The program leading to the Degree of Doctor of Education in Music Education emphasizes the acquisition and integration of a broad array of musical, intellectual and professional competencies as these contribute to educational practice, instruction and scholarship. The requirements for the two doctoral degrees are comparable but the work is differentiated to meet the needs of candidates with varying kinds of interests and expertise. Prospective doctoral candidates should consult a faculty advisor about which degree route is the most appropriate.
The doctoral degree forms part of the offerings of the Program in Music and Music Education at Teachers College. The Program itself offers an array of unique features and fundamental principles. Essentially, the Program is committed to the integration of insights derived from practical as well as theoretical learning. It is deeply committed to helping students acquire full and rich insights into artistic developmental capacities across the life span. Drawing from offerings of other departments in Teachers College and Columbia University, the Program seeks to help students marshal a range of scholarly content and methodologies to inform their concepts of the music and music education. The development of close working relationships with schools, colleges, museums and other arts agencies in New York offers students the possibility of testing theoretical ideas and research findings by translating them into practical forms of instruction. Finally, international ties with former students, faculty and administrators in other countries have opened up myriad possibilities for cross-cultural research, study and teaching abroad.
The overall aim of doctoral study is to promote and make possible high levels of accomplishment in scholarship and musicianship. Towards this end, both program routes allow for considerable flexibility; in consultation with their advisor, students may select and sequence those experiences which best meet their personal, artistic and professional needs and interests. At all stages students work closely with their advisors evaluating abilities and accomplishments, selecting courses, and designing independent studies and fieldwork experiences that foster the mastery required for the degrees.
Program Profile
Once accepted to the Program, students work with their advisor to complete the Curriculum Guide. The guide fulfills two purposes: it allows for the charting of points available to be transferred into the Program and it provides a clear picture of points remaining for the degree such that students can make informed choices about the courses they will need to take. The Curriculum Guide may be reviewed and updated at any time, and will form the basis from which the final Program Plan will be developed for submission to the Office of Doctoral Studies. Teachers College requires that all candidates for the doctoral degree successfully complete points both within and outside the Program in which they are enrolled. This policy is designed to help students acquire a fully comprehensive professional background and spectrum of intellectual insights, which can be applied to their chosen field of specialization. The Music and Music Education Curriculum Guide, thus, sets forth an "optimum" pattern of points within the various categories of study required for the degree. The Major Categories of Study included in the checklist afford considerable flexibility in terms of content and courses. When planning their program, candidates for the degree should include course work that will be essential to their anticipated dissertation. Students are reminded that depending on the distribution of points transferred into the Program in different areas of study, individual profiles may look rather different.
Curriculum Guide
Curriculum Profile: Ed.D. (90 points minimum)
Music Education Coursework
Music in Higher Education (3 points)
Required Courses College Teaching and Administration of Music (A&HM 6001) - 3 points
Suggested Courses Teaching applied music (A&HM 6023) – 3 points College teaching internship (A&HM 6481) – 3 points
Music and Music Education (36-42 points)
Required Courses Comprehensive Musicianship (A&HM 5032 or 5033) – 3 points Foundations of Music Education (A&HM 5020) – 3 points Creativity and Problem Solving in Music Education (A&HM 5025) - 3 points Children’s Musical Development (A&HM 5022) – 3 points New Technology (A&HM 4029) – 2 or 3 points (or demonstrated proficiency)
Suggested Courses A&HM 4020 Music for the world's children A&HM 4021 Designing musical experiences for young children A&HM 4022 The artistic lives of young children A&HM 4023 Choral methods, procedures, and materials A&HM 4030 Integrating Music in the Classroom A&HM 5021 Instrumental instruction for children A&HM 5026 Musical Skills and the Creative Strategy A&HM 5029 Intermediate and advanced applications of new technologies in music education A&HM 5047 Creative strategies for teaching music literature A&HM 5141 Special Topics in Music: Research A&HM 5142 Special topics in music: Pedagogy A&HM 5143 Special topics in music: Comprehensive Musicianship
Music Research (10-12 points)
Required Courses Research Methods in Arts Education (A&H 5001) – 3 points Synthesizing Research in Music Education (A&HM 5031) – 2 points Doctoral Seminar (A&HM 6501) – 2 or 3 points Dissertation Seminar (A&HM 7501) – 2 or 3 points
Suggested Courses A&H 5002 Assessment Strategies for the Arts A&HM 5003 Music perception and cognition A&HM 5023 Vocal pedagogy I A&HM 5024 Vocal pedagogy II
Applied Music (15-24 points) (Suggested areas of study) Applied major Ensemble Chamber music Performance literature Conducting
College-wide (out of program) Coursework
Out of Program Classes – total of 15 points required
Suggested Content Areas Curriculum and Teaching (C&T) Special Education (C & T and HBS) Early Childhood (C&T) Technology (MST) Developmental Psychology (O&L) Education Administration (O&L)
Research (Minimum of 6 points)
Historical Methods (Philosophy and Education A&HF 6041) Introduction to Qualitative Research in Curriculum & Teaching (C&T 5502) Qualitative Research and Evaluation in International Education (Comparative & International Education - ITSF 4092) Methods of Inquiry: Ethnography and Participant Observation (Comparative & International Education - ITSF 5000) Ethnography and Participant Observation: Structural and Interpretive Analysis (Comparative & International Education – ITSF 5001) Ethnography and Participant Observation: Comparative and Qualitative Analysis (Comparative & International Education – ITSF 5002) Research Methods in Social Psychology (Organizational Psychology – ORLJ 5040) Qualitative Research Methods on Organizations: Design and Data Collection (Organization and Leadership – ORL 6500) Qualitative Research Methods on Organizations: Data Analysis and Reporting (Organization and Leadership – ORL 6501) Methods of Empirical Research (Human Development – HUD 4021) Basic Concepts in Statistics (Human Development – HUD 4120) Methods of Social Research: Survey Methods (Sociology & Education – HUDF 5020) Instrument Design and Validation (Measurement and Evaluation – HUDM 5053)
Course Requirements and Academic Policies
Excellent scholarship is expected of every doctoral student, both in and outside their specialization. Certification for the doctoral degree is necessarily selective and high grades in courses are among the most meaningful criteria for apprising scholarly excellence. In computing grade averages, the Ed.D. Committee uses decides, that is, scores which range from 1 (low) to 10 (high). A sheet describing how decides are calculated can be obtained from the Office of Doctoral Studies. A doctoral student is expected to achieve a composite grade of 6 or above in work taken before certification.
