Program Codes:
BMEDOB
Bachelor of Music
Introduction
The D’Angelo Department of Music is an accredited member of the National Association of Schools of Music (NASM). The Department is dedicated to assisting young musicians realize their potential as performing artists, educational leaders, and music therapists. With its distinguished faculty, the Department fosters musical achievement and cultural growth through its rigorous curriculum; its membership in the National Association for Music Education; its Faculty Recital Series; its numerous ensembles, productions, and solo performance opportunities; and by presenting special master classes and guest artists through its Roche Guest Artist Series. The D’Angelo Music Building is located on the south end of the campus. The three-level facility and was opened in September of 1988. In 1996, the university opened the Mary D’Angelo Performing Arts Center. This state-of-the-art facility adjacent to the music building showcases many of the performances and productions of the D’Angelo Department of Music. The Department also utilizes the Walker Recital Hall in the Audrey Hirt Academic Center. This 240-seat hall serves as an additional concert and rehearsal space.
Mission Statement
The D’Angelo Department of Music strives to provide an undergraduate curriculum with comprehensive instruction to students seeking degrees in Performance, Music Education, Composition, Music Therapy, or a Bachelor of Arts in Music. We are committed to encouraging non-music majors to enroll in our department ensembles and courses. Successful completion of degree programs will enable our music students to take a meaningful place within their communities. It is our goal to assist our students to become well-rounded, healthy individuals and life-long learners in the arts. The Department seeks to do this within the context of a liberal arts university and with a deeply personalized approach to learning.
Vision of the Department
The D’Angelo Department of Music strives to be a nationally competitive and well-respected institution of learning. We seek to have a diverse student body that is intellectually curious, and motivated to learn in our rigorous, high quality curriculum. With a faculty of visionary educators, scholars, and musicians, we believe our students will be challenged to achieve these high scholastic and artistic goals. Faculty and students work together in an atmosphere of professional awareness, mutual support, and outreach. As a result, our graduates will be versatile musicians, prepared to pursue successful, fulfilling careers of their choosing.
Music Minor - 19 Credits Required
The D’Angelo Department of Music welcomes any student to audition as a Music Minor (see Audition Requirements below). You will take 30-minute weekly private lessons on your instrument/voice; study Music Theory, Aural Skills, and Music History; and participate in one of our large ensembles. Scholarships are also available to Minors (see Scholarships and Financial Information below).
One Music History course (3 cr) chosen from the following:
Applied Music Lesson Fee
This lesson fee applies only to certain types of students: 1) Non-music majors who wish to enroll in private lessons taught by department faculty, 2) Music Minors who desire to take private lessons beyond the required two years, 3) Current music majors who register for lessons in a secondary area that is not part of the specific degree program.
Description of Degree Programs
The D’Angelo Department of Music enrolls undergraduate students in the following degree programs: Bachelor of Music in Performance, Bachelor of Music in Music Education, Bachelor of Music in Composition, Bachelor of Music in Music Therapy, and Bachelor of Arts in Music. Applied study is offered in the following areas: Brass (Trumpet, Trombone, Tuba, Euphoneum, French Horn), Strings (Violin, Viola, Cello, String Bass), Woodwinds (Flute, Oboe, Clarinet, Bassoon, Saxophone), Composition, Guitar, Percussion, Piano, and Voice. A minor in music is also available to students from other disciplines (see Music Minor above). Each of these programs has a minimum GPA requirement.
Scholarships and Financial Information
Majors
Talent-based scholarships are awarded through the audition process at the discretion of the faculty and the Chair of the Department of Music. Any prospective student is eligible to compete for scholarship assistance, regardless of financial status. Students wishing to apply for financial assistance must also apply to the Student Finanical Services ofice. Students who do not meet required academic and performance levels during their time at Mercyhurst may have their scholarship reduced or eliminated.
Minors
Non-music majors are accepted as music minors through the same audition process described above and are awarded a scholarship for their participation in the music department’s large ensembles: Concert Choir, Civic Orchestra, Wind Ensemble, or Jazz Ensemble. Minors are also welcome to participate in the department's small ensembles at the discretion of the ensemble's director. Small ensembles are: Clarinet Choir, Saxophone Ensemble, Flute Ensemble, Brass Ensemble, Piano Ensemble, Chamber Choir, String Chamber Ensemble, and Opera Workshop.
Non-Music Majors
Students at Mercyhurst University who wish to participate in the large and small ensembles are invited to do so at the discretion of the ensemble conductor. A limited number of scholarships are available through an audition process early in the Fall Semester.
