BACCALAUREATE AND MASTER’S DEGREES
NEW PROPOSAL FORM: ONE-STEP PROCESS
(Submit One Copy)
REVISED FORMAL PROPOSAL
Institution: Kennesaw State University
1. Institutional Contact (President or Vice President for Academic Affairs): Vice
President for Research and Graduate Dean, Dr. Charles Amlaner
Date: March 31, 2011
School/Division: College of the Arts
Department: School of Music
Departmental Contact: Dr. Harry E. Price
Name of Proposed Program/Inscription:
Degree: Master of Music
Major: Music Education, Conducting, Performance
CIP Code:
Anticipated Starting Date: Fall 2012
1. Program Description and Objectives:
Kennesaw State University, the College of the Arts (COTA), and the School of Music (SOM)
propose a new academic program leading to awarding a Master of Music degree, with emphases
in either conducting, music education, or performance. The 35-semester hour program includes
an 11-hour academic core that includes a Music Entrepreneurship class requiring an externship,
and a thesis or final recital. The thesis requires an independent presentation of ideas related to the
specific degree or final recital that is at least 60-minutes of repertoire deemed appropriate for
graduate level performance. Additionally, all masters’ students will take an oral examination
given by a graduate faculty committee. Depending on focus, the programs include an applied
music core, courses related to concentration, conducting, music theory, music history, and
literature.
a. Objectives of the program
The objectives of this program for the students are based on the knowledge, skills, and
abilities as indicated by KSU and the SOM faculty, and are consistent with the graduate
standards identified by the National Association of Schools of Music (NASM). Depending on
whether the student’s program focus is on performance, conducting, or music education, the
specific concentration varies. NASM criteria form the basis on which the SOM has been an
approved Baccalaureate Degree-Granting Institution since 1984. The NASM’s goals are key in
this proposal for the master’s degree we propose across these majors. The key is to have the
graduates be experts in music education, performance, or conducting at the master’s level.
All students in the MM program will have a basic understanding of the advanced skills
required by taking the core program coursework, which includes Introduction to Scholarship, a
graduate music theory course, a graduate music history course, and the class of Music
Entrepreneurship, focusing on promoting their performance or the group that they lead. Work in
this area will also result in the students being involved with community activities as well as those
on campus.
In the areas of focus, the students following either the performance or conducting
concentration will have applied lessons, pedagogy and literature classes, small and large
ensemble expectations, and a graduate recital or theses. Students in music education will have a
variety of courses, such as methods, Music Education Seminar, and a final project that is similar
to a thesis, but will also have the core of other requirements
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In the end, the masters’ students will demonstrate advanced competencies across broad music
areas and within the specific specializations of performance, conducting, or music education.
They will also develop the crucial skills necessary to promote themselves and their programs, in
today’s global market.
b. Needs the program will meet
This master’s degree will provide a level of education that is needed in our area by Kennesaw
State University; a suburban university that can address the needs of commuters, non-traditional,
and traditional students. A master’s degree represents a level of education that is practically
required for someone following music education, performance, or conducting pursuits today. It is
incredibly useful for career advancement and the development of our students’ skill sets. The
master’s degree allows for the honing of individuals pursuits for those who wish to pursue their
area of focus. This degree also addresses students who want to achieve higher educational levels.
In its young existence, students completing the SOM program at Kennesaw State University
have attended some excellent graduate schools and conservatories of music, including Florida
State University, Indiana University, New England Conservatory, Peabody Conservatory,
Shenandoah Conservatory, University of Illinois (Urbana-Champaign), University of Michigan
(Ann Arbor), and University of Texas, Austin, Texas.
The degree implementation methods that we have planned will allow for people who are
currently employed to be able to remain so while pursuing this degree, as well as, accommodate
those wanting to be full-time students. Our location makes it feasible to take some of the classes
during the year and a full load in the summer. However, we have flexibility with the program so
that individuals can pursue the degree during the academic year as well. Our location makes this
program accessible to people in Northern Atlanta up through the state line. The growth in this
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region since 2000 has been quite remarkable and we need to make a program of this type
available to the citizens of this region.
There is a large number of teachers near Kennesaw who would benefit from the master’s
degree. The state of Georgia has 3,600 people who are school music teachers and members of the
Georgia Music Educators Association. Additionally, 762 people are members of the Georgia
Music Teachers Association. Surrounding KSU, the local schools have considerable numbers of
teachers interested in the program. In Cobb, Gwinnett, and Polk Counties alone, there are
approximately 700 music teachers and hundreds more in the many other nearby counties we
would serve. This large number does not even begin to include the numerous private music
teachers and performers in this region, as well as elsewhere, who may be interested in a master’s
degrees in music for performers or conductors at Kennesaw State University with the talented
faculty who teach here. Finally, some of our past and present students would be likely wish to
pursue the master’s degree at Kennesaw, for its fine faculty, wonderful ensembles, excellent
facilities, and convenient proximity.
c. Brief explanation of how the program is to be delivered
The master’s degree in music will consist of work that will be delivered in a variety of ways.
However, music is a performance medium and that requires people to participate on campus for
good interaction and feedback. For example, we will want folks to participate in performance
ensembles and learn from the directors or to study their instruments with some of the best artistteachers in the region. In addition to this, there are the community groups who have offered to
work with our SOM (Appendix A) providing placement opportunities (e.g., GYSO, CSO,
KSUCAC, Capitol City Opera) for these masters’ students. Finally, there will likely be some
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distance education involved in areas such as history or theory and possibly some of the pedagogy
and literature in time. All aspects of the degree are designed to meet the approval of NASM.
With all of these course possibilities, we will still be able to offer the bulk of this instruction
without any dramatic changes in the number of faculty. We do however hope to hire an
ethnomusicologist in the near future. Also, due to the increasing needs of the graduate program if
approved, we would also be working towards having a colleague who is a collaborative piano
specialist.
d. Prioritization within the institution’s strategic plan
KSU’s strategic plan fits well with the plans for this program. It will provide graduate study
opportunities for a diverse adult student body in the northern suburbs of Atlanta and extending
into northwest Georgia. For many of them this is not possible if you live in this area. In addition
to being a full-time student, the structure will also allow graduate students to pursue their desired
academic goals on a part-time basis due to job, family, and civic responsibilities. Adding this
degree will allow many music students to pursue professionally-oriented music degrees. It will
prepare students well for the advancement of professional pursuits and KSU would then offer
graduate degrees in all colleges of the university. An expanding array of professional master’s
degrees exists at KSU, and it is a goal to continue to enhance professional degrees.
We do not want to forget that COTA is a well-respected college, in which all of its programs
have earned national acceptance and official approval by the appropriate national accrediting
organization. It is reasonable for it to contain this professional degree, which will match and
extend the current Master of Arts Teaching degree offered in the Visual Arts program. It will
also provide considerable public service opportunities in working with the outside organizations
that have indicated that they will provide the opportunity for the students to work with them
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enhancing student life activities and preparing them to be leaders in their fields.
2. Description of the program’s fit with the institutional mission and nationally accepted
trends in the discipline.
The proposed master’s degree fits well with the Kennesaw State University Mission, the
University System of Georgia Mission, and the National Association of Schools of Music’s
expectations for graduate degrees. It will offer students the opportunity for personal and
professional growth in music at an institution that respects students as people trying to further
develop themselves.
In terms of its fit with all other units in the University System of Georgia, The School of
Music will provide “a supportive campus climate, necessary services, and leadership
development opportunities, all to educate the whole person and meet the needs of students.” We
will be providing opportunities for all acceptable students to pursue degrees in music
performance, conducting, and education. This will occur in the wonderful open environment that
Kennesaw State University provides for all students. This will occur in an excellent educational
institution and a major focus of these programs will be the applied nature of the degrees we are
proposing.
As will be evident from the proposal, all the different concentrations will have an applied
focus. All students will take a course in Music Entrepreneurship, which will focus on
professional development. In addition to the course content and skills, the areas will each have a
number of tasks that will require students to apply their skills. These include practical
experiences in community groups such as the Georgia Youth Symphony Organization, Cobb
Symphony Orchestra, KSU Community and Alumni Chorus, and Capitol City Opera. Those in
performance and conducting will also learn how to promote themselves, their recital, and CD.
The music education students will learn how to promote their programs in order to establish
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stronger support for the programs’ continuance in the communities. We believe that this
commitment to public service will provide “distinctive characteristics that have a magnet effect
throughout the region or state.”
The structure of the program will address the needs of a variety of students, honoring the fact
that many of them will pursue their academic goals on a part-time basis because of job, family,
and civic responsibilities. Consequently, many of the courses will be late in the afternoon and in
the summer, as well as demands on weekends for the community organizations. All of these
factors speak to the fact that “the university is committed to continuous improvement in an
increasingly diverse and constantly changing learning community.”
This fits well with NASM, which has been designated by the United States Department of
Education as the agency responsible for music’s accreditation throughout the United States of
free-standing institutions. NASM establishes the minimum standards of achievement in music
curricula. It focuses on the purposes, structure, and content of the programs through creative
endeavor, inquiry, and investigation. At KSU, these would focus work in performance or
production that results in contributions to the body of knowledge and practice in music. At KSU,
the focus would be on practice-oriented degrees; these are for “the preparation of artists,
pedagogues,” as well as others.
Interestingly, NASM specifically states “students should be encouraged to acquire the career
