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Music Education Major (BA)

Music Education majors study at George Fox, a top Christian college

If you have a passion for music and want to pass that love along to the next generation, George Fox’s bachelor’s degree in music education is the ideal fit for you.

As a music education major, you will learn about music history, singing and ear training, music theory, conducting and music technology. You will receive training in curriculum and instruction, elementary music methods, and middle level and high school music methods.

And, through our general education curriculum, you’ll take courses ranging from Bible and humanities to communication and natural science – all taught from a Christian worldview where faith is integrated with learning. Upon completion of the program you will be prepared to teach music education at the pre-K through grade 12 levels.

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Learn more about the music education major at George Fox from student Elyssa Anderson.

Jobs and Graduate School

Music education majors at George Fox study at one of the West Coast's top Christian colleges

Though budget cuts and a slow economy have tightened some opportunities, there are still many jobs available. In fact, nearly 100 percent of our music education graduates who pursue teaching jobs are successful in finding a position. Our graduates have landed jobs as public and private school music teachers, elementary school teachers, private studio teachers and university music professors.

  • Gresham High School
  • Wilsonville High School
  • Scio High School
  • Oakland High School
  • Cedar Park Middle School
  • Walker Middle School
  • Sherwood High School
  • Lakeview High School
  • Whittaker Middle School
  • Edwards Elementary School
  • Burns High School
  • Choral Conductors Workshop with Rod Eichenberger
  • George Fox University Choral Symposium
  • George Fox University State High School Qualifying Choir Festival
  • George Fox University High School Band Festival
  • Oregon Music Educators Association Conference
  • University of Oregon
  • Central Washington University
  • Portland State University
  • George Fox University
  • University of Portland
  • Portland State University
  • Willamette University
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Major Requirements

Complete the following:

A course designed to help the student systematically acquire basic information and interrelated skills that will be of value in future musical endeavors as performer, teacher, or composer. Includes work in part writing, keyboard harmony, analysis, and creative writing. Corequisite: MUSI 131 Sight Singing and Ear Training I.
A course designed to help the student systematically acquire basic information and interrelated skills that will be of value in future musical endeavors as performer, teacher, or composer. Includes work in part writing, keyboard harmony, analysis, and creative writing. Corequisite: MUSI 132 Sight Singing and Ear Training II. Prerequisite: MUSI 121 Theory I.
An introductory thematic study of the roles of music in a variety of world cultures, with emphasis on listening to, viewing, and understanding a broad selection of musical styles mostly outside the Western classical tradition.
A lab experience designed to develop proficiency in singing prepared melodies, melodies at sight, rhythmic patterns, and in taking basic melodic dictation. Corequisite: MUSI 121 Theory I.
A lab experience designed to develop proficiency in singing prepared melodies, melodies at sight, rhythmic patterns, and in taking basic melodic dictation. Corequisite: MUSI 122 Theory II.
Introductory work with technological resources basic to work in the music field. Includes hands-on experience with MIDI and sequencing, music notation programs and desktop publishing, digital sound formats, and basic Web authoring.
Introduction to the basic fundamentals of conducting for the music major, the music education major, and the future church musician. Emphasis is placed upon the mastery of simple conducting patterns, cues, and expressive gestures, and on common problems in leading group singing and in directing musical ensembles.
A continuation of Theory II. Includes chromatic harmonies and remote modulations. Introduction to 20th-century harmonic usage. Creative work is required. Prerequisite: MUSI 122 Theory II.
A continuation of Theory III. Includes chromatic harmonies and remote modulations. Introduction to 20th-century harmonic usage. Creative work is required. Prerequisite: MUSI 221 Theory III.
A study of the development of music from antiquity through the 20th century. Comparisons are made to the development of the other arts. Concentrated study of music literature emphasizing the change in musical styles during the different historical periods. Prerequisites: MUSI 121 Theory I and MUSI 122 Theory II.
A study of the development of music from antiquity through the 20th century. Comparisons are made to the development of the other arts. Concentrated study of music literature emphasizing the change in musical styles during the different historical periods. Prerequisite: MUSI 311 Music History I.
Detailed study of the structural components of music, including the motive, phrase, and period. Application to principal contrapuntal and homophonic forms of the Classic, Romantic, and Modern periods. Prerequisites: MUSI 221 Theory III and MUSI 222 Theory IV.
A study of the relationships between musical communication and Christian faith and practice. Also includes some preparatory modules for senior recital. Prerequisites: MUSI 222 Theory IV and MUSI 312 Music History II or equivalents, and junior or senior standing.
Students prepare a project in cooperation with a faculty advisor. The project is presented before an audience and filed permanently in the music department.
Students prepare a project in cooperation with a faculty advisor. The project is presented before an audience and filed permanently in the music department.
See Credit for Applied Lessons and Ensemble Courses