Sophomore Review
At the end of the Sophomore year, a formal review is made by the entire full-time music faculty to evaluate whether the student will be retained in the program. Based on grades, progress on the major instrument/voice, juries, and other criteria established by the faculty, the Sophomore Review must be passed successfully for the student to continue working toward a music degree.
Graduation Recitals
Student Best Practices and Procedures
A student guide outlining all policies of the D’Angelo Department of Music is provided to all music students. It is the responsibility of the student to adhere to guidelines and policies set forth in the document.
Music Education offers students active participation in a variety of performance ensembles like those which our graduates will supervise in the public-school environment. The methods and materials used in the public-school classroom are covered with special focus on motivation, instructional technique, and classroom management skills. Students will be certified to teach K-12 (Band, Orchestra, and Chorus).
Total Credits Required to Graduate in the Major Instrumental/Voice/Composition - 142 Credits
REACH Curriculum
Music Core Curriculum
Additional Courses
47 Credits Required for BA Music, BM Music Therapy, BM Music Education
55 Credits Required for BM Performance and BM Composition
Chronological study of Western music from antiquity to the beginning of the Classical period.
Chronological study of Western music from the Classical period to the present.
Required for all first-year theory and aural skills students. Supplemental guided practice for academic concepts and practical skills covered in the Music Theory I & II and Aural Skills I & II curriculum. 0 credits.
Required for all first-year theory and aural skills students. Supplemental guided practice for academic concepts and practical skills covered in the Music Theory I & II and Aural Skills I & II curriculum. 0 credits.
A two-year course of class instruction to develop functional piano skills that incorporates elements of applied theory. 2 credits.
A four-year course of individual instruction with, emphasis on the thorough development of, musicianship, technique, style, interpretation, and repertoire. Credits determined by student's, degree program.
A four-year course of individual instruction with, emphasis on the thorough development of, musicianship, technique, style, interpretation, and repertoire. Credits determined by student's, degree program. 1-2 credits.
First year of a four-year course of individual, instruction with emphasis on the thorough, development of musicianship, technique, style,, interpretation and repertoire. Credits determined, by student's degree program. 1-2 credits.
Course offers individual instruction with, emphasis on the thorough development of, compositional creativity and techniques. 1-2, credits.
This is a Fall requirement of all music majors. Attendance at weekly Student Forums and certain faculty/guest recitals is required. Students will register for Attendance Requirement each semester for all four years.
Uses the skills achieved in MUS 111/112 to sing and dictate melodies that are diatonic, modal, chromatic, and modulate in various clefs and keys. In addition, students will perform rhythms that are more advanced in simple and compound meters and will be introduced to music that is more metrically complex.
Uses the skills achieved in MUS 111/112 to sing and dictate melodies that are diatonic, modal, chromatic, and modulate in various clefs and keys. In addition, students will perform rhythms that are more advanced in simple and compound meters and will be introduced to music that is more metrically complex.
Required for BM in Music Education
This sophomore-year course encompasses the first year of a two-year cycle. It focuses on the following: a) instructional planning, b) strategies for teaching musical concepts in all ensemble settings, c) administering large and small ensembles, and d) the performance techniques of the voice, string, wind and percussive instruments. The student will build practical knowledge and skills through experiences in instructional design, composition and arranging, ensemble instruction and conduction, as well as ensemble participation on all secondary instruments.
This sophomore-year course encompasses the first year of a two-year cycle. It focuses on the following: a) instructional planning, b) strategies for teaching musical concepts in all ensemble settings, c) administering large and small ensembles, and d) the performance techniques of the voice, string, wind and percussive instruments. The student will build practical knowledge and skills through experiences in instructional design, composition and arranging, ensemble instruction and conduction, as well as ensemble participation on all secondary instruments.
A two-year course of class instruction to develop functional piano skills that incorporates elements of applied theory. 2 credits.
Methods and materials for developing appropriate music education curriculum and teaching general music in the elementary school (K-6).
This junior-year course encompasses the second year of a two-year cycle. It focuses on the following: a) instructional planning, b) strategies for teaching musical concepts in all ensemble settings, c) administering large and small ensembles, and d) the performance techniques of the voice, string, wind and percussive instruments. The student will build practical knowledge and skills through experiences in instructional design, composition and arranging, ensemble instruction and conducting, as well as ensemble participation on all secondary instruments.
This junior-year course encompasses the second year of a two-year cycle. It focuses on the following: a) instructional planning, b) strategies for teaching musical concepts in all ensemble settings, c) administering large and small ensembles, and d) the performance techniques of the voice, string, wind and percussive instruments. The student will build practical knowledge and skills through experiences in instructional design, composition and arranging, ensemble instruction and conducting, as well as ensemble participation on all secondary instruments.
