phd programs in music education

Doctor of Musical Arts in Music Education

Quicklinks: Curriculum • Faculty •  Cost

Program at a Glance

• 48  Credits Required
• 6–7 years  Completion Time

Related Programs

• Master of Music in Music Education (MM)
• Certificate of Advanced Graduate Study in Music Education (CAGS)

Leadership Through Scholarship

It’s the questions that drive you: What kinds of music do students listen to at home? Why are some students motivated to practice when others are not? In what ways can you use music to open the world to them? How can new technology improve the classroom experience? More broadly, how can you and other music education professionals effect change in our government’s arts and education policies?

Despite successful outcomes, you’re not satisfied with yesterday’s successes. For you, the classroom or studio is a laboratory. You seek new and better techniques to encourage students to improve as musicians and succeed as well-rounded people. When you find something that works, you want to share it with other music professionals. Perhaps you have participated in a teacher research group in your school district, presented a clinic on best practices at a music conference, or have been invited to teach a course at a local college. It was a satisfying professional experience.

Now, you’re ready for more. You’re eager to develop your scholarship, keep your musicianship sharp, and continue your teaching career. This is where online learning comes in. We’ve designed this program for you to be an important member of a small, academically rigorous doctoral program without uprooting your family or leaving the work that fulfills you.

You will prepare for advancement in the field of music education by developing and honing research skills, sharpening proficiency in theory and history, developing a specialization, and producing a dissertation of publishable quality that adds new knowledge, moving the field of music education forward. Your dissertation can become the basis for a scholarly article, series of articles, or book.

Along the way, you’ll develop close relationships with our expert faculty and benefit from their guidance. Many of our doctoral students have collaborated with faculty mentors on music education research and have presented alongside faculty at international conferences.

Music education needs new leaders. Join the ranks of scholars redefining music education for the 21 st century.

Let’s get started.

Awards & Accreditations

NASM Accredited: Boston University holds accreditation by the National Association of Schools of Music (NASM), an organization of schools, conservatories, colleges, and universities with 615 accredited institutional members.

Why Choose BU’s Doctorate of Music Education?

• The rigor of a top-notch program designed to fit your busy schedule.
• Tradition and innovation: employ the latest technology from a school that practically invented music education.
• Work with a diverse faculty of accomplished musicians, scholars, researchers, and educators.
• Immerse yourself in subjects that offer the potential to transform music education for you and your students.
• Study the history, philosophy, psychology, sociology, and technology of music education.
• Engage with fellow music educators from around the world who will become contacts.
• Advance quickly through an accelerated curriculum with competitive cost.
• Access Boston University’s extensive, world-class resources.

Boston University  offers competitive tuition rates that meet the needs of part-time students seeking an affordable education. These rates are substantially lower than those of the traditional, full-time residential programs yet provide access to the same high-quality BU education. To learn more about current tuition rates, visit the  Tuition & Fees page .

The Boston University online Doctor in Music Arts in Music Education (MusAD) consists of 11 courses (44 credits) in the coursework phase of the degree, which can be completed continuously within 24 months. In addition to the 11 courses and qualifying examinations, students will attend an on-campus residency requirement of approximately one week (1 credit). Students then continue on to write their dissertation with the support of a supervisor (3 credits). The entire program is geared to be completed in an average of seven years and is comprised of 48 credits total. In addition, students travel to the Boston University campus for a culminating experience near the end of the program.

CFAME541 Introduction to Music Technology

The course will include activities designed to introduce students to significant technologies that can support music teaching and learning. These technologies will include music sequencing/production, recording, audio and MIDI editing, computer-based notation, graphic-based web authoring, social media for music distribution, and computer-assisted instruction software. The majority of learning activities will begin with a teacher demonstration of a set of skills in music software. Each demonstration will be followed by an assignment designed for students to practice those skills and demonstrate mastery of techniques. Information on applying for Level I TI:ME (Technology Institute for Music Educators) certification will be provided at the end of the course. [4 credits] [4 credits]

CFAME542 Music Technology Pedagogy

This course serves to expand the knowledge that many teachers have about uses of technology for teaching music. Students explore music technology pedagogy; that is, the practice of teaching music in a technologically enhanced environment and the special kinds of teaching skills required to do so effectively. Students examine theoretical foundations of the uses of technology for music teaching, including theories of student interaction with technology, multimedia principles, and technology-infused music curricula. Students will design a technology based curricular unit of music study and implement that unit in a real-world scenario such as their own classroom or studio. [4 credits]