 

Credit for Applied Lessons and Ensemble Courses


Applied lessons: Students may enroll for either one 60-­minute applied lesson per week for 1 credit, with 13 lessons per semester. Although individual applied instructors’ studio policies vary, a minimum of three hours practice per week is assumed.

Ensemble courses: Students may enroll for ensembles for credit as follows:

  • Major ensembles (Concert Choir MUSA125C/325C, Symphonic Band MUSA145B/345B and George Fox University Symphony Orchestra MUSA155/355) may be taken for 0, 1 or 2 credits. These ensembles rehearse between 120 and 300 minutes per week and have substantial involvement outside of class time.
  • Other ensembles may be taken for 0 or 1 credit. These ensembles rehearse less time per week and have less out-­of-­class involvement.
  • The zero-­credit option is available so that students can participate in ensembles and still have it show on their college transcripts.

Complete the following:

Course is an overview of history and diverse social issues in education and an exploration of teaching as a career. Serves as an introduction to the teacher education program at George Fox University. Survey of learning theories and possible applications in the elementary classroom are explored. Required for elementary teaching majors and music education majors. Includes 10 hours of clinical practice. Prerequisite: declared major of undergraduate teacher education.
Examines strategies for planning, managing and teaching English as a second language and discipline-focused content to ESOL students. Emphasis is placed on curriculum, teaching, and hands-on learning approaches that accommodate a diverse population. Also included are strategies for collaborating with educators and community members in order to provide comprehensive, challenging educational opportunities for ESOL students. In this course, you are invited to evaluate best practices, use strategies for developing and integrating language skills, as well as choosing and adapting classroom resources, and reflecting on your role as an agent of change who will effectively empower students to reach their potential. This course will examine the diversity of cultures, languages, experiences, and knowledge that our students bring to our classrooms. This course will examine the tensions and barriers that are evident when students of diversity encounter the mainstream classroom in which they are the minority culture. Teacher perceptions and biases will be examined and challenged. Prerequisite: Successful admission into the Undergraduate Elementary Education major program.
The teacher candidate enters the classroom as a co-teacher who is collaborating with a cooperating teacher in developing and presenting instruction that is designed for the success of all students. Successful teaching and completion of a work sample is required. The work sample is a written documentation of the student's ability to teach all students. The practicum is scheduled 4 days a week for EDUC and 5 days a week for ELED. Pass/No Pass. Prerequisite: Successful admission into the Undergraduate Elementary Education major program.
Clearly, individual classroom teachers can have a major impact on student achievement. Of the three major roles of the classroom teacher – making choices about instructional strategies, designing classroom curriculum, and employing classroom management techniques – classroom management is arguably the foundation. Research on classroom management is integrated into the course. This course introduces the teacher candidate to research-based effective classroom management strategies. Prerequisite: Successful admission into the Undergraduate Elementary Education major program.
The teacher candidate enters the classroom as a co-teacher who is collaborating with the collaborating with a cooperating teacher in developing and presenting instruction that is designed for the success of all students. Successful teaching and completion of a work sample is required. The work sample is a written documentation of the student's ability to teach all students. The practicum is scheduled 5 days a week. Pass/No Pass. Prerequisite: Successful admission into the Undergraduate Elementary Education major program.
This course assists teacher candidates to synthesize their foundation, methods and content background during the full time clinical experience, including content to prepare the teacher candidates as they transition into the teaching profession. The course content is presented in a professional development workshop while encouraging an understanding of the need for continued growth as teaching professionals as well as additional information on classroom management and differentiation. Prerequisite: Successful admission into the Undergraduate Elementary Education major program.
Required for Music Education Majors. This course will lay the foundation for all music education courses that will be taken after. In this course students will explore what it means to be a music educator and as the course continues they will delve into the teaching process. Course content will include preparing and executing short teaching episodes, guided observation of master teachers in the field and keeping a journal of all activities done in the class. All students will join George Fox's Collegiate Music Educators National Conference chapter and will participate in the Oregon Music Educators Conference.
Students will be introduced to the foundations of elementary music education including the National Standards and current teaching methodologies. Student observation and participation will provide the basis of an understanding of teaching music at the elementary level. Prerequisites: MUSI 121 Theory I and MUSI 122 Theory II.
Students will investigate the many special teaching demands of music education at the secondary level. Vocal and instrumental music ensembles will be studied to determine the special requirements of these performance groups. Music courses at the secondary level will be examined to determine their individual teaching methodologies. Prerequisites: MUSI 121 Theory I and MUSI 122 Theory II.
A course designed to acquaint the student with advanced choral and instrumental literature. Basic conducting patterns are reviewed and adapted to all aspects of conducting: syncopation, cuing, and expressive gestures. Prerequisite: MUSI 200 Basic Conducting.
An introduction to the scientific study of human behavior. Major topics include the biological bases of behavior, sensation, perception, thinking, learning, memory, development, emotion, motivation, personality, social interaction, and abnormal behavior. Prerequisite to most other psychology courses.
A study of physical, intellectual, personality, social, and moral development from infancy to old age. Will not count as part of the psychology major. Prerequisite: PSYC 150 General Psychology.