Fundamentals of baton techniques, score reading and interpretation. Students organize, rehearse and conduct small vocal or instrumental ensembles.
Students are expected to acquire a mastery of more advanced techniques of conducting appropriate to their area of expertise: accuracy and clarity in conducting complex rhythms and the ability to read scores for any combination of instruments/voices. Includes instruction in selection of appropriate repertoire.
The student is expected to acquire a mastery of more advanced techniques of conducting: accuracy and clarity in conducting complex rhythms and the ability to read scores for any combination of instruments/voices. Includes instruction in selection of appropriate repertoire.
This course, which satisfies the Humanities core requirement for Education majors, provides the knowledge, skills and dispositions that enable K-12 teachers to facilitate learning among students from various linguistic and cultural backgrounds. Specifically, the course will (1) explore variations in personality, educational background, social class, ethnicity, national origin, language, and culture; (2) analyze the issues of race, racism, and culture in historical and contemporary perspectives; (3) explore strategies for teaching multicultural and multilingual English language learners in K-12 settings; and (4) identify obstacles to participation in the educational process by diverse cultural and ethnic groups. This course is open to all majors, through the focus is on the educational context.
Introduction to the biology of prokaryotic and eukaryotic cells, including the structure and function of membranes and organelles, especially mitochondria and chloroplasts. Also included are studies of the molecular structure and function of DNA, with emphasis on the organization of the eukaryotic genome, transcription and translation.
BIO 143
This course provides an overview of the psychology of learning, motivation, growth and development, personality dynamics, and social adjustment with emphasis on the diversity of learners in today's classrooms.
This course addresses issues related to the inclusion of students with disabilities into general education classrooms and programs through policy, research, and practice. Participants will be given an opportunity to explore and develop their personal philosophy toward inclusion and collaboration in schools and communities. Participants will learn tools for collaboration, instructional strategies, assessment, and curriculum design, which will allow them to educate students with disabilities in the general education classroom grades Pre-K through 8. Completion of embedded clinical experience required.
ESPE-101
This course prepares teacher candidates to explore the integration of literacy across all disciplines and to develop the idea that all teachers teach literacy. It prepares teacher candidates to support, accommodate, and coach students with disabilities in particular literacy strategies, including the use of assistive technologies relevant to content area subjects in grades Pre-K through 8.
ESPE-101
The emphasis of this course is to help students develop into teachers who become reflective practitioners. A case study approach, seminar-type discussion, and numerous writing assignments will be used to involve students in the day-to-day activities that are part of teaching practice. The course will explore the social, cultural, political, historical, and philosophical contexts of schools, and use the perspective gained from this study to consider present day educational issues. Students will begin construction of their teaching portfolio by writing a statement of their philosophy of education. An embedded clinical experience during regular school hours is required.
EDEC 101, ESPE-101
This seminar course will help candidates learn to identify with and conduct themselves as members of profession, with an emphasis on familiarizing candidates with the current practices/topics in the field, areas of professionalism, and family/community collaboration partnerships. Candidates will be encouraged to engage and interact with instructor and peers to discuss their field experiences, practical problems in the classroom, and reflect on how their classroom encounters relate to early development and learning theory, subject matter content, pedagogy, assessment, as well as their current coursework and overall education program goals. Candidates are expected to be active participants in assigned readings, questioning, and other discussions/ debates. Candidates will enroll in this seminar concurrent with EDEC 474.
EDUC-474
This course is designed to provide secondary students with first-hand teaching experiences in middle and/ or high school classrooms. Students work with mentor teachers in their content areas. During this time they serve as apprentices, assisting the classroom teacher and gradually move from a role of observer to roles of tutor, small group leader, and large group instructor. Interns work at their school sites each Wednesday and Friday during the semester for a total of 60 hours. Each Monday morning the interns participate in a campus seminar that addresses research-based instructional strategies and inclusive classroom practices. This course must be taken the semester immediately prior to student teaching.
EDUC 300 ESPE 301 or ESPE 302
EDUC 473
This 12-week capstone experience is designed to prepare the pre-service teacher to assume full teaching responsibilities in a secondary classroom. Students will normally teach at both the junior and senior high school levels. A bi-weekly seminar is mandatory.
Note: To receive the degree and certification in music education, all candidates
must meet all the requirements outlined in the Education department section
of the University catalog. Please refer to all standards, policies and admissions/
retention criteria specified for all education majors seeking a degree from
Mercyhurst University and certification by the Pennsylvania Department of
Education.