development and entrepreneurial techniques necessary to advance themselves according to their
area of specialization and their own career objectives.” This is exactly the direction of the
Master’s of Music degree we are proposing. As indicated previously, it is focusing on student’s
promoting themselves as performers, conductors, and educators. Further, NASM states, “most of
those who are in graduate degrees in music are or will be engaged in music teaching of some
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type during the course of their professional careers. Institutions are therefore strongly
encouraged to give attention to the preparation of graduate students as teachers.” The proposed
masters students’ involvement with the community organizations, as well as those at KSU will
address this critical area.
3. Description of how the program demonstrates demand and a justification of need in the
discipline and geographic area and is not unnecessary program duplication.
There are considerable data that support this program as not providing unnecessary
duplication. However, even where there might appear to be some duplication, since music is a
limited subject, it is clear that there is a desire for this program to exist at the SOM at KSU,
given its location and program quality.
First, one of the items that makes this program unique is the Music Entrepreneurship class
and the externship experiences we have planned. Attached to the proposal you will find four
letters indicating community organizations that will be supporting the master’s degree with
opportunities for students to work with them. The students will be working with these
professional community organizations in addition to the KSU ensembles and experiences. GYSO
represents approximately 400 school-aged children, Cobb Symphony represents professional and
semi-professional musicians, Capitol City Opera is a professional performance association, and
KSU CAC represents the community and alumni singers. As the master’s program develops, we
will be exploring additional partnerships with other local arts organizations.
The masters’ students will be developing plans to promote themselves as artists, through all
devices, including the web, hard copy media, and printed materials. For instance, in the graduate
semester recital, the performer will engage an active audience for their performance, the recital,
and the resultant CD. These aspects will help them understand what musicians, regardless of
focus, need to consider in developing support for themselves or their programs in the ever-
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challenging economy that tends to look at the arts as an expendable item. While we do not agree
with this perspective towards the arts, we need to address this issue rather than to ignore it.
While there are graduate music education programs that are available in the summer, this
program will allow students to pursue the master’s degree full time, summers-only, or a
combination of these. This summer offering will also provides courses for performance or
conducting degrees. Consequently, making this a possible track for music education and will be
attractive for some students.
Of the fields proposed in this master’s degree, the one with the most employee data is music
education. The state of Georgia saw a significant increase in the number of music teachers from
3,642 in 2000 to 4,676 in 2010. This is an increase of 28% in the ten years and this means that a
large number of people would be pursuing masters’ degrees. In the south in general, there has
been an increase in music teachers from 27,437 to 29,329. Georgia’s population also increased
by 18.3% (8,186,453 to 9,687,653) between 2000 and 2010 and this change will likely continue,
which also leads to an increased need for teachers. This population increase also means that there
is an increase in the number of performers and conductors. The bulk of the population changes
have been suburban, like the counties surrounding near to Cobb. In covering northern Atlanta
and Georgia, that is quite a number of colleagues interested in music education alone. At present
(2010), 3.5% of the teachers in Georgia are music teachers. This number is in the bottom half of
the states, consequently, it will not likely go lower; if anything, when the economy improves it
might increase.
Nationally, approximately, 11,000 music educators leave the workforce each year, but the
graduation rate is approximately 3900. Clearly, there is a need for more teachers. Due to the low
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graduation rate, it is the focus of the KSU School of Music that the students admitted to this
masters’ are of a superior quality. This is crucial for student success and continuing in the field.
For performers and conductors, the data from National Arts Index 2010, Americans for the
Arts, new non-profit arts organizations have grown annually, with an increase of 3,000 during
the 2007-09 recession years. The number of students with arts experience taking the SAT has
increased from 15% to 20% over ten years. Arts employment has remained strong, with a growth
every year from 2000 to 2008, from 509,000 to 676,000 for self-employed artist-entrepreneurs.
Interestingly, all of this occurs with a decrease in public spending on the arts.
In addition to these data, the KSU School of Music did a survey and had over 160 people
respond. Initially the respondents were professionals in the Atlanta area and later students
responded.
The first question was, “Do you think the KSU School of Music should offer Master of
Music degrees in performance, music education and/or conducting?” The response was
overwhelmingly positive, with approximately 160 (97%) saying yes, with the rest saying no or
maybe. In the respondents, over 100 said music education, more than 50 said performance, and
over 40 said conducting (more than one response was possible). Of these respondents, over 120
said they would consider pursuing the degree at KSU; a large number of the rest already had
their master’s degree. Further, the respondents said they would recommend KSU if it did offer a
masters degree, with 140 saying yes, over 20 saying maybe, and only a couple who responded
“no”.
The results of all of these data indicate that there is a keen interest in a master’s degree and in
KSU offering it. This survey did not include all the possible people who might be interested, but
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was a sample of individuals (both current professionals and undergraduates) who might be taking
the degree in the future.
4. Brief description of institutional resources that will be used specifically for the program
(e.g., personnel, library, equipment, laboratories, supplies & expenses, capital expenditures
at program start-up and when the program undergoes its first comprehensive program
review.
To begin this program, we have qualified faculty among our tenured, tenure-track,
contracted, and part-time faculty. They are a talented and gifted group who are excited by the
possibility of this program occurring in the not too distant future. We are extremely fortunate to
have part-time faculty who are members of the Atlanta Symphony Orchestra (often as principal
players on their instruments) and other respected performance organizations. Also, our music
education specialists are colleagues with a wealth of experience that the students will find quite
attractive and this feature will help induce people to enroll at KSU. There is need for an
ethnomusicologist, which we would hope to employ by the second year of the program, in order
to offer a wider and deeper set of offering for this program.
We have listed Graduate Teaching Assistantships that will build up across the first five years
of the program. Along with these, we would hope to get some out-of-state tuition waivers as
well, for any student who would be interested in attending the program from another state. These
students will help us attract people to the program, but they will also provide some
undergraduate instruction that will allow some of the current faculty teaching undergraduate
courses to teach graduate ones and provide necessary lessons.
We anticipate two graduate teaching assistants in the first year, adding three a year, until we
reach 14 assistants in the fifth year. The anticipated order would be one in music education and
one in orchestral conducting in the first year, and then we would add piano, choral conducting,
and percussion, followed by history, instrumental conducting, and music education. The final
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two years would add one in theory, voice, and guitar, and finally strings, music education, and
woodwinds or brass. They would each initially go through the course being offered by Center for
Excellence in Teaching & Learning (CETL), to help them develop their teaching skills and
preparing them to teach in the SOM.
The Performing Arts Library (PAL) and the main library are in good shape for adding the
master’s degree. PAL is in the Wilson Building and primarily collects scores, media items,
composers’ collected works, and advanced music reference items, while the main library holds
most of the ML and MT classes of books on musical topics. Its physical collection is adequate
based on faculty requests. It has had a farsighted leadership that created standing orders for
selected sets of composer’s collected works, and it has twenty-five composers represented along
with other musical monuments and historical anthologies. Most recently, it has expanded the
collection of parts for standard chamber works and small instrumental ensembles, partly due to
the SOM transferring over 300 sets from various programs, to improve accessibility to them.
Since then, private donations, funding from the SOM, and the PAL budget have increased
scholarly performing editions when available.
Additionally, SOM constituents have access to a growing collection of electronic databases
directly and indirectly related to the study of music, including Classical Music Library, Classical
Music Scores, Oxford Music Online, Garland Encyclopedia of World Music, Humanities
International Complete, Project MUSE, Oxford Reference Online (contains 10 music reference
resources), Music Index, International Index to Music Periodicals and RILM. PAL also
maintains access to JSTOR collections I-IX that encompass the database’s entire archival musicrelated content. The university library supports an efficient system of document delivery for
articles that are not locally available. By early summer 2011 PAL also intends to purchase access
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to Naxos Music Library and Naxos Fantasy Jazz and will acquire IPA Source for our vocalists
shortly thereafter.
With the combined music collections of the Performing Arts Library and the Sturgis Library,
the libraries are capable of supporting the proposed masters–level classes. Through the continued
financial support of KSU’s main library, the School of Music, and the College of the Arts, it will
assure that the PAL’s holdings and services can remain on the same upward trajectory as KSU
and the SOM.
Given the current facilities, we will not need any special equipment or laboratories. The
supplies and other expenses will be minimal and there will be no capital expenses required.
5. Curriculum: List the entire course of study required and recommended to complete the
degree program. Provide a sample program of study that would be followed by a
representative student.
Following is an outline of the degree with the three concentrations listed. They all contain an
11 credit hour core, and then the core and elective for the area. The degree is 35 credit hours.
I. Core Classes for all areas
MUSI XXXX Introduction to Scholarship in Music
MUSI XXXX Music History
MUSI XXXX Music Theory
MUSI XXXX Music Entrepreneurship (second year)
11
3
3
3
2
Conducting
II. Additional Core Classes for Conducting
Conducting lessons
Large Ensemble
Literature (MUSI 6315 or 6318)
Graduate Conducting Seminar
Master’s Recital
Master’s Thesis
III. Electives Selected per Committee Decision
Applied Studio
Choral Literature
Choral Ensemble
19
8
4
3
2
1
1
5
1-2
2
1
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Choral Pedagogy
MUSI 7950 Directed Independent Study (Literature, Pedagogy, Curriculum,
Assessment)
Oratorio Literature
Psychology of Music
Small Ensemble
Symphonic Literature
Vocal Literature I
MUSI 7900 Special Topics in Music
2
1-3
2
2
1
2
2
1-3
Music Education
II. Additional Core Classes for Music Education
MUED XXXX Contemporary Issues in Music Education
MUED XXXX Applied Project in Music Ed (comparable to Thesis)
