature displayed.

• $10.00 cash, personal check, cashier's check or money order for fingerprints.

• A $67 Cashier's Check or Money Order made payable to Arizona Department

of Public Safety. No cash or personal checks will be accepted for this portion

of the payment.

Taken directly from: http://www.azdps.gov/services/fingerprint/.

The whole process takes approximately 6-8 weeks from sending in prints to having a

card-in-hand. Most schools will not let anyone formally observe or teach until the actual

card arrives, but sometimes a copy of the application for fingerprint clearance will

suffice if there was a previous fingerprint clearance card recently expired.

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Student Teaching

It is required that you attend the Student-Teacher Orientation Meeting the semester

prior to student teaching. Dates for the Student Teacher Orientation Meeting are

advertised regularly; watch the music education listserv, as well as signs posted around

the FFSoM. Full policies, procedures, and information are available at

https://cfa.arizona.edu/students/office-of-field-experience/. It would be wise to

familiarize yourself with this site once you begin music education methods coursework,

especially after passing MUS250 and the MEAR. For any questions regarding student

teaching, please contact Dr. Karin Nolan at [email protected].

Program of Study

Certification Requirements Arizona certification requires one of the following three options: AEPA/NES Exam

AZ033: Constitutions of the United States and Arizona; enrollment in POL 210: U.S. and

Arizona Constitutions (UA, 3 units); or enrollment in a similar course through many of

the Arizona community colleges, such as Pima, Northland, Glendale CC, etc. If taking a

course outside the UA, make sure the course covers both the US and AZ Constitutions

and the course grade is transferred to your UA transcripts upon completion of the

course.

Additional Notes • Students may petition the Undergraduate Academic Advisor to substitute SERP 400:

Survey of Exceptional Students for TLS 435.

• A passing score on the Diagnostic Theory Exam is required to enroll in MUS 120A.

MUS 119 is required for those students who do not pass.

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• Demonstration of piano proficiency is required to enroll in MUS 210A. MUS 110A

and MUS 110B are required for those students who do not pass.

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GRADUATE

Major Professor

As you progress through your degree program, begin thinking about which of the music

education faculty members you will ask to be your major professor, who will also serve

as chair of your committee. It is the role of the major professor to shepherd you through

the end of your degree program and the creation of your final document. You will work

primarily with your major professor on the document until the end stages, at which

point the rest of the committee will become involved. M.M. students should approach

the faculty member whom they would like to be their major professor during Semester

2, while Ph.D. students should do so near the end of Semester 3 at the latest.

When choosing a major professor, some factors to consider include: similarities in

academic interests, alignment of intended document research methodology, personal

rapport, and supervision style. You will find some faculty members to be more involved

in certain aspects, and you should consider from what type of advising style you would

benefit most. However, please understand that your first choice of major professor may

not be able to serve, especially if they are already supervising multiple students.

Advising

The primary academic advisor for all graduate students is Dr. John Brobeck, Director of

Graduate Studies (Rm. 228, [email protected]). Students should consult with

the DGS each semester to ensure they are maintaining good academic progress.

Students should also communicate regularly with a music education faculty mentor and

the Music Education Area Coordinator in addition to meeting with the DGS in order to

ensure degree and course content are aligned with intended goals. When assembling the

initial Plan of Study, it is recommended that you meet with the Music Education Area

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Coordinator to discuss the music education courses that would best meet your needs

prior to finalizing the plan with the DGS.

Degree Program Timeline

For suggested timelines for both the M.M. and Ph.D. degrees, please refer to the FFSoM

Graduate Handbook. Of particular importance are the timelines for the final documents

(master’s project, master’s thesis, or doctoral dissertation) and oral exams/defenses.

Students should plan for final documents to take at least two semesters to complete,

with planning for dissertations often beginning in the spring of the second year. It is

much better to communicate with your prospective major professor early in the degree

program and keep them informed about your intentions. None of the final documents

will be completed satisfactorily in a single semester. When planning for the final oral

exam or document defense, you should work with your major professor to construct an

appropriate timeline.

Master’s Project versus Master’s Thesis

Master’s students have the option to complete either a project or a thesis as their final

document. This decision should be made in consultation with the major professor.