Before the Ed.D. Committee can consider a candidate for certification; at least six courses in Teachers College (subsequent to the first year of graduate study) must be completed for which evaluative grades have been earned. Grades at Teachers College are recorded as evaluative, pass/fail, or as attendance. Students electing to be graded on any other basis than the one announced by the course instructor must obtain approval no later than the close of the third class meeting and file the appropriate form in the Registrar's Office. The Doctoral Presence (DP) grade option allows for doctoral candidates (post certification) to seek new information, content and skills without undue dependence on evaluative course grades. Definition of the various grade options may be found in the current Teachers College Catalog.
Certification: Procedures and Requirements
Before beginning the certification process, please be certain you are fully admitted to the Ed.D. degree program. The certification process in Music Education requires that students complete required courses. These required courses are: A&HM 5032 or 5033 Comprehensive Musicianship A&HM 5022 Young Children’s Musical Development A&HM 5025 Creativity and Problem Solving in Music Education A&HM 4029 Introduction to New Technologies in Music Education A&HM 6001 Teaching and Administration of Music in College
In addition, doctoral students will complete four projects: A performance, an demonstration of musical content knowledge, an article accepted for publication, and the dissertation advanced report. Detailed information for each of these projects can be found on the following page.
Students will be certified upon the successful completion of all four projects and all required courses. It is expected that the students will complete the projects in a timely manner.
Projects should be submitted to the Music Program Secretary, not to an advisor. As with all graduate work, projects should be carefully edited for grammar, spelling, punctuation, and sentence structure and submitted in a double-spaced, typed format (when appropriate). Projects submitted to the Program Secretary should be dated and identified by version, that is, indicate whether it is a first-time submission, a revision, or a second effort at submission.
Certification Projects submitted to the Music Program Secretary by the Fall or Spring midterm date, Certification Projects submitted by the Fall or Spring midterm (refer to the "Academic Calendar") will be evaluated before the beginning of the next Fall or Spring Semester. No projects will be evaluated during the summer sessions. Any questions regarding the certification process should be discussed with your advisor.
PLEASE PUT YOUR NAME AND SUBMISSION INFORMATION ON ALL PROJECTS
The following projects comprise the Doctoral Certification Examination.
Musicianship
1. Perform a complete solo work (solo or sonata) or perform at least two pieces with a small chamber group and record it on videotape. The recital must be scheduled and performed during the period that you are enrolled in the doctoral program. It may be performed at Teachers College or in another venue. Your adviser and your applied music teacher should approve the program for the recital before being performed. Video is to be submitted in DVD format.
Review of Music Literature
2. Aural Comprehension. The exam will be given generally each semester, including once during the summer term. Six compositions representing various periods, styles, and performing media will be played for you. Each composition will be presented twice. You will be given three minutes time between the first and second presentation of each composition and five minutes after the second presentation has been played, to write your responses.
You should give an aural analysis of what you have heard. Consider the categories of: 1) medium (type of ensemble); 2) meter, tempo and rhythm; 3) melody; 4) harmony; 5) tonality; 6) texture; and 7) form. Indicate the salient features, such as homophonic or polyphonic texture, diatonic or chromatic tonality, or any unusual harmonic treatment, unusual melodic treatment, range, setting of words, use of certain combinations of instruments, or voices, technical demands, etc. Then use your analysis to deduce in what period the piece was probably written and a likely composer.
Publication
3. Write an article appropriate for publication on a topic of your choice. Your article should be approximately 1200-1500 words in length. You should submit your article for publication in a national, state, or local professional journal such as the Music Educators Journal or the School Music News. A copy of the manuscript should be submitted in English to the Music Program Secretary. Your article should include your own ideas as well as the documented ideas of others in the field. Be sure to use an acceptable style manual (check your target journal) to prepare the article. This project will be considered complete upon the receipt of a letter from the journal¹s editorial staff stating that your article has been accepted for publication.