MUED 3308/6608 Music Education for Exceptional Students
Methods Course (MUED XXXX, XXXX, or 3303/6303
12
3
3
3
3
III. Electives Selected per Committee Decision
MUED XXXX Choral Pedagogy
MUED XXXX Choral Methods
MUED 3303/6303 Instrumental Methods
MUED 6334 Foundations of Music Education
MUED 3370/6370 Marching Band Techniques
MUED XXXX General Music Materials/Strategies Middle Grades
MUED 66XX Graduate Conducting
MUED 66XX Instrumental Pedagogy
MUED 6860 Instrument Techniques
MUED XXXX Music Education for Early Childhood Birth-Age 8
MUSI XXXX Large Ensembles
MUSI XXXX Small Ensembles
MUSI XXXX Psychology of Music
MUSI 7900 Special Topics in Music
MUSI 7950 Directed Independent Study (Literature, Pedagogy, Curriculum,
Assessment)
ECE 7700 Scientific Foundations of Early Childhood Educ.
INED 7781 Cultural Issues for ESOL Teachers
INED 7720 Classroom Behavioral Strategies
12
3
3
3
2
1
3
1-2
2
1-9
3
1
1
2
1-3
1-3
3
3
3
Performance
II. Additional Core Classes for Performance
MUAP 6XXX, 6XXX
MUAP 7XXX, 7XXX
Master’s Recital
9
4
4
1
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III. Electives Selected per Committee Decision
MUSI XXXX Accompanying
MUSI XXXX Advanced Keyboard Skills
MUSI XXXX Conducting Seminar
MUSI 7950 Directed Independent Study (Literature, Pedagogy, Curriculum,
Assessment)
MUSI XXXX Fretboard Theory/Harmony
MUSI XXXX Instrumental Literature and Chamber Repertoire
MUSI XXXX Large Ensembles
MUSI XXXX Literature
MUSI XXXX Oratorio Literature
MUSI XXXX Pedagogy
MUSI Voice Pedagogy Lab
MUSI XXXX Psychology of Music
MUSI XXXX Small Ensembles
MUSI 7900 Special Topics in Music
MUSI XXXX Symphonic Literature
MUSI XXXX Vocal Literature I
12
1
2
2
1-3
3
3
1
2
2
2
1
2
1
1-3
2
2
All Masters’ Students
Students may select any other graduate courses in the School of Music or at KSU, if agreed
upon by the committee.
a. Clearly differentiate which courses are existing and which are newly developed
courses. Include the course titles as well as acronyms and credit hour
requirements associated with each course.
The courses that already exist in SOM are MUSI 7900 and 7950, MUED 6860 (was
6660), and MUAP 6631-4 and 7731-34 for studio instruction. The following courses listed
are from the College of Education and they are ECE 7700 Scientific Foundations of Early
Childhood Education (3 credits), INED 7781 Cultural Issues for ESOL Teachers (3 credits),
and INED 7720 Classroom Behavioral Strategies (3 credits) currently exist. Other than these,
everything else listed below is either a cross-listed or 25 new course, which include four for
the studio, a master’s recital, and a thesis.
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b. Append course descriptions for all courses (existing and new courses).
Course
Number
MUSI
6010
(NEW)
MUSI
6210
(NEW)
Course Title
Introduction
to
Scholarship
in Music
Analysis and
Performance
Credit
Hr(s)
3-0-3
Course Description
3-0-3
MUSI
6310
(NEW)
Music of the
Baroque Era
3-0-3
MUSI
7010
(NEW)
Music
Entrepreneur
ship
2-0-2
MUAP
6631,
6632,
6633,
6634,
7731,
7732,
7733,
7734
(EXISTING)
Applied
Music
Performance
1-0-2
Course
Prerequisites
Admission to
graduate
study in music
Req &
Conc
REQ
– ALL
This course provides a survey of
approaches to musical meaning, shows
different perspectives on meaning in
works from common-practice music,
and discusses the relationship between
analytical techniques and performer’s
interpretive choices. Beginning with an
examination of concepts of conflict and
resolution in common-practice music,
the course will cover various interpretive
approaches to this music.
In this course students will study the
genres, forms and styles of the Baroque
period, ca. 1600-1750. Beginning with
an introduction to the Baroque
aesthetic, this class will cover secular
vocal music (madrigal, cantata, and
opera), sacred vocal music (mass,
oratorio, and cantata) and instrumental
music (keyboard genres, sonata, and
concerto), and will conclude with a
preview of the galant style. Within each
category or genre, attention will be
given to historical context, style,
performance practice, drama, staging
and text. Materials for study will be
drawn from scores, recordings, and
primary and secondary source
materials.
Students will work on an internship
project, learn aspects of what it is like to
have a successful career in music in the
21st Century, and build the skills beyond
musicianship that will contribute to
success in the music field.
Passing grade
on the
graduate
music theory
entrance
exam and
admission to
graduate
study in music
REQ
– ALL
Passing grade
on the
graduate
music history
entrance
exam and
admission to
graduate
study in music
REQ
– ALL
Admission to
graduate
study in music
REQ
– ALL
Applied music encompasses the areas
of instrumental and vocal performance
as well as composition, orchestration
and conducting. It is offered for two
hours of credit in the form of private
lessons.
Admission to
graduate
study in music
PERF,
COND
MUED
Graduate music students will encounter
the use of reference, research, and
bibliographical sources in music.
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MUAP
7740
(NEW)
Master’s
Recital
1-0-1
MUSI
7710
(NEW)
Master’s
Thesis
1-0-1
MUSI
6433
(crosslisted
with
MUSI
4433)
MUSI
6434
(NEW)
Voice
Pedagogy
2-0-2
Voice
Pedagogy
Lab
0-1-1
MUSI
6415
(NEW)
Vocal
Literature I
2-0-2
This class is designed to challenge the
student’s knowledge and performance
mastery of varied musical repertoire,
styles and techniques. Under the
direction of the student’s applied
teacher, repertoire will be chosen
appropriate to the student’s skill level
and professional goals. The class
culminates in a public performance of
the repertoire studied.
This seminar will function as a writer’s
group or independent study in order to
help you significantly advance the
process of conceptualizing, organizing,
and writing a research-based text. In
seminar we will read each other’s work,
discuss the concepts, method, and
mechanics of constructing and writing a
thesis, and provide comment to help
with the process.
Pedagogical methods, vocal physiology
and literature for training voices from
beginning to advanced levels.
Co-requisite:
must be
registered for
MUAP 7732
PERF,
COND
Admission to
graduate
study in music
COND
Admission to
graduate
study in music
PERF
The purpose of this class is to give
students the opportunity to apply the
knowledge and techniques learned in
Vocal Pedagogy MUSI 6433. Students
will be required to teach weekly, onehour private voice lessons to an
assigned student who is not already
enrolled in applied voice at KSU. Under
the direction and supervision of the
professor, and through the experiences
the students have teaching their
assigned student, they will learn to
manage real-life issues related to
private voice instruction and improve
their skills as voice teachers.
This course will provide Graduate
students with an in-depth study of
Italian, German, British and Spanish
song literature that will enhance and
refine the knowledge and skills already
acquired at the undergraduate level.
Through analysis and performance this
class will examine and become familiar
with compositional aspects and
performance practices of solo vocal
repertoire beginning in the Baroque
Period and progressing chronologically
through the Classical, Romantic, &
Twentieth Century.
Completion of
MUSI 6433
with a B or
higher.
PERF
Admission to
graduate
study in music
and one
semester of
undergraduat
e vocal
literature
PERF
KSU MM page 17 of 47
MUSI
7416
(NEW)
Vocal
Literature II
2-0-2
MUSI
6417
(NEW)
Oratorio
Literature
2-0-2
MUSI
6318
(crosslisted
with
MUSI
3318)
MUSI
6680
(crosslisted
with
MUSI
3380)
Symphonic
Repertoire
2-0-2
Small
Ensembles
0-2-1
MUSI
6643
(crosslisted
with
MUSI
3343)
Jazz
Ensemble
0-4-1
This course will provide Graduate
students with an in-depth study of
French, Russian, Slavic and American
song literature that will enhance and
refine the knowledge and skills already
acquired at the undergraduate level.
Through analysis and performance this
class will examine and become familiar
with compositional aspects and
performance practices of solo vocal
repertoire beginning in the Baroque
Period and progressing chronologically
through the Classical, Romantic, &
Twentieth Century.
This course will provide graduate
students with the ability to identify
stylistic traits of major oratorio
composers and to aurally recognize
specific oratorio compositions. They
will gain knowledge of poets/texts used
by oratorio composers and have the
ability to perform a variety of oratorio
roles and song selections.
This course will present orchestral
literature from pre-classical to present
including symphony, concert overture,
incidental music, program symphony
and tone poem.
Admission to
graduate
study in music
and one
semester of
undergraduat
e vocal
literature
PERF
Admission to
graduate
study in music
PERF
Admission to
graduate
study in music
PERF
May be repeated for graduate credit.
Small ensembles provide the
opportunity for music majors and
interested non-majors to receive
experience in a variety of performancebased chamber ensembles. The focus
of the ensemble (classical or jazz guitar
ensemble, jazz combo, flute ensemble,
percussion ensemble, trombone
ensemble, low brass ensemble, mixed
chamber, gospel choir, men’s chorus,
women’s chorus, etc.) will be listed on
the student’s transcript as part of the
course title.
May be repeated for graduate credit.
The School of Music offers two large
Jazz Ensembles that perform both onand off-campus in concert. The
ensembles perform a variety of styles
within the jazz idiom including traditional
swing, bop, Latin, Afro-Cuban, and
funk.
Admission to
graduate
study in music
ALL
Audition
ALL
KSU MM page 18 of 47
MUSI
6646
(crosslisted
with
MUSI
3346)
MUSI
6647
(crosslisted
with
MUSI
3347)
MUSI
6648
(crosslisted
with
MUSI
3348)
MUSI
6649
(crosslisted
with
MUSI
3349)
MUSI
6652
(crosslisted
with
MUSI
3352)
MUSI
6533
(crosslisted
with
MUSI
3333)
MUSI
7413
(crosslisted
with
MUSI
4413)
Chamber
Singers
0-6-1
May be repeated for graduate credit.
Study, rehearsal and performance of
choral literature. Membership in
Chamber Singers is by audition only.
Audition
ALL
Wind
Ensemble
0-6-1
May be repeated for graduate credit.
Study, rehearsal and concert
performance of literature for wind
ensemble. Membership in the Wind
Ensemble is by audition only.
Audition
ALL
Symphony
Orchestra
0-6-1
May be repeated for graduate credit.
Study, rehearsal and concert
performance of literature for orchestra.
Membership in the Symphony
Orchestra is by audition only.
Audition
ALL
Chorale
0-3-1
May be repeated for graduate credit.
Study, rehearsal and concert
performance of literature for choir.
Audition
ALL
Opera
Theater
0-6-1
Techniques for the singing actor studied
through the production of scenes or fulllength operas from the dramatic
repertory
Audition
PERF
Accompanyin
g
1-0-1
May be repeated for graduate credit.
The study of and practical application of
accompaniment techniques.
Admission to
graduate
study in music
PERF
Piano
Literature I
2-0-2
The course is designed for piano majors
in both undergraduate and graduate
degrees to understand keyboard solo
literature from JS Bach to Beethoven.
Brief survey on representative
composers and their works will be
discussed during the class meetings via
lecture, discussion, presentations,
listening and playing.
Admission to
graduate
study in music
PERF
KSU MM page 19 of 47
MUSI
7414
(crosslisted
with
MUSI
4414)
Piano
Literature II
2-0-2
The course is designed for piano majors
in both undergraduate and graduate
degrees to understand keyboard solo
literature from JS Bach to Beethoven.
Brief survey on representative
composers and their works will be
discussed during the class meetings via
lecture, discussion, presentations,
listening and playing.
Beginning, elementary, and
intermediate-level teaching materials
and methods for piano.
Admission to
graduate
study in music
PERF
MUSI
7430
(crosslist
ed with
MUSI
4430)
MUSI
7431
(crosslisted
with
MUSI
4431)
MUSI
6510
(NEW)
Piano
Pedagogy I
2-0-2
Admission to
graduate
study in music
PERF
Piano
Pedagogy II
2-0-2
Review beginning, elementary, and
intermediate-level teaching materials
and methods for piano. Discussion on
specific topics on piano pedagogy and
practice actual teaching.
Admission to
graduate
study in music
PERF
Advanced
Keyboard
Skills
2-0-2
Admission to
graduate
study in music
PERF
MUSI
6520
(NEW)
Fretboard
Harmony
2-0-2
Admission to
graduate
study in music
PERF
MUSI
7435
(crosslisted
with
MUSI
4435)
MUSI
6419
(NEW)
Instrumental
Pedagogy
and
Literature
3-0-3
This course is designed to provide
graduate piano students with an
opportunity to develop the various
functional keyboard skills. These
include studying sight-reading, playing
choral score, orchestral score and score