Choose three of the following:

Fundamental instruction in the technique required to play music instruments at an intermediate level. Attention will be given to the technical aspects of music performance with an emphasis on the various demands related to teaching instrumentalists. Prerequisites: MUSI 121 Theory I and MUSI 122 Theory II.
Fundamental instruction in the technique required to play music instruments at an intermediate level. Attention will be given to the technical aspects of music performance with an emphasis on the various demands related to teaching instrumentalists. Prerequisites: MUSI 121 Theory I and MUSI 122 Theory II. (MUSI 270 is not a prerequisite for MUSI 271.)
This course is designed to present a practical program to explain the physical, technical, and artistic aspects of singing combining historical pedagogy with current research in acoustics and the physiology of the human voice. We will explore how to coordinate the activities of resonation, articulation, vibration, and energization of the system to produce a freely functioning voice. Students will increase their aural awareness and understand the distinction between speaking and singing. They will learn to problem-solve and diagnose vocal stress in the role of teacher, observer, and student. Prerequisite: MUSA 105 VC Applied Voice or MUSA 305 VC Applied Voice or MUSI 125 Voice Class. (MUSI 270 and MUSI 271 are not prerequisites for MUSI 272.)
The purpose of this course it to prepare students to sing accurately, idiomatically and expressively in English, Latin, Italian, French and German. Elements of lyric diction will be presented in ways that stress their connection to the meaning, color, and expressive power of the text. We will use the International Phonetic Alphabet as a means of presenting and reinforcing the ¿sonic vocabulary¿ as well as rudiments of grammar and vocabulary that will enable the student to present the text clearly and with poetic intent. Music studied will be performed in class.

Additional Requirements

MUSA 105/305 Applied Music (eight consecutive semesters)

MUSA Major Ensemble coursework (seven consecutive semesters of George Fox University Symphony Orchestra, Concert Choir, Chorale, Keyboard Ensemble or Symphonic Band is required in addition to other ensembles)

All students enter the applied program at the 100 level. Before being advanced to upper-division study, the student must pass a faculty jury. All applied music students are expected to perform periodically in studio or public recitals, but only students who have advanced to upper-division study levels will be permitted to present a half recital. (For additional information, please see Applied Lessons Policy below.)
A solo recital and achievement of upper-division standing is required of all students. The recital is given in the junior or senior year after the students has been granted upper-division standing and has passed a recital hearing given before the applied music faculty. Music education majors may not perform their recital during their student teaching.

To be completed over a four-year program.