Generally speaking, the project is appropriate for students for whom the M.M. will be a

terminal degree and is intended to offer educators a chance to synthesize research into

an executable plan. Those who may continue graduate work to earn a doctorate at some

point in the future should choose to complete the thesis, which will offer the student an

opportunity to design, implement, and evaluate a complete research project from

beginning to end. Theses are overseen by the FFSoM Graduate Committee and UA

Graduate College and are officially archived by the university upon completion, whereas

projects are overseen by the Music Education Area and are housed locally.

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Thesis and Dissertation Guidelines

For master’s students choosing to complete a thesis for their final document, and

doctoral students completing a dissertation, guidelines and expectations may be found

in the FFSoM Graduate Handbook. Students should also pay particular attention to the

official thesis and dissertation formatting guides required by the University of Arizona

(available at https://grad.arizona.edu/gsas/dissertations-theses).

Project Guidelines

There is considerable flexibility in terms of the format, scope, and topic of the master’s

project. The project does not have to be submitted to the FFSoM Graduate Committee.

Therefore, it is especially critical that you communicate with your major professor in

order to agree on specifics of the document.

Proposal Following initial discussion with your major professor, you may be asked to submit a

proposal. The purpose of the proposal is to help you to articulate your vision of the

project and provide a groundwork on which to build. The proposal should be submitted

no later than the beginning of the semester in which the project is to be completed. The

specific proposal format will be decided in consultation with your major professor, but

generally it may include:

I. Introduction (typically 3-5 pages) A. Provide background information and a rationale for your project. B. Why is your project important and needed? What are your goals for the

project? II. Review of Literature (typically 10-15 pages)

A. Provide a brief overview of the literature. It should be expanded upon in the actual project document, however. The purpose for this is to make sure your project is based upon sound evidence and informed by past work.

B. What has already been done in this area directly related to your project in music education? What germane non-education literature is there (e.g., in ethnomusicology)?

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III. Scope of Project (typically 2-3 pages) A. Give the nuts and bolts of the project. What do you plan to do? B. Also give a brief overview of who might be involved, where it might take

place, and how long or when will it take place.

Project Document The project document will vary depending upon the type of project you complete and

will be decided upon in consultation with your major professor. For example, someone

creating a series of instructional DVDs would likely have a shorter document than

someone writing a curriculum unit. Further, someone creating a project in an area in

which there is good foundational work done already will have more resources to pull

from than someone selecting a somewhat less studied topic. As difficult as it might be,

try not to focus on the length of the document. The specific document format will be

decided in consultation with your major professor, but generally it will include:

I. Introduction (typically 5-10 pages) A. This section is simply a developed, revised version of the introduction of

the proposal. II. Review of Literature (typically 15-20 pages)

A. Again, this section is like the literature review in the proposal, but a more developed and revised version. See: http://www.library.arizona.edu/help/tutorials/litreviews/whatis.html .

III. Body of Document (varies considerably) A. The body of the document depends upon what you are creating. It might

be a curriculum map, unit of study/set of lessons, or accompanying descriptions or assessments to a DVD. Expectations for this section will depend upon the project.

IV. References & Appendices A. The last sections of the document will be a standard reference list and any

needed appendix for items, such as tables, graphs, pictures, etc.

Graduate Writing Support

Most documents in your courses will use the most recent version (currently the 6th ed.)

of the American Psychological Association's manual for writing and publishing

(http://www.apastyle.org/). You should consider purchasing your own copy, if you are

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able. A very good free APA resource online is Purdue's Online Writing Lab (OWL):

https://owl.english.purdue.edu/owl/resource/560/01/ .

UA also offers several resources for writing and editing assistance. The Writing Skills

Improvement Program offers a Graduate Writing Institute during the summer

regarding scholarly and professional writing (http://wsip.arizona.edu/graduate-writing-

institute). The Writing Center also offers a great deal of services, including editing

support and English writing assistance (http://thinktank.arizona.edu/writing-center).

Other UA writing resources include the:

• UA Writing Skills Improvement Program (https://wsip.arizona.edu/),

• UA Library's "Improve Your Research Skills" page

(http://new.library.arizona.edu/research/tutorials), and

• UA Library's "Write & Cite" page (http://new.library.arizona.edu/research/write-

cite).

