Summer 2012 (tentative)

Note: One week courses are available to take at a reduced fee for professional development.

One-Week Courses (3 credits each)

MUCP 595:  Ghanaian Drumming and Dancing (Kwasi Dunyo) (June 25—29)

This workshop provides extended experiences in West African music and dance with master musician Kwasi Dunyo. While focusing on selected drumming and dance styles, participants will explore the expression of music and dance within the Ghanian culture. Topics include the time line as a vehicle for organizing sound in time and space, the nature of the aural/oral learning and teaching process, and the role of community within Ghanian music and dance traditions.

MUCE 533:  Band Instrument Maintenance for Wind Educators (Glen Grigel) (June 25—29)

Students will have to opportunity to diagnose and correct common mechanical problems of wind instruments in a hands-on setting. In addition to flute, clarinet, saxophone, trumpet, and trombone, this class will cover percussion maintenance, with special attention to drum head replacement and tuning.

MUCE 640:  Projects and Readings in Music Education (Mark Campbell) (July 2—3, 5—7)

Practical application of ideas based upon student-selected topics in music education. Includes analysis of readings in music education generated for the purposes of designing and creating K-12 general music or ensemble learning projects that can be used in personal teaching situations.

MUCE 534:  School String Fleet Maintenance for String Educators (CANCELLED)

MUCE 540/MUCH 540:  Wind Band Literature (James Madeja) (August 6—10)

An exhaustive survey of the serious wind orchestra literature composed for mixed combination of more than 20 performers from the French Revolution to the present. An overview of the history of wind instruments, reading and listening assignments, and biographical and historical information about each composer and his or her work.  

MUCE 595: Music! Words! Opera!  (Roger Ames and Clifford Brooks) (August 6-10)
This workshop will guide general music teachers and social studies-language arts specialists at the elementary and middle school levels in a process of writing an original music theater piece with their students. Collaborative faculty teams are encouraged to attend together. By studying a 'masterwork opera,' students will learn by analysis and modeling how to research, brainstorm, collaborate, and develop a scenario, libretto, and score for their own musical or opera.  Connections with State Standards and local curricula will be encouraged. During the workshop, teachers will study a great work and related lesson plans, and then will write their own musical drama to practice their art of collaboration, rehearsing, and performance. They will explore the textbook series “Music! Words! Opera!,” recently published by GIA.

Four-Week Courses (3 credits each)

All July 16—August 9

MUCH 611:  Introduction to Graduate Study in Music (James Madeja)

A survey of bibliographic and resource materials in music, education, and music education. Examination of basic research methodologies, techniques and procedures and their practical applications. This is a core course required for all Master of Music degrees at Crane.

MUCE 601:  Curriculum Development in the School Music Program (Mark Campbell)

A survey of educational philosophies which have influenced current thought. Discussion of issues regarding public school music instruction, administration, and supervision, including curricular structure and evaluative techniques.

MUCH 595/MUCT 595:  History and Analysis of the Concerto  (T. Sullivan)

This course will examine the concerto genre from its earliest appearance to the present day through discussion, reading assignments, and analysis of musical scores. We will discuss a wide variety of works, including repertoire determined by the interests and preferences of students in the course.

Online courses

MUCT 595/MUCH 595:  History of Music Theory (Terry Paynter) (May 24—June 29)

The historical development of fundamental theoretical concepts such as staff notation, the major/minor tonal system, triads, Roman numeral analysis, and solege as a pedagogical tool is the focus of this course. This online course begins with ideas from the middle ages and ends in the mid-1700s. Assignments include readings, participation in discussion forums, writing summaries of journal articles or book chapters, and a term project.  

MUCS 595:  The Art & Style of Collaborative Voice and Piano (Donald George) (May 24-June 12)
This course is designed to explore the collaboration of the voice and piano, composer and poet, a combination that has captivated and intrigued composers, performers and audiences for centuries. Through reading, listening and writing assignments, students will gain a deeper understanding of this significant art form and develop their awareness of what it means to be a creative artist and an interpretive artist. The course is open to all upper level undergraduate music students, graduate music students and other students with permission of the instructor.

MUCE 505:  Action Research for Music Educators (Caron Collins) (May 24—June 29)

This course is designed to help school band directors, choir directors, and music teachers learn user-friendly action research techniques to find answers to nagging problems that plague their music programs. Techniques will be applied during the course in a mini research project.

GRED 503:  Educational Law (Robin Hosley) (July 5—August 9)

Study of principles and procedures underlying educational law in the United States with emphasis upon New York State. Analysis of critical current issues, church-state relationships, transportation, discipline, liability and teacher rights and responsibilities.