with certain types of clefs,
harmonization with chord symbols,
transposition and study of earlier
keyboard techniques such as reading
figured bass. Combination of group and
individual meetings will cover various
exercises that will enhance them.
This course is for graduate guitar
majors who need comprehensive
knowledge of how harmony and
structure apply to their instrument.
Chord structures, scales, and modes
will be studied.
This course is designed to teach a
comprehensive approach to teaching an
instrument applicable to beginning
through advanced students, and to
develop an overview of a student’s
specific instrumental repertoire
Admission to
graduate
study in music
PERF
Advanced
Choral
Literature
3-0-3
Advanced Choral Literature is the study
of choral genres, composers,
performances practices, compositional
techniques, style, and interpretation of
choral literature.
Admission to
graduate
study in music
COND
KSU MM page 20 of 47
MUSI
6440
(NEW)
Choral
Pedagogy
2-0-2
MUSI
6710
(NEW)
Graduate
Conducting
Seminar
1-0-1
MUSI
6420
(NEW)
Instrumental
Literature
and Chamber
Repertoire
3-0-3
MUSI
7900
(EXISTING)
Special
Topics in
Music
1-3
MUSI
7950
(EXISTING)
Directed
Study
1-9
In this course, students will gain the
following skills and knowledge: ability to
structure and correct the rehearsal
process; ability to identify and correct
faults for every age group of singers;
knowledge of choral literature and
pedagogy appropriate for every age
group; ability to perform a variety of
choral selections.
Fundamental elements of conducting
including score reading, cueing,
expression, interpretation and rehearsal
skills with an emphasis on applying
these techniques in practical conducting
experiences involving choral and
instrumental ensembles.
Instrumental Literature and Chamber
Repertoire is the study of instrumental
genres, including large orchestral/wind
and chamber works, composers,
performances practices, compositional
techniques, style, and interpretation of
instrumental literature.
Selected special topics of interest to
students and faculty.
Covers special topics and seminars
external to regular course offerings.
Admission to
graduate
study in music
COND
MUED
Admission to
graduate
study in music
ALL
Admission to
graduate
study in music
COND
Admission to
graduate
study in
education and
permission of
advisor,
instructor,
department
chair, and
director,
graduate
study in
education.
Admission to
graduate
study in
education and
permission of
advisor,
instructor,
department
chair, and
director,
graduate
study in
education.
ALL
ALL
KSU MM page 21 of 47
MUED
6805
(NEW)
General
Materials/Str
ategies for
Middle
Grades
3-0-3
MUED
6804
(NEW)
General
Materials/Str
ategies for
Early
Childhood B8
3-0-3
MUED
6810
(NEW)
Music
Education
Applied
Project
3-0-3
MUSI
7020
(NEW)
Psychology
of Music
3-0-3
MUED
7810
(NEW)
Contemporar
y Issues in
Music
Education
Foundations
of Music
Education
3-0-3
MUED
6834
(crosslisted
with
MUED
3334)
2-0-2
A course designed for the advanced
development of specific teaching skills,
techniques and materials supporting the
teaching of General Music in the middle
grades. The course provides
opportunities for curriculum design and
the incorporation of a wide variety of
methodologies into classroom
instruction, developmentally appropriate
to students in middle grades.
A course designed for the advanced
development of specific teaching skills,
techniques and materials supporting the
teaching of Early Childhood Music, Birth
to Age Eight. The course provides
opportunities for curriculum design and
the incorporation of a wide variety of
methodologies into classroom
instruction, developmentally appropriate
to young children.
This seminar will function as a writer’s
group or independent study in order to
help you significantly advance the
process of conceptualizing, organizing,
and writing a research-based text. In
seminar we will read each other’s work,
discuss the concepts, method, and
mechanics of constructing and writing a
thesis, and provide comment to
help with the process.
This course will study the functions of
the musical mind; knowledge and
intellectual skills related to mature
perception; implications for the teaching
of music.
An exploration of topics related to the
music classroom highlighting research
practices for the 21st century educator.
Admission to
graduate
study in music
MUED
Admission to
graduate
study in music
MUED
Admission to
graduate
study in music
MUED
Admission to
graduate
study in music
MUED
Admission to
graduate
study in music
MUED
An exploration of the interaction of
historical, social, and philosophical
forces and the development of music
education, and the justification of a
music education program in schools.
Issues of career opportunities in music
education are included.
Admission to
graduate
study in music
MUED
KSU MM page 22 of 47
MUED
6802
(crosslisted
with
MUED
3302)
Choral
Methods,
Materials,
and
Curriculum
3-0-3
MUED
6803
(crosslisted
with
MUED
3303)
Instrumental
Methods,
Materials,
and
Curriculum
3-0-3
MUED
6808
(crosslisted
with
MUED
3308)
Music
Education for
Exceptional
Students
3-0-3
MUED
6870
(crosslisted
with
MUED
3370)
MUED
6860
(EXISTING,
previous
ly MUED
6660)
Marching
Band
Techniques
0-4-1
Instrument
Techniques
1-0-1
The development of the specific
teaching skills, techniques and
materials to support the role of the choir
director and vocal music teacher. The
course prepares prospective
choral/vocal track music specialists for
all aspects of the role including
curriculum design, rehearsal
procedures, methodologies, and the
study of appropriate choral literature.
Field component, peer teaching and
laboratory conducting are required.
The development of specific teaching
skills, techniques and materials to
support the role of band director and
instrumental music teacher. The course
prepares prospective instrumental track
music specialists for all aspects of the
role including curriculum design,
rehearsal procedures, methodologies
and the study of appropriate band
literature. Field component, peer
teaching and laboratory conducting are
required. This course is a requirement
for all instrumental music education
majors.
This course focuses on characteristics
and abilities of individuals with
disabilities and the effect upon musical
learning and performance. Students
will develop materials and teaching
strategies in music appropriate to
students with special needs. Content
includes current legal, educational, and
therapeutic issues as they relate to the
teaching of music. The course includes
field experiences.
Practicum in organization and training
of marching bands. The study of drill
and the planning of movement,
formations and shows. Supervised
apprenticeship in public school settings.
Admission to
graduate
study in music
MUED
Admission to
graduate
study in music
MUED
Admission to
graduate
study in music
MUED
Admission to
graduate
study in music
MUED
Instrument techniques are a
requirement for all certification
programs in music education. They are
taken by advisement according to the
Instrument Techniques Requirement
Display. This display provides for the
necessary competencies in each of the
music education specializations.
Admission to
graduate
study in music
education
MUED
KSU MM page 23 of 47
ECE
7700
(EXISTING)
Scientific
Foundations
of Early
Childhood
Education
2-3-3
INED
7720
(EXISTING)
Classroom
Behavioral
Strategies
3-0-3
INED
7781
(EXISTING)
Cultural
Issues for
ESOL
Teachers
3-0-3
Students develop an understanding of
the research-based Conceptual
Framework of a proven Scientific
System of Education designed to serve
children from 2.5 to 6 years of age.
Students also learn the importance of
the Montessori Prepared Environment
which serves as the essential third
element for effective learning. Students
also discover that the Sensitive Periods
provide the most powerful times for
learning. In addition, they develop new
insights into the nature of child
development and learn that respect for
the child’s inner teacher serves as the
integrating principle for the effective
education of young children. This
course includes an extensive field
experience. Verification of professional
liability insurance is required prior to
placement in the field.
The primary focus of this course is for
candidates to develop skills in
implementing proactive strategies for
positive classroom management. The
basic application of the principles of
applied behavior analysis, functional
analysis, positive classroom ecology,
and positive behavior support for
classroom management will provide the
framework in developing these skills.
Candidates will learn and apply these
principles through the development of
an application project with a student
with problem behaviors. This course
also discusses family and cultural
influences on behavior as well as a
variety of different perspectives on
improving student’s behavior in
classroom and school settings and how
they relate to applied behavior analysis.
This course is designed to develop a
knowledge base about culture, its
influence on learning and teaching, and
its role in intercultural classroom
settings. In this course, prospective
ESOL teachers will examine major
theories related to educating a culturally
diverse student body, and teachers will
develop strategies for ensuring that
ESOL students develop knowledge of
mainstream culture as they become
proficient in English.
Admission to
Montessori
Graduate
Certificate
Program or
M.Ed.
Program.
MUED
Admission to
M.Ed.
program in
Inclusive
Education or
graduate
inclusive
education
add-on
program.
MUED
Admission to
M.Ed., MAT,
or ESOL
endorsement
program.
MUED
KSU MM page 24 of 47
c. When describing required or elective courses, list all course prerequisites.
The prerequisites are listed above with each course listed.
d. Provide documentation that all courses in the proposed curriculum have met all
institutional requirements for approval.
Included in two separate files are the cross-listed and new course proposals.
e. Append materials available from national accrediting agencies or professional
organizations as they relate to curriculum standards for the proposed program.
In Appendix B, is a section on selected NASM Standards as they relate to the master of
music degree we propose. We are pleased that our undergraduate degree just received approval
for reaccreditation and is one of only 15% of applicants who receive initial approval. The entire
handbook can be viewed (National Association of Schools of Music: Handbook 2011-2012),
using the following link: http://nasm-accredit.org/site/docs/Handbook/NASM_Handbook_201011.pdf.
We are delighted that our undergraduate music education degree is approved as part of the
National Council for Accreditation of Teacher Education (NCATE) for KSU. However, music is
listed as one of the “Common Programs for Which NCATE Does NOT Have Standards,” and
therefore it does not apply to this (or any) portion of the degree we are proposing.
“Teacher candidates are expected to meet professional standards for the subjects that they
plan to teach as these have been defined in standards for students in P-12 schools and standards
for the preparation of teachers. Candidates are expected to meet professional standards of other
national accrediting organizations (e.g., the National Association of Schools of Music and the
National Association of Schools of Art and Design)” (Georgia Standards for the Approval of
Professional Education Units and Educator Preparation Programs (Effective 9/01/08)).
f. Indicate ways in which the proposed program is consistent with national
standards.
KSU MM page 25 of 47
As indicated in the previous section, the NASM standards are being met in the materials
being submitted for the MM degree. Consequently, it is completely in accordance with the
accreditation requirements.
g. If internships or field experiences are required as part of the program, provide
information documenting internship availability as well as how students will be
assigned and supervised.
The class teacher and advisors will supervise the field experiences associated with this
degree. The assignments will be handled with all related faculty conversing about each student
and his/her assignment. This being a critical part of the program will require the bulk of the
faculty to be involved.
h. Indicate the adequacy of core offerings to support the new program.
A number of the core offerings will be offered every year as well some in the summer. A few
will be every two years, but still well within the timeline a graduate student would expect. This
would allow all the students access and timely course completion.
6. Admissions criteria. Please include required minima scores on appropriate
standardized tests and grade point average requirements.
General Policies