Graduate Teaching Assistants

Enrollment in a graduate music education degree program is intended to provide more

in-depth understanding of content and teaching environments or to function as

preparation for a career at the collegiate level. While the coursework is a substantial part

of this preparation, many prospective employers also want to see collegiate teaching

experience from applicants. The opportunities afforded by the Graduate Teaching

Assistantship will work towards this end. However, you are encouraged to approach

music education faculty who are teaching courses similar to those in which you desire to

teach regarding serving as a Teaching Assistant for that course. Doing so will allow you

to work more closely with faculty, give you experience and insight into design of specific

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courses, and allow faculty to better support you when the time comes to write

recommendation letters since they will have had many opportunities to watch you teach.

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Programs of Study

Master's of Music (M.M.) in Music Education Adapted from page 9 in the 2016-17 FFSoM Graduate Handbook

Course Number Course Name Units MUS 550 or MUSI 585Q* Advanced Studies in Music

Teaching or Applied Conducting Lessons

3 or 4

MUS 551 Behavioral Research in the Arts

3

MUSI 580 or 585 Applied Instrument, Voice, or Conducting Lessons

4

MUS 500 (or 501/502**) Large Conducted Ensemble (or Coached Ensemble/Small Conducted Ensemble)

2

MUS 909 or MUS 910*** Master's Project or Thesis 3 MUS Music Theory**** 3 MUS Musicology**** 3 MUS Music Education

Electives***** 9

TOTAL 30 or 31 Prerequisite: Students are expected to hold a current teaching certificate and to have completed an undergraduate degree in music education. Requests for exceptions to these prerequisites may be submitted to the Coordinator of Music Education for consideration.

*A placement audition is required. **MUS 501/502 may be substituted for piano students only. Students should petition the Area Coordinator of Music Education and the Director of the Fred Fox School of Music for such an allowance. ***A thesis (MUS 910) is recommended for students who plan to enter a doctoral program. ****Passing scores on the graduate diagnostic exams in music theory and history are required to avoid taking additional courses for deficiencies in these areas. *****Courses considered Music Education electives:

MUS 525: History and Literature of the Wind Band, MUS 550: Advanced Studies in Music Teaching, MUS 635: Choral Literature and Technique, MUS 650: Foundations and Principles of Music Education, MUS 654: Psychology of Music, MUS 696A: Seminar in Music Education (maximum of 6 units allowed), and MUS 696C: Seminar in Music Theory (if topic is germane to music education).

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Doctorate of Philosophy (Ph.D.) in Music Education Adapted from page 27 in the 2016-17 FFSoM Graduate Handbook

Course Number Course Name Units Master's Degree* 30 MUS Major Field** 36*** MUS Minor 12 MUS 920 Dissertation 18 TOTAL 96**** Prerequisite: Students are expected to hold a current teaching certificate and have completed a minimum of three years teaching music full-time in a school. In addition, a Master's degree in music education is required. Requests for exceptions to these prerequisites may be submitted to the Coordinator of Music Education for consideration. *Courses taken as part of a Master’s degree may not be taken for credit a second time in a doctoral degree. **Courses considered to be part of the major field of Music Education: • 9 credits selected from research:

MUS 551: Behavioral Research in the Arts, MUS 603: Qualitative Research in Music, MUS 604: Historical Research in Music, and MUS 655: Quantitative Analysis in Music Education.

• 21 credits from Music Education with a minimum of 3 credits of MUS 696a. MUS 550 and MUS 696a may be repeated when topics/instructors differ:

MUS 550: Advanced Studies in Music Teaching MUS 551: Behavioral Research in the Arts (if not used for research credits), MUS 603: Qualitative Research in Music (if not used for research credits), MUS 604: Historical Research in Music (if not used for research credits), MUS 650: Foundations and Principles of Music Education, MUS 654: Psychology of Music, MUS 655: Quantitative Analysis in Music Education (if not used for research credits), MUS 672: Teaching Music in Higher Education, and MUS 696a: Seminar in Music Education.

• 6 credits selected from graduate courses in ethnomusicology, musicology, theory, composition, literature, pedagogy, applied lessons, and ensembles.

***Passing scores on the qualifying major exam in Music Education are required to avoid taking additional courses for deficiencies in this area. ****Passing scores on the graduate diagnostic exams in music theory and history are required to avoid taking additional courses for deficiencies in these areas.

