Music Education, BS

Degree: Bachelor of Science (BS)
Major: Music Education

Program Overview

The Bachelor of Science (BS) in Music Education is a professional degree for students who are interested in teaching music in K-12 schools. Undergraduate music education majors pursue a fully accredited curriculum that develops musical knowledge through a sequential program of instruction, critical thinking, and practical teaching experiences. Students develop skills, concepts, and methodologies in music theory, composition, general musicianship, music history, arranging/orchestrating, improvising, conducting, and music performance. This intensive four-year degree leading to teacher licensure prepares students to become professional music educators. 

Program highlights include:

  • Full time faculty with specialties in all areas of music education (choral, general, instrumental) who provide personalized attention to students and support teacher preparation 
  • An emphasis on experiential learning that is based on current research and best practices
  • Active participation in music teaching beginning in the introductory courses with fieldwork continuing throughout the degree program
  • Opportunities to perform with outstanding ensembles (orchestra, band, choral, early music, jazz)
  • Experiencing a variety of liberal arts subjects (humanities, literature, history, social sciences, foreign language) and conservatory instruction (performance, music theory) by participating in our Joint Music Program with the internationally renowned Cleveland Institute of Music
  • An active chapter of NAfME Collegiate, a student-led organization dedicated to professional development
  • Advanced technology and a dedicated music education resource center
  • Earning a degree from a program approved by the Ohio Department of Education (ODE), the Council for the Accreditation of Educator Preparation (CAEP) and the National Association of Schools of Music (NASM)

Additional program information is available on the Department of Music Music Education webpage.

Learning Outcomes

Teacher Licensure Program Outcomes were developed through a lengthy process that involved CWRU professors, in-service teachers, current CWRU students, school administrators, representatives from professional education organizations, and others. They are designed to meet the requirements mandated by the Ohio Department of Education (ODE), the Ohio Department of Higher Education (ODHE), the Teacher Education Accreditation Council (TEAC), the Council for the Accreditation of Educator Preparation (CAEP), the Interstate Teacher Assessment and Support Consortium (InTASC), and the professional organizations that specify content and pedagogy for beginning teachers and teacher preparation programs. The InTASC standards are national standards that guide teacher preparation programs, as well as the professional development of practicing teachers. The InTASC standards align with Ohio’s Standards for the Teaching Profession and with the Common Core State Standards for P-12 teaching and represent the CWRU Program Outcomes. Additionally, standards of academic performance and professional behavior are threaded throughout courses and experiences. For example, the Case Western Reserve University teacher education program believes that each teacher needs to be consciously rooted in a philosophy that embodies the ideals of a Proactive Scholar-Practitioner, and that all teachers need to be comfortable with and competent in utilizing technology in ways that are appropriate to facilitate student learning. These components are essential and are addressed, along with Program Outcomes in each student’s portfolio.

  • Students will be able to understand how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences.
  • Students will be able to use understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards.
  • Students will be able to work with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self- motivation.
  • Students will be able to understand the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content.
  • Students will be able to understand how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues.
  • Students will be able to understand and use multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher’s and learner’s decision-making.
  • Students will be able to plan instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context.
  • Students will be able to understand and use a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways.
  • Students will be able to engage in ongoing professional learning and use evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner.
  • Students will be able to seek appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.

Admission

The BS in Music Education requires submission of the Common Application or Coalition with Scoir with corresponding Music Arts Supplement (digital portfolio in the area of music) on an acceptable primary instrument or voice and a live interview/performance audition (by invitation of the music education faculty) for entrance to the major. 

Incoming undergraduate music majors are expected to enter CWRU with a fundamental working knowledge of and proficiency in reading of treble and/or bass clef, key signatures, and major and minor scales, along with the ability to vocally match pitches played on the piano. These skills are necessary for music theory courses taught through the Cleveland Institute of Music, which are a significant part of the required music major curriculum. Incoming undergraduate students are placed into a music theory course based on a diagnostic exam and a sight singing placement exam that are administered online prior to orientation. 

More information about the undergraduate admission and audition process is provided on the Department of Music Undergraduate Application Procedures webpage. 

For students who do not major or minor in music but want to participate in musical activities on campus, our many ensembles are open to all CWRU students (regardless of major), and we offer music lessons through the Joint Music Program with faculty from the Cleveland Institute of Music. Students may pursue the minor in music or participate in ensembles and lessons as non-majors without passing an audition. 

Music Handbook and Advising

Current undergraduate music majors should review departmental policies and procedures in the Undergraduate Music Handbook, and use the Advising Forms as a tool to track academic progress in all course requirements.

Additional resources and forms are available on the Department of Music Resources for Current Undergraduate Music Majors webpage.

Undergraduate Policies

For undergraduate policies and procedures, please review the Undergraduate Academics section of the General Bulletin.