CFAME543 Special Topics in Music Education Technology: Notation with Sibelius

ME543: Special Topics in Music Education Technology: Notation with Sibelius will focus on skill development with notation software. Students will develop advanced skills with techniques in notation software including multi-voice staves, part creation, custom styles, and page formatting. No prior experience with Sibelius or other notation software is expected. Students will be required to have access to their own installation of the latest version of Sibelius. [4 credits]

CFAME545 Power, Marginalization, and Privilege in Music Education

This course is designed to expand awareness of the intersections between music, education, and society as they relate to issues of power, privilege, and marginalization within US, educational, and global contexts. Students will participate in group discussions, individual reflection, and student-designed projects to increase awareness of their own biases and assumptions and deepen reflective practice in music making and teaching. Upon completion of the course, students should be better prepared to engage in acts of social justice, transform structural biases, build coalitions to effect change, and advocate for marginalized students in their own care. [4 credits]

CFAME740 Introduction to Music Education Research

In this course, students become acquainted with a variety of research that informs music education, learn both to critique and apply that research, and develop their scholarly writing skills. [4 credits]

CFAME741 History and Philosophy in Music Education: Perspectives and Practice

The purpose of this course is to examine and discuss historical and contemporary philosophical ideas and problems in music and music education. A goal is for students to develop a sharpened sensitivity to past and present thought (primarily, but not limited to historical and philosophical thought) in the field of music education in order to better inform their own curricular and instructional choices. [4 credits]

CFAME742 Psychology and Sociology in Music Education: Perspectives and Applications

The purpose of this course is to critically examine psychological and sociological concepts as they relate to music and education. Topics include key issues and concepts in psychology and sociology; psychology as related to music education processes; problems encountered in the sociology of music education; and cultural influences that affect both the psychology of the individual and the sociological aspects of group dynamics. [4 credits]

CFAME751 Community Music Perspectives

Drawing upon the social, cultural, political, and economic milieu including movements in music education, music therapy and ethnomusicology, this course first examines reasons for the growth and development of community music. Students will be asked to trace an aspect of community music that may be considered as part of its heritage and also to evaluate and critique a contemporary community music project through fieldwork. Students will then be in a position to articulate their own vision for community music both as a practicum and as a scholarly pursuit. [4 credits]

CFAME753 Introduction to Early Childhood Music Education

ME 753 will provide an overview of early childhood development and education. Students will then investigate the musical development of very young children, and explore the components of research-based, developmentally appropriate early childhood music education. Special attention will be paid to the role of play in childhood and designing and implementing play-based musical experiences. [4 credits]

CFAME840 Contemporary Issues in Music Education

Study of current issues influencing the state of music education in schools. Focus on the interpretation, implementation, and development of policy. Topics include public policy, politics, advocacy, diversity, evaluation, and curriculum. [4 credits]

CFAME841 Quantitative Research Methods

Quantitative research methods and their application to educational research contexts; quantitative research design, sampling techniques, reliability and validity, descriptive and inferential statistics, quantitative studies in music education, and using software to conduct statistical analysis. Prerequisite required: ME 859 Problems, Theories, and Literature (4 cr.) [4 credits]

CFAME842 Qualitative Research Methods

This course introduces graduate students to key issues and concepts in qualitative research. Students develop skills in conducting interviews, and observations; they gain experience with ethnographic and narrative techniques including transcribing, coding, interpreting data and presenting results of analysis. Prerequisite required: ME 859 Problems, Theories, and Literature (4 cr.) [4 credits]

CFAME859 Problems, Theories, and Literature

In this course, students begin the process of transitioning from their roles as graduate students to their lifelong roles as scholars. Topics and activities include: a scholarly reading and writing; theories and conceptual frameworks; constructing a research problem, rationale, and research questions; and creating an outline for a scholarly literature review. [4 credits]

CFAME921 Research and Directed Study in Music Education

Students will refine a research problem and rationale, engage critically with theoretical frameworks and relevant scholarly literature, and align appropriate research methods. Section A1 (for online DMA students) is a week-long residency on campus in Summer II; all other courses must be completed prior to enrollment. Section B1 (for on-campus DMA students) is to be completed in the last semester of coursework, Fall or Spring sem. 1 cr. [1 credits]

