Music Education at Kansas State University

Music Teacher Apprenticeship Model

During the junior year of high school, the students involved in the program would:

• Continue in a second level of music theory that lead to four part voice leading, instrument transposition, and harmonic compositional devices.  Ear training included simple harmonic progression identification as well as interval and chord inversions. Historical background and examples were provided associated with the theory learning. Compositions were performed on an annual student composition recital. Music writing/printing software was introduced and use expected for assignments.
• Teaching lessons to younger students were continued, often teaching a different grade level of student than the previous year.
• Students were assigned a music teacher in the district to shadow one or two days a week during a study hall.  The student would observe the classes, participate in administrative tasks, and lead sectional rehearsals when needed.
• Each student was encouraged to take private piano or piano class.
• Students were required to prepare a solo for the state solo festival.
• Participation in a large ensemble was required