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Doctoral Minor in Music Education Adapted from page 31 in the 2016-17 FFSoM Graduate Handbook

Courses for the doctoral minor will be selected in consultation with the Music Education Area Coordinator.* Typically, the student will complete: Course Number Course Name Units MUS 650 Foundations and Principles of

Music Education 3

MUS 672 Teaching Music in Higher Education

3

MUS 696a Seminar in Music Education 3 In addition, the student will select one** of the following courses: MUS 550 Advanced Studies in Music

Teaching 3

MUS 551 Behavioral Research in the Arts

3

MUS 603*** Qualitative Research in Music 3 MUS 604*** Historical Research in Music 3 MUS 654 Psychology of Music 3 MUS 655*** Quantitative Analysis in Music

Education 3

MUS 696a Seminar in Music Education 3 TOTAL 12 *Courses taken as part of a Master’s degree may not be taken for credit a second time in a doctoral degree. **Passing scores on the qualifying minor exam in Music Education are required to avoid taking additional courses for deficiencies in this area. *** Students may choose this course if it seems germane to their research/study. It is advised that students consult with the faculty course professor, in addition to the Director of Graduate Studies and Area Coordinator of Music Education, prior to registering for these courses, however.

MUSIC EDUCATION COURSE SCHEDULE (2-YEAR PLAN) Actual courses offered and course details are subject to change.

Check with music education faculty and the DGS regarding instructors and topics for MUS 550 and MUS 696a.

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Monday Tuesday Wednesday Thursday Friday Fall (Even Year)

9:00-10:50AM MUS 452: Band Techniques

9:00-10:50AM MUS 450: Teaching Music in Elementary Schools


3:00-3:50PM MUS 360: Music Fundamentals Through Experience

4:00-5:50PM MUS 427/527A: Careers in Music

4:00-6:30PM MUS 550: Advanced Studies in Music Teaching—Special Topic




4:00-6:30PM MUS 604: Historical Research in Music

11:00-11:50AM MUS 250: Introduction to Music Education

12:00-1:50PM MUS 453: String Methods



4:00-5:00PM Music Education Colloquium (3rd Friday of the month TBA) Sunday 1:15-3:45PM UA Outreach Honor Band

6:30-8:30PM UA Wildcat Outreach Choir

2:00-3:50PM UA Music Education Without Borders: MUS 201/401/501- 008: UA Tíolacadh Irish Ensemble

2:00-3:50PM UA Music Education Without Borders: MUS 201/401/501- 008: UA Chipo Mbira Ensemble & Son Arizona Latin Ensemble

4:00-6:30PM MUS 654: Psychology of Music

4:00-6:30PM MUS 551: Behavioral Research in the Arts

7:00-9:30PM MUS 200/400/500K: University Community Chorus



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Monday Tuesday Wednesday Thursday Friday Spring (Odd Year)


4:00-6:30PM MUS 672: Teaching Music in Higher Education


9:00-10:50AM MUS 451: Methods and Techniques for Secondary Vocal Music Education

12:00-1:50PM MUS 338M: Teaching Secondary School Subjects


4:00-6:30PM MUS 650: Foundations & Principles of Music Education




4:00-6:30PM MUS 655: Quantitative Analysis in Music Education




4:00-6:30PM MUS 696a: Music Education— Seminar/Special Topic


4:00-6:30PM MUS 550: Advanced Studies in Music Teaching—Special Topic Time/Day TBA Music Education Workshops (Tentatively offered once/month) Sunday 1:15-3:45PM UA Outreach Honor Band



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Monday Tuesday Wednesday Thursday Friday Fall (Odd Year)






4:00-6:30PM MUS 696a: Music Education— Seminar/Special Topic




4:00-6:30PM MUS 550: Advanced Studies in Music Education/Special Topics





4:00-5:00PM Music Education Colloquium (3rd Friday of the month TBA) Sunday 1:15-3:45PM UA Outreach Honor Band




4:00-6:30PM MUS 654: Psychology of Music

4:00-6:30PM MUS 551: Behavioral Research in the Arts




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Monday Tuesday Wednesday Thursday Friday Spring (Even Year)


4:00-6:30PM MUS 650: Foundations and Principles of Music Education





4:00-6:30PM MUS 550: Advanced Studies in Music Education/Special Topics




4:00-6:30PM MUS 672: Teaching Music in Higher Education




4:00-6:30PM MUS 603: Qualitative Research in Music


4:00-6:30PM MUS 696a: Music Education— Seminar/Special Topic Time/Day TBA Music Education Workshops (Tentatively offered once/month) Sunday 1:15-3:45PM UA Outreach Honor Band

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