CFAMH750 Toward a 21st-Century Aesthetic of Musicking

This course will work toward a 21st-century aesthetic of musicking. Expanding on Christopher Small's reevaluation of performing and listening, students will investigate what it means for individuals and collectives "to musick" in the 21st century through notions of sound, (dis)place(ment), disability, ecology, media, ethnocentrism, morality, empathy, and provocation. After conceptualizing these frameworks, students will apply them to their communities to ground this understanding in the diverse worlds in which they live, teach, and work. [4 credits]

CFAMH835 American Music

Early music in the colonies. Various attempts to create an individual American musical style. Diversity of influences: European, African American, Indian, Spanish-Mexican, religious, jazz, folk song, minstrel, etc. Music of Billings, Lowell, Mason, Gottschalk, MacDowell, Ives, Gershwin, Copland, and others. [4 credits]

CFAMH837 MH837 Crossroads: Traditions in African-American Vernacular Music

The course addresses elements and aspects of African-American music which extend beyond the confines of blues, including early rock'n'roll, hip-hop, 1940s big band jazz, and beyond. Additionally, the course incorporates a variety of intertextual elements, including literary cross-currents in African-American linguistic theory (as relevant to music), including Henry Louis Gates' seminal text Signifying Monkey and more. [4 credits]

CFAMH862 An Ethnographic Exploration of African Musical Cultures

This course explores a selection of musics from sub-Saharan Africa in ethnographic context, with a particular focus on their practical application in the Western classroom or ensemble. This course is an intensive introduction to vastly diverse and contradictory music from a variety of African cultures. Rather than attempting a cursory regional overview, we will be exploring specific musics thematically. The course aims to provide you with a sense of the intensity of African musical creativity, its global ubiquitous influence, and an appreciation of how important music is to individual lived experiences. Students will find a variety of source material throughout this course. It includes scholarly writing, online sources, videos, sound recordings, musical exercises, journalistic material, as well as material drawn from the personal experiences of the instructor. Additional resources on African music and culture are included in the bibliography. Students are always encouraged to research additional material in this vast subject area. Upon successful completion of this course, students will have gained the knowledge and skill required to bring African music into their own classroom or ensemble. [4 credits]

CFAMT400 Graduate Theory Review

This course is dependent on a student's theory proficiency exam results. Review of fundamental music theory and analysis through the study of chord grammar, voice leading principles, figured bass, four-part chorale harmonizations and form. Materials are approached through listening, writing, and analytical work. Pre-requisite for MT600, unless placed out via theory proficiency exam. [2 credits]

CFAMT600 Analytical Techniques

Systematic and empirical investigations into formal and compositional procedures of selected masterworks from the tonal repertoire. Lectures leading to individual analytical projects. [4 credits]

CFAMT630 Orchestration

Orchestration I Contemporary orchestral techniques, focusing on scoring for modern winds, brass, strings and mixed ensembles, including full orchestra. Concepts include chord spacing, melodic projection, layering and delineation of material, and extended instrumental techniques. Materials are approached through readings, listening, writing and analytical work. [4 credits]

CFAMT781 Jazz and Popular Arranging

Standard notational methods; chord vocabulary; arrangements of popular melodies in a variety of styles; development of materials from lead sheets; class performance of arrangements. [4 credits]

Attention Arkansas Residents, please note: Enrollment in the MM in Music Education program offered by Boston University does not lead to public school (P–12) teacher licensure or a subject field endorsement (for public P–12 schools) in Arkansas.

Every day, our talented faculty of working artists challenges students to push the boundaries of Theatre, Music, and Visual Arts in the context of an elite research university.

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Summer Session

Some online DMA in Music Education degree students take advantage of our summer session, completing course work on campus, while enjoying Boston’s cultural offerings and summer sea breezes. Residence hall accommodations are usually available. More information including session dates, optional on-campus residence hall availability, financial aid, and tuition rates is communicated to students during the academic year.

Scholarships

Federal Stafford Loans Only

Getting Started

Admission to the DMA in Music Education happens once per year for the Fall term. Please complete our inquiry form to receive more information. For assistance with your application or to ask questions, please contact our admissions team at 1-855-884-5636, email [email protected] , or visit the CFA program website .