The degree applicants require that they hold a baccalaureate degree with a major in the
concentration or its equivalent, from an accredited institution.

Applicants must have earned an adjusted grade point average of 2.75 or higher in their
undergraduate study.

Applicants must submit an application, transcript, and a minimum of two letters of
support.

Applicants must audition to be considered for admittance into the MM program.
KSU MM page 26 of 47

Where needed they will also be asked to provide a written document of a previous
university paper.

Once accepted into the program, all students must take Music Theory, Aural Skills, and
Music History placement exams. Additional entrance exams may be required in their
area of specialization. If students are found to need remediation in any of the areas
assessed, they will be required to take (and pass with a B or higher grade) the
appropriate undergraduate course(s) for review.

Voice Performance, Conducting, General and Choral Music Education students are
required to take a piano proficiency test.

If students wish to be exempted from a required graduate course in the curriculum,
which is similar to an undergraduate course they took and passed with a grade of B or
higher, they may petition their area coordinator for permission to be exempted from
that curricular requirement. If the coordinator and the other two members of a
program committee grant an exemption, those credit hours will be moved to the
electives column.

Voice Performance Students must have completed two semesters of Italian language
studies and at least one semester of either French of German in their undergraduate
work.

Students in Voice Performance majors are required to have completed a minimum of
two semesters, and Choral Conducting, General, and Choral Music Education one
semester, of lyric diction during undergraduate studies.
KSU MM page 27 of 47

Before graduation, students must successfully complete a Master’s Comprehensive
Exam, which will be administered by their area coordinator and two other faculty
members.
This degree does not require any standardized test to be considered for admission. The
principal issue here is the audition and undergraduate course requirements. If needed, students
might be asked to provide samples of writing to assess their communication skills. Additionally,
students will all take placement examinations in critical areas of musicianship to determine if
they need remediation.
7. Availability of assistantships (if applicable).
The plan for the assistantships is based on a plan over five years.

