Music Education at Kansas State University

Music Teacher Apprenticeship Model

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

• Continue in a third level of music theory that introduced jazz harmonies and compositional techniques.  Harmonic progression identification was expected for aural training.  Compositions were performed on an annual student composition recital or on a larger concert if the ensemble of the piece was a full band, jazz band, or full choir. Music sequencing programs and CD-ROM programs relevant to advanced training were introduced and used for ear training, music history and theory exams.
• Teaching lessons to younger students were continued, often teaching a different grade level of student than the previous year.
• Students were taught basic conducting techniques and provided an ensemble to teach and conduct a piece which was performed at a concert.  They became the student conductor for the semester.
• Each student was encouraged to take private piano or piano class.  A piano proficiency exam provided experience for university expectations.
• Students were required to prepare a solo for the state solo festival.
• Students were expected to perform on a selected solo on a recital or perform all of the selections learned through high school on a solo recital for parents and friends.
• A portfolio was presented including summaries of their experiences through the entire program, examples of their progress, and an essay on what they learned about teaching music in schools.
• Participation in a large ensemble was required