• Request Information from the College of Fine Arts

EdDPrograms.org

Ed.D. Programs in Music Education

Ready to advance your career with an Ed.D. in Music Education? Use our detailed listings and degree guide to explore Music Ed programs in P-12 and higher education! Compare online & on-campus options. Learn more about prerequisites for Ed.D. in Music Education applicants. Delve into details on coursework. And get a head-start on planning your job path after graduation.

What is an Ed.D. in Music Education?

An Ed.D. in Music Education is designed to prepare graduates for mid- to high-level music teaching & leadership positions in PreK-12 settings, private schools & studios, colleges & universities, and interdisciplinary arenas.

You may wish to pursue a music education doctoral program in order to:

• Learn about advanced theories & practice of music education
• Explore principles of musicology and music theory
• Become versed in applied research techniques & tools
• Develop innovative music programs & educational interventions

Types of Doctorate in Music Education Programs

Ed.d. in music education.

You won’t find many doctorates that are entirely devoted to music education in our listings . The rare example is Columbia’s Ed. in Music Education , which is designed to train music educators for high-level teaching roles and district & administrative positions.

Ed.D. in Curriculum & Instruction: Music Education

You’re more likely to find music education being offered as a concentration within an Ed.D. in Curriculum & Instruction. Our music education listings contain a number of these options. As the name implies, these doctorates help teachers become instructional leaders and curriculum specialists in their chosen field (e.g. music). We dig into the details in our guide to Ed.D. in Curriculum & Instruction Programs .

Ed.D. in Educational Leadership: Music Education

If you’re interested in leadership positions, you could also consider an Ed.D. in Educational Leadership with a concentration in music education. You’ll find one or two examples in our listings . Doctoral programs in educational leadership often cover areas such as continuous improvement, effective management, systematic & institutional reform, and social justice. See our guide to Ed.D. in Educational Leadership Programs for more details.

DMA vs. Ed.D. in Music Education

Instead of an Ed.D. in Music Education, you might want to consider earning a Doctor of Musical Arts (DMA).

• DMA programs combine advanced coursework in practical specializations (e.g. composition, conducting, performance, or music education) with graduate credits in music history, theory, and pedagogy.
• The DMA can be very similar to an Ed.D. For example, BU’s DMA in Music Education covers almost all of the same bases as an education doctorate.

Ph.D. vs. Ed.D. in Music Education

Generally speaking, an Ed.D. in Music Education is a practice-oriented doctorate that focuses on applied research & theory and workplace challenges (e.g. designing music programs). A Ph.D. in Music Education is a research-heavy degree that prepares graduates for high-level research jobs and university positions.

But the line is pretty fuzzy. When we looked at job listings for Assistant or Associate Professors of Music Education, employers were asking for a doctorate in a relevant field (e.g. music education, conducting, etc.). This could be a Ph.D., DMA, or Ed.D. Hiring committees may be much more interested in your work experience!

Visit our detailed guide ( here ) to learn more about the differences between Ed.D. and Ph.D. programs, read insights from doctorate in education experts, and more.

Earning an Ed.D. in Music Education

Music education prerequisites.

• Master’s Degree: Check the admissions requirements. A school that offers a specialist degree in music education (e.g. Columbia) may want to see an MA or Master of Music degree. But a doctoral program that involves curriculum & instruction or leadership may simply ask for a relevant master’s degree.
• Minimum GPA: GPA requirements will vary. The standard minimum for Ed.D. programs is 3.0, but prestigious Colleges of Education may have a higher threshold (e.g. 3.25-3.5).
• Work Experience: Universities may or may not specify work experience in the admissions section, but it will be a factor in their decision-making process. The standard is 3+ years of teaching/professional experience. Some schools will also want you to hold a valid educator’s certificate or the equivalent in your concentration.
• Additional Requirements: GRE or MAT scores may or may not be required—it varies from school to school. You may also be asked to supply an admissions essay, résumé, academic writing sample, and 2-4 letters of recommendation.

Music Education Coursework

Columbia’s Ed. in Music Education is a good test case for coursework. It divides the curriculum into 4 major areas: Music Education, Music Content, Research in Music Education (including dissertation prep), and Out of Program research courses & electives.