  • Conferences (attend a minimum of two – State or Regional/NW)
  • On-Campus Activities (serve at two every year – Choral Symposium, Choral Festival, Band Festival and Band Clinic
  • OSAA State Choir or Band Festival/Clinic (serve at one event)
  • Workshops/Festivals (attend three approved events – may substitute an ensemble officer position for one event)
  • Field Supervision – STRONGLY recommended (one full semester experience which includes classroom observation and a K-12 school concert)
  • Membership and active participation in CMENC activities
  • Lab Ensembles (conducting and participation is required a total of three times with one in the freshman, sophomore and junior years

Applied Lessons Policy

Individual instruction is offered in voice, piano, organ, strings, woodwinds, brass, percussion, drum set, bass guitar, and guitar. Music majors are required to enroll in applied music lessons each semester.

Each semester will include:
  • Thirteen 60-minute lessons
  • The one-hour applied lesson must be taken on the student's major instrument or voice. Splitting this requirement into two 30-minute lesson would not fulfill the NASM requirement.
  • A jury (on the Monday of each final exam week)
  • A minimum of 10 lessons (or roughly 75 percent of the lessons) must be attended by a student in order to receive a passing grade in applied music.
  • Incomplete grades will only be given for applied lessons with instructor approval. (Further instruction fees may apply.)
Students are charged an additional instructional fee each semester per credit. Each half-credit reflects 13 30-minute lessons.

Lessons will be made up if the teacher had to be absent or a student was unable to come to a lesson due to extended illness (with the appropriate nurse's or doctor's verification). It is the responsibility of the teacher or student to notify the other in advance if a lesson cannot be attended. Make-up lessons for any other reasons generally will not be given.

Through the second full week of lessons in each semester, students may discontinue study and be charged only for the number of scheduled lessons to date. Any of the lessons missed during the two-week period because of an extended illness will be made up. Any lesson missed because the teacher had to be absent will also be made up. Any lessons missed without a valid reason, as stated above, will not be made up but will still be charged to the student's account.

Students who discontinue lessons after the end of the second week may officially withdraw during the withdraw period. However, they will forfeit the instructional fee charged for the entire semester. The applied teacher will receive the total amount. One exception to this manner of dealing with charges is when students are incapacitated or have an official doctor's order to discontinue study (legitimate examples include a drummer who breaks an arm or a vocalist who develops vocal nodules and must be silent for a significant period of time). Any refund in these special cases will be given only for the remaining weeks of study after the student has met with the applied instructor.

All students enter the applied program at the 100 level. Before being advanced to upper-division study, the student must pass a faculty jury. All applied music students are expected to perform periodically in studio or public recital, but only students who have advanced to upper-division study levels will be permitted to present a half or full recital. These recitals may be given only by permission after the student has performed the recital repertoire in a faculty hearing.

The transfer student and/or a current GFU student who change to a Music major in their sophomore or junior year will still need to complete the 8-hours of applied lesson requirement, in order to prepare for the degree recital(s) and must be enrolled in ensemble(s) immediately.

Student Experiences

Kathy Shuckerow

“Fox is a program set apart by its quality of staff. Looking back, I can confidently and appreciatively say I learned from some of the best and most highly regarded music educators in Oregon. They are truly experts in their field and their insightful and pragmatic guidance has shaped the way I teach today.”

- Kathy Shuckerow

Alissa Garrison

“Coming in to George Fox, I had no idea who I was, except that I wanted to be a music teacher. Now, I have a brand-new confidence that has allowed me to dream crazy dreams and aim for things that I normally would’ve considered to be out of my league. Because I was challenged so much in the music department, I’m no longer afraid of failure.”

- Alissa Garrison

Points of Distinction

  • George Fox University has one of the largest and most active Collegiate National Association for Music Education chapters in the Northwest.
  • Our program is recognized nationally for its comprehensive nature.
  • Students can choose between a four-year (BA in music education) or a five-year plan (BA in music with a pre-teaching concentration and a fifth year in the MAT program).

Why George Fox?

Christ-centered community

Our faith influences everything we do here, from the way our professors teach to the way we relate to one another and serve in the community.

Global opportunities

More than half of George Fox undergraduate students study abroad, ranking George Fox among the nation's leaders in study abroad participation (U.S. News & World Report).

Small classes

Our 14-to-1 student-to-faculty ratio means you'll get to know your professors on a personal level.

National recognition

George Fox University is a Christian university classified by U.S. News & World Report as a first-tier national university, and Forbes ranks George Fox among the highest Christian colleges in the country.

Music Faculty

Music Department

Four-Year Course Plan

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