Year One - One each in music education and orchestral conducting

Year Two – One each in piano, choral conducting, and percussion would be
added

Year Three – One each in history, wind conducting, and music education

Year Four – One each in theory, voice, and guitar

Year Five – One each in strings, music education, and woodwinds or brass would
be added
These assistantships would cover nine credits for fall and spring term and an honorarium of
approximately $4,500.
The total assistantships planned would be 14 after five years of offering the master’s degree.
These would parallel the anticipated increase in enrollment over this time to 40 students. The
plan is that support for these would come from the Graduate School, COTA, and SOM.
8. Student learning outcomes and other associated outcomes of the proposed program.
Students who graduate from this program will be expected to demonstrate the following.
KSU MM page 28 of 47
A. Demonstrate professional competence in their area of focus before the faculty and
peers.
B. Develop depth and breath of understanding in required subjects, including music
theory, music history, and music entrepreneurship.
C. Be involved with the community and develop their skills to promote themselves and
their programs.
D. Develop advanced capacities to work independently and make effective artistic,
intellectual, and professional judgments in their area of expertise.
E. Produce an acceptable final project working with a committee to monitor progress
and certify completion of the degree.
F. Demonstrate appropriate levels of knowledge and skills upon graduation, regarding
levels of artistic, intellectual, and disciplinary engagement with the subject matter
and projects related to the degree.
9. Administration of the program:
a. Indicate where the program will be housed within the academic units of the
institution.
The Master’s of Music program will be housed in the School of Music in the College of
the Arts at Kennesaw State University.
b. Describe the administration of the program inclusive of coordination and
responsibility.
There will be a School of Music Graduate Committee, who reviews and develops all
related graduate policies. A faculty member will chair this committee and the SOM Director
will be an ex officio member. The Assistant Dean for Admission and Student Enrollment,
Director, and office staff of SOM will manage the applications, with the faculty handling
KSU MM page 29 of 47
admission decisions. All admission decisions will require a committee of at least three
faculty members for admission.
In the fourth year, we would hope to have a faculty member be the Graduate Studies
Director, responsible for graduate students. We would also hope to hire a staff member to
assist with the duties related to graduate students. At this point, all graduate duties will rest
with these two people and the faculty member will serve ex officio on the Graduate
Committee in place of the Director.
10. Waiver to Degree-Credit Hour (if applicable): If the program exceeds the maximum
credit hour requirement at a specific degree level, then provide an explanation supporting
the increase in hours (Note: The maximum for bachelor’s degrees is 120-semester credit
hours and the maximum for master’s degrees is 36-semester credit hours).
Not applicable, since the master’s degree is 35 hours.
11. Accreditation: Describe disciplinary accreditation requirements associated with the
program (if applicable).
The NASM accrediting requirement is that we send the degree to the organization’s
Commission on Accreditation after the state of Georgia approves it. At that point, NASM will
reviewed the proposal at either its June or November meeting for the program to begin.
12. Projected enrollment for the program especially during the first three years of
implementation. Please indicate whether enrollments will be cohort-based.
The enrollment for the program has been calculated for a period of five years. We assume
that the first year will be small, with a class of 10 students. In year two, we would hope to see
considerable growth and end up with double that to 20. Year three would see a smaller increase,
since some of the students from the first year will graduate, so we anticipate 25. In years four and
five, we anticipate that the word will be disseminated to interested persons and the student
numbers would be 33 and then finally 40 total.
KSU MM page 30 of 47
Fall 2012
Fall 2013
Fall 2014
Fall 2015
Fall 2016
10
20
25
33
40
Enrollment
The students would initially be a cohort through their required classes and then diverge from
there to concentrations. They would take Introduction to Scholarship immediately along with
either the theory or history being offered. In the second year, they would take the other theory or
history class and Music Entrepreneurship. Everyone takes these four classes, consequently, they
are a cohort by taking those four classes together.
13. Faculty
a. Provide an inventory of faculty directly involved with the administration of the
program. For each faculty member, provide the following information:
Faculty Name
Rank
Highest
Degree
Degrees
Earned
Academic
Discipline
Harry E. Price
Professor
Ed.D.
B.M.E.,
M.M.E.
Music Education
John Culvahouse
Professor
D.M.A.
B.M., M.S.
Music Education,
Conducting
6.25 Fall
9 Spring
Alison Mann
Assistant
Professor
Ph.D.
B.Ed.,
M.Ed.
Music Education,
Conducting
10 Fall
8.25 Spring
Barbara Hammond
Senior
Lecturer
Ed.S.
B.M.,
M.M.
Music Education
5.75 Fall
6 Spring
Michael Alexander
Associate
Professor
D.M.A.
B.M.,
M.M.
Conducting
8 Fall
10.66 Spring
Leslie Blackwell
Associate
Professor
D.M.A.
B.M.,
M.M.
Conducting
10.25 Fall
8.25 Spring
David Kehler
Associate
Professor
D.M.A.
B.M.,
M.M.
Conducting
8.16 Fall
9.66 Spring
Soohyun Yun
Assistant
Professor
D.M.A.,
Artist-inResidence
in Piano
Professor
Emeritus of
Piano
Associate
Professor
D.M.A.
Piano
Performance,
Pedagogy
Piano
Performance
9.62 Fall
7.3 Spring
Robert Henry
B.M.,
M.M.,
M.M.,
B.M.,
M.M.
M.M.
B.M.
Piano
Performance
1.98 Fall
1.98 Spring
M.M.
B.M.
Violin
Performance
11.22 Fall
9.58 Spring
David Watkins
Helen Kim
Current
Workload
1.32 Fall
2.64 Spring
KSU MM page 31 of 47
Allyson Fleck
Catherine Lynn
Charae Krueger
Douglas Sommer
Elisabeth Remy Johnson
Mary Akerman
Trey Wright
Robert Cronin
Cecilia Price
Christina Smith
Assistant
Professor of
Music
Artist-inResidence
in Viola
Artist-inResidence
in Cello
Artist-inResidence
in Double
Bass
Artist-inResidence
in Harp
Half-time
Assistant
Professor of
Guitar
Half-time
Lecturer of
Jazz Studies
and Jazz
Guitar
Artist-inResidence
in Flute
Artist-inResidence
in Flute
Artist-inResidence
in Flute
D.M.A.
B.M.,
M.M.
Viola
Performance,
Music Theory
Viola
Performance
5.32 Fall
8.66 Spring
D.M.A.
B.M.,
M.M.
Artist
Diploma
B.M.
Cello
Performance
4.3 Fall
6.3 Spring
M.M.
B.M.
Double Bass
Performance
3.3 Fall
3.3 Spring
A.B.
A.B.
Harp
Performance
As needed
M.M.
B.M.
Classical Guitar
Performance
8.28 Fall
7.94 Spring
M.M.
B.A.
Jazz Guitar
Performance
6.62 Fall
6.62 Spring
M.M.
B.M.
Flute
Performance
1.98 Fall
1.98 Spring
D.M.A.
B.A.,
M.M.
Flute
Performance
1 Spring
None
Principal
flute
Atlanta
Symphony
Orchestra
Principal
oboe
Atlanta
Symphony
Orchestra
B.M.
Flute
Performance
2.64 Fall
2.64 Spring
Oboe
Performance
1.32 Fall
1.32 Spring
Oboe
Performance
1 Fall
Performer’s
Diploma
B.M.
Clarinet
Performance
7.3 Fall
6.64 Spring
M.M.
B.M.
Bassoon
Performance
2.64 Fall
2.64 Spring
B.M.
B.M.
Jazz Studies,
Saxophone
Performance
13.24 Fall
13.24 Spring
Elizabeth Koch
Artist-inResidence
in Oboe
None
Dane Philipsen
Artist-inResidence
in Oboe
Assistant
Professor
M.M.
John Warren
Laura Najarian
Samuel Skelton
Artist-inResidence
in Bassoon
Senior
Lecturer in
Saxophone
and
Director of
Jazz
3.3 Fall
3.3 Spring
KSU MM page 32 of 47
Thomas Witte
Thomas Hooten
Jennifer Marotta
George Curran
Thomas Gibson
Bernard Flythe
John Lawless
Adam Kirkpatrick
Eileen Moremen
Oral Moses
Valerie Walters
Jana Young
Russell Young
Artist-inResidence
in Horn
Artist-inResidence
in Trumpet
Artist-inResidence
in Trumpet
Artist-inResidence
in Bass
Trombone
Artist-inResidence
in
Trombone
Artist-inResidence
in
Euphonium
and Tuba
Threequarter
Lecturer of
Percussion
Studies
Associate
Professor
Artist-inResidence
in Voice
Professor
Artist-inResidence
in Voice
Artist-inResidence
in Voice
Associate
Professor
B.M.
B.M.
Horn
Performance
3.64 Fall
4.3 Spring
M.M.
B.M.
Trumpet
Performance
1.98 Fall
2.64 Spring
M.M.
B.M.
Trumpet
Performance
5.62 Fall
5.62 Spring
M.M.
B.M.
Trombone
Performance
2.32 Fall
2.98 Spring
D.M.A.
B.M.,
M.M.
Trombone
Performance
7.26 Fall
5.94 Spring
Ed.S.
B.M.,
M.M.
Euphonium and
Tuba
Performance
1.32 Fall
6.32 Spring
B.M.
B.M.
Percussion
Performance
12.74 Fall
12.08 Spring
D.M.
B.M.,
M.M.
Vocal
Performance
9.9 Fall
9.92 Spring
M.M.
B.M.
Vocal
Performance
12.3 Fall
11.3 Spring
D.M.A.
B.M.,
M.M.
Vocal
Performance
11.94 Fall
12.6 Spring
M.M.
B.S.
Vocal
Performance
3.98 Fall
4.64 Spring
M.M.
B.M.,
B.M.E.
Vocal
Performance
5.94 Fall
4.62 Spring
D.M.A.
B.M.,
M.M.
Opera and
Musical Theatre
7.66 Fall
8.16 Spring
Musicology
10.5 Fall
10.5 Spring
Edward Eanes
Associate
Professor
Ph.D.
B.M.,
M.M.
Tamara Livingston
Director of
Archives
Ph.D.
B.M.,
M.M, M.S.
Ethnomusicology
Katherine Morehouse
Part-time
Instructor
Ph.D.
B.A., M.A.
Ethnomusicology
Laurence Sherr
Associate
Professor
D.M.A.
B.A.,
M.M.
Music Theory,
Composition
10.64 Fall
9.3 Spring
Benjamin Wadsworth
Assistant
Professor
Ph.D.
B.M.,
M.A.,
Music Theory
9 Fall
11 Spring
KSU MM page 33 of 47
Explanation of how workload will be impacted by the new program:
There are a number of factors that make this proposal feasible. Given the large number of
faculty that we have and the relatively small enrollment (40 after five years), the distribution
of work is feasible, especially with the following additional issues helping to make the
offerings possible. As of next year, the schedules will be reduced for some faculty, as some
classes are moving to alternate years or once a year, rather than offering every year or every
term. As you will see from the proposal, we will teach a number of cross-listed courses. This
will not require a new class, but just the changes necessary to add requirements necessary for
masters’ students. Some of these courses will be offered in the summer, thus not changing the
load for the year. In at least one case, but possibly a few others, we will be hiring part-time
faculty to make room for the full-time faculty to teach a graduate course. Also, as we establish
the program, we anticipate the masters’ students will be doing some teaching, thus relieving
some of the faculty for graduate teaching. So, in the end we are talking about expanding parttime faculty for a course or two to relieve faculty for teaching, adjustments in offering
schedules making room for the master’s classes, cross-listing some courses, and masters’
students providing some undergraduate teaching.
Expected responsibilities in the program: Teach graduate and cross-listed courses:
Initially, Assistant Dean’s office will handle applicants’ materials and faculty committees will
provide advising. Also, we will create a Graduate Committee to address issues specific to the
graduate students. In the fourth year, we would appoint a colleague as Graduate Studies
Coordinator and higher a staff member to absorb all graduate responsibilities. As mentioned
before, the cross-listing of courses will require some work, but the classes are already being
KSU MM page 34 of 47
offered. Faculty teaching the specific core courses of 11-hours required by all students will
have room in their teaching schedules, including the Director teaching one of them (Drs.
Michael Alexander, Edward Eanes, Harry Price, and Laurence Sherr, or Ben Wadsworth).
Other than studio teachers increase in studio sizes, there are a few classes that will be added to
faculty or hiring of part-time with the appropriate credentials.
Total Number of Faculty: ______44_____
b. If it will be necessary to add faculty in order to begin the program, give the
desired qualifications of the persons to be added, with a timetable for adding new
faculty and plan for funding new positions.
While we appear to have the necessary faculty to begin this program, we would need to add
an ethnomusicologist to enhance the depth and breath of our music historiography in the near
future. It would be hoped that we could hire this person during the first year of the program
starting and have him/her in place for year two. We do have room for studio instruction in most
areas, but if some areas have high enrollments, we would hope that the graduate assistants would
provide assistance teaching some of the undergraduate expectations.
14. Fiscal, Facilities, Enrollment Impact, and Estimated Budget
a. Provide a narrative that explains how current institutional resources will be
expended specifically for this program. Provide a narrative that explains how the
institution will fiscally support the establishment of the new program through the
redirection of existing resources and acquisition of new resources. Indicate whether
the institution will submit a request for new funds as part of its budget request. The
narrative also needs to explain the basis of the institution’s projections with regard
to anticipated EFT, head count, student enrollment, estimated expenditures, and
projected revenues.
The master’s of music degree requires relatively no additional resources from the state. This
degree is a continuation of the existing undergraduate programs, with the addition of a
conducting concentration. However, even that is an extension of what we currently have
curricularly in our undergraduate level studies at the School of Music. Our exceptional faculty
KSU MM page 35 of 47
will contribute to the demands of a master’s degree; however, it is also expected the masters’
students will be aggressive learners as well. Our studio faculty have an incredible level of
accomplishments that range from international performances to being a principal player in the
Atlanta Symphony. Our other faculty have a range of experience, international, national,
regional, and local, that the students will also benefit from. We anticipate that this collaboration
between master’s students and the faculty will be rewarding for both of them and contribute to
the undergraduate experience as well.
Using the standard load calculation that is provided by NASM, each studio student will equal
an FTE of .66. Some of the full-time studio faculty has room for these students and our part-time
artist-faculty loads will teach the others; these studio loads will be divided across over 30 studio
faculty. A number of classes will be cross-listed, and this will not have a significant affect on
those faculty who teach them. The remaining new classes will be divided among faculty, some of
which will be offered once every two years or as needed. Also, a number of the classes in the
music education concentration will be offered in the summer, as will most of the core classes.
As will be seen from the chart, the only additions are for a new faculty ethnomusicologist
and the graduate teaching assistants planned to be added over a period of five years. Fortunately,
the library is in good condition. The report is based upon its high quality as learned from the
NASM Accreditation review we just completed and the creation of an annual budget of $10,000
per year for purchases. Additionally, the School of Music is contributing to music purchases each
year.
In year four, we will need to assign a faculty member to oversee the program and add an
Administrative Assistant I to help manage the system. There are a few expenses added and travel
for one faculty member overseeing the graduate program. Fortunately, with the recent
KSU MM page 36 of 47
construction in the COTA and SOM, we believe that we can handle this new degree with no
construction or major changes.
When all the expenses of the program are balanced against income, we believe it will cost
nothing to offer this incredible degree to the many people who will benefit from it. At present,
we believe the KSU is the institution that can provide this MM in Northern Atlanta up to the
state line of Georgia.
First Year
FY 2013
I. ENROLLMENT PROJECTIONS
Student Majors
Shifted from other programs
New to the institution
Total Majors
Course Sections Satisfying Program
Requirements
Previously existing (including cross
listing)
New
Total Program Course Sections
Credit Hours Generated by Those
Courses
Existing enrollments
New enrollments
Total Credit Hours
DEGREES AWARDED
II. EXPENDITURES
Personnel – reassigned or existing
positions
Faculty
Part-time Faculty
Graduate Assistants
Administrators
Support Staff
Fringe Benefits
Other Personnel Costs
Total Existing Personnel Costs
Personnel – new positions
Faculty
Part-time Faculty
Graduate Assistants
Second Year
FY 2014
Third Year
FY 2015
Fourth Year
FY 2016
Fifth Year
FY 2017
0
10
10
0
20
20
0
25
25
0
33
33
0
40
40
15
18
22
22
22
9
24
16
34
18
40
18
40
18
40
0
180
180
0
360
360
0
450
450
0
594
594
0
720
720
0
4
6
10
13
EFT Dollars
EFT Dollars
EFT Dollars
EFT Dollars
EFT Dollars
0
0
0
0
0
0
0
0
0
3,000
0
0
0
0
0
3,000
0
6,000
0
0
0
0
0
6,000
0
6,000
0
5,000
0
0
0
11,000
0
6,000
0
5,000
0
0
0
11,000
0
0
9,000
51,000
0
22,500
51,000
0
36,000
51,000
0
49,500
51,000
0
63,000
KSU MM page 37 of 47
Administrators
Support Staff
Fringe Benefits
Other personnel costs
Total New Personnel Costs
Start-up Costs (one-time expenses)
Library/learning resources
Equipment
Other
Physical Facilities: construction or major
renovation
Total One-time Costs
Operating Costs (recurring costs – base
budget)
Supplies/Expenses
Travel
Equipment
Library/learning resources
Other
Total Recurring Costs
GRAND TOTAL COSTS
III. REVENUE SOURCES
Source of Funds
Reallocation of existing funds
New student workload
New Tuition (not including mandatory fees)
Federal funds
Other grants
Student fees ($200 per term for lessons)
Other
New state allocation requested for budget hearing
0
0
0
0
9,000
0
0
17,000
0
90,500
0
0
17,000
0
104,000
0
24,000
24,200
0
148,700
0
24,000
24,200
0
162,200
0
0
0
0
700
0
0
700
0
0
700
0
0
0
0
0
0
0
0
0
0
700
700
700
0
100
0
0
0
0
100
100
0
0
0
0
100
100
1,400
0
0
0
1,500
100
1,400
0
0
0
1,500
100
1,400
0
0
0
1,500
9,100
94,300
112,200
170,900
174,700
3,000
4,000
5,000
5,000
5,000
40,550
0
0
2,000
0
0
81,000
0
0
5,000
0
0
101,250
0
0
6,000
0
0
133,650
0
0
10,200
0
0
162,000
0
0
12,000
0
0
45,550
90,000
112,250
148,850
179,000
Nature of Funds
Base budget
One-time funds
GRAND TOTAL REVENUES
Sources for this report
http://www.kennesaw.edu/mission.shtml
Various KSU website
NASM Handbook 2010-11 (December 1, 2010). Reston, Virginia.
www.schooldata.com
KSU MM page 38 of 47
Facilities Information for New Academic Programs
Proposed Location for the Program: ________School of Music______
Floor area required for the program (gross and net square feet): ____0________
Type of spaces required:
 Number of classrooms
 Number of labs
 Number of offices
 Other spaces
_2_(space likely available/not include cross-listed)_
____0______
____1______
____0_______
Place an “X” beside the appropriate selection:
____X___
Existing facility will be used as is (area square footage):
________
Existing facility will require modification (area square footage):
Projected renovation cost:
Estimated relocation cost:
Total funding required:
Source of Funding:
____0___
Construction of new facilities will be required (area square footage):
Estimated construction cost:
Estimated total project cost:
Proposed source of funding:
List any infrastructure impacts that the program will have (i.e., parking, power, HVAC, etc.) and
indicated estimated cost and source of funding.
None
Other comments:
The current space available is adequate.
Note: A system office Facilities Project Manager (through the Office of Facilities) may contact
you with further questions separate from the review of the new academic program.
KSU MM page 39 of 47
Appendixes
A. Letters offering externship experiences
B. Specific Relevant Pages from NASM Handbook
KSU MM page 40 of 47
APPENDIX A: LETTERS INDICATING SUPPORT OF THE PROGRAM FOR EXTERNSHIP POSSIBILITIES
KSU MM page 41 of 47
KSU MM page 42 of 47
KSU MM page 43 of 47
KSU MM page 44 of 47
Appendix B: SPECIFIC RELEVANT PAGES FROM THE
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC HANDBOOK: 2010-2011
XII. MASTER’S DEGREES (NASM Schools of Music Handbook; 2010-2011, pp. 106-113)
A. Standards Common to All Master’s Degrees
1.
General Requirements. Master’s degree programs must meet the standards for all graduate
degrees as outlined in Sections X. and XI.
2.
Major Field or Specialization, Supportive Studies in Music, Studies in Other Fields. Each
graduate student is engaged in concentrated, advanced post-baccalaureate study in a major field or
specialization, and in studies beyond the major that support the major either directly or by
developing breadth of competence.
3.
Specific Requirements. Published materials about any master’s degree program indicate:
a. Fields, specializations, issues, or problems to be addressed and the content, techniques,
and disciplinary perspectives students are expected to use to address them.
b. Expectations for the development of depth and breadth in required subjects or areas of
study.
c. Levels of knowledge and skill expected upon graduation, including the levels of
artistic, intellectual, and disciplinary engagement with subject matter and projects.
NASM Handbook 2010-11 108
4.
Curricular Structure
a. Major Field or Specialization. Normally occupies up to two-thirds or at least onethird of the total degree requirements. Specialization may be defined to include
multiple aspects of music.
b. Supportive Studies in Music. Normally occupy up to one-half or at least one-third of
the total degree requirements.
c. Studies in Other Fields or Electives. May or may not be required or available.
However, the norms stated in Section XII.A.4., items a. and b. above indicate that up to
one-third of the total degree requirements may be used for this purpose.
5.
Credits. At least 30 semester hours or 45 quarter hours are required for master’s degrees.
6.
Comprehensive Review. A comprehensive review is required (see Section X.C.7.[a]. above.) The
format is the prerogative of the institution.
7.
Experimental or Unique Programs. The requirements below address the most typical master’s
degree formats. Experimental or unique programs will be reviewed using applicable standards for
master’s degrees as guidelines for determining the extent to which the program is a master’s
degree in music and is meeting its published goals for student achievement.
B. Degree Formats and Titles
1.
Specific Master’s Degrees. These degrees focus on the development of professional competence
in a music specialization or in a music-related field. The degree awarded is Master of Music,
Master of Arts, or Master of Science with the specialization indicated, e.g., Master of Music in
Performance.
2.
General Master’s Degrees. These degrees provide a graduate-level overview of the field of
music. The degree awarded is Master of Arts in Music or Master of Science in Music.
3.
Master’s Degrees in Teaching. These degrees normally provide P-12 teacher preparation
KSU MM page 45 of 47
curricula following the completion of a baccalaureate degree with a major in another subject;
however, these degrees have different purposes at different institutions. Degrees with titles such as
Master of Arts in Teaching, Master of Science in Teaching, and Master of Music in Teaching will
be considered and listed by NASM as master’s degrees in music only when their requirements and
degree structures are consistent with specific or general master’s degree formats. When the
primary purpose is completion of undergraduate requirements for teacher certification, the
program will be reviewed by the Commission on Accreditation, but not listed in publications of
the Association.
….
XIV. SPECIFIC MASTER’S DEGREES
A. All Specific Master’s Degrees. In addition to applicable requirements for all graduate programs and for all
master’s degree programs, students in all specific master’s degrees:
1. Develop advanced capacities to work independently and make effective artistic and intellectual judgments
and professional decisions in the area of specialization.
2. Demonstrate professional competence in the area of specialization before peers and faculty.
3. Produce a final project or some equivalent reviewed by more than one faculty member. Normally, a faculty
committee monitors progress and certifies completion of degree requirements.
….
E. The Master’s Degree in Conducting
a.
Students demonstrate advanced competencies in conducting. Conducting, analytical studies, score
reading, and rehearsal techniques comprise as much as two-thirds or at least one-third of the total
curriculum.
b.
Students gain knowledge and skills in one or more fields of music outside the major such as
orchestration, history and literature, musicology and ethnomusicology, performance, and composition.
Such supportive studies in music that broaden and deepen musical competence comprise at least onethird of the total curriculum. Unless a high level of proficiency is determined by examination,
advanced studies in ear training should continue throughout the degree program.
c.
Choral conducting majors must be proficient in vocal pedagogy and in English, German, French,
Italian, and Latin diction. They must have general phonetic knowledge and skills that can be related to
other languages. They should have language competencies sufficient to understand texts in the
repertory.
d.
Students must be afforded the opportunity for regular conducting experience under faculty supervision
and with an appropriate ensemble.
e.
As a culminating demonstration of professional capability in the major field, the student must conduct
a concert-length public performance or the equivalent.
f.
NOTE: For additional standards and guidelines for programs in choral, orchestral, and wind
conducting, see Appendix I.C.
….
6. The Master’s Degree in Performance
a.
Students demonstrate advanced competencies in performance. Studies in this area comprise as much as
two-thirds or at least one-third of the total curriculum.
b.
Students gain knowledge and skills in one or more fields of music outside the major such as theory and
analysis, history and literature, musicology and ethnomusicology, and pedagogy. Such supportive
studies in music that broaden and deepen musical competence comprise at least one-third of the total
curriculum.
KSU MM page 46 of 47
c.
Voice majors are expected to be proficient in English, German, French, and Italian diction and to have
general phonetic knowledge and skills that can be applied to other languages. They should have
language competencies sufficient to understand texts in the repertory.
d.
Early music or historical performance majors shall develop advanced knowledge of music history and
performance practice.
e.
As a culminating demonstration of professional capability in the major field, the student must present a
public performance, which may serve as the thesis. Normally, the performance includes at least sixty
(60) minutes of recital in which the performer is a soloist.
….
E. The Master’s Degree in Music Education
1.
Students demonstrate advanced competencies in music education. Studies in this area comprise as much as
two-thirds or at least one-third of the total curriculum.
2.
Students gain knowledge and skills in one or more fields of music outside the major such as performance,
conducting, theory and analysis, and history and literature. Such supportive studies in music that broaden
and deepen musical competence comprise at least one-third of the total curriculum. To ensure breadth of
competence, it is strongly recommended that institutions require at least one advanced course in music
history, musicology, or ethnomusicology; one in performance; and one in music theory analysis.
3.
Students develop graduate-level perspectives on contemporary issues and problems in music education.
This may include a review of curriculum developments, teaching methodology, innovations, and
multidisciplinary concepts in advanced seminars or by other means.
4.
Some institutions make distinctions between practice-oriented and research-oriented programs. If an
institution makes a distinction:
a.
A practice-oriented program emphasizes the extension of specialized performance and pedagogy
competencies for music teachers. Institutions making such a designation should require at least onehalf of the curriculum to be in performance and/or pedagogy. A final project in performance and/or
pedagogy is recommended.
b.
A research-oriented program emphasizes theoretical studies and research projects in music education.
If an institution uses such a designation, at least one-half of the curriculum should be required in music
education research and the associated research areas. Normally, a research project or thesis is required.
KSU MM page 47 of 47