Sample courses in the music education & content sections include:

• Foundations of Music Education
• Approaches to Teaching Musical Instruments
• Vocal Pedagogy
• Comprehensive Musicianship
• Applied Conducting, Instrumental, Voice, or Composition
• Applications of New Technology in Music Education
• Children’s Musical Development
• Teaching Applied Music in College
• Teaching and Administration of Music in College

Music Education Internship & Fieldwork

In our listings , you may occasionally run into an Ed.D. in Music Education or the equivalent that includes a professional internship or field experiences. If you don’t see them listed, ask the Ed.D. program coordinator if these options are available.

We tend to favor internships, since they will give you access to a mentor and expose you to new practices. But we recognize that they’ll cut into your work time!

Music Education Dissertation or Capstone Project

All Ed.D. programs—including specialist doctorates in music education—will culminate in a traditional 5-chapter dissertation, a Dissertation in Practice (DiP), or a practical capstone project. We discuss the key differences between these three options in our guide to No Dissertation Ed.D. Programs .

Online Ed.D. in Music Education Programs

Are ed.d. programs in music education offered online.

Occasionally. Our program database contains a couple of online doctorates in music education. We’ve flagged them with an “Offered Online” marker.

Do Online Ed.D. in Music Education Programs Contain Residencies?

Yes. For example:

• St. Thomas University’s cohort-based Online Ed.D. in Educational Leadership and Learning is almost entirely online, but it does contain face-to-face summer residencies.
• Valdosta’s  Online Ed.D. in Curriculum and Instruction: P-12 Disciplinary Concentration – Music Education includes one-day doctoral seminars at the beginning of years one & two.

Music Education Careers

Ed.d. in music education jobs.

An Ed.D. in Music Education will qualify you for PreK-12 educational leadership positions, college & university teaching roles, and music education jobs in the private sector.

Sample job titles for Ed.D. graduates include:

• Music Director
• Director of Music Therapy
• District Supervisor of Music
• Early Childhood Music Specialist
• Assistant Professor of Music
• Assistant Professor of Music Therapy
• Assistant Professor of Music Education
• Music Technology Professor

If you’re interested in university teaching positions, check out the HigherEdJobs section on Music Faculty and The Chronicle of Higher Education’s job board for Music Faculty .

Ed.D. in Music Education Salary

Music education is a niche field to begin with, so it’s tricky to find hard data. Having said that:

• Common salary sites (e.g. Glassdoor, Indeed, Salary.com, Payscale, etc.) can supply you with numbers for popular job titles (e.g. Music Supervisor).
• The Bureau of Labor Statistics (BLS) publishes occupational employment & wage data for Postsecondary Art, Drama, and Music Teachers .
• Some universities will also quote proposed salaries in their job descriptions.

Is an Ed.D. in Music Education Worth it?

Talk to your mentors and recent alumni before you make a decision. A doctorate in music education is a no-brainer if you want to qualify for high-level faculty positions at universities, but it will involve a whole lot of time and money. If you’re interested in PreK-12  and district-level positions, you may not need one at all.

Music Education Resources and Organizations

• American Music Therapy Association (AMTA) : AMTA is committed to the progressive development of the therapeutic use of music in rehabilitation, special education, and community settings.
• International Society for Music Education (ISME) : ISME is one of the largest societies for music educators in the world. It seeks to build an international community of music educators, foster a global intercultural understanding among the world’s music educators, and promote music education for people of all ages.
• Music Teachers National Association (MTNA) : MTNA has 20,000+ members in 50 states. It aims to advance the value of music study and music-making to society and support the careers and professionalism of those who teach music.
• National Association for Music Education (NAfME) : NAfME advocates at the local, state, and national levels for music education; provides resources for teachers, parents, and administrators; hosts professional development events; and organizes a variety of opportunities for students and music education teachers.
• Society for Music Teacher Education (SMTE) : SMTE membership is open to all NAfME members with an interest in music teacher education. It hosts a biennial Symposium on Music Teacher Education .
• Society for Research in Music Education (SRME) : SRME was created to foster and improve the quality of scholarship and research within the music education profession. It publishes the Journal of Research in Music Education (JRME) .

School Listings

6 Schools Found

Augusta University

College of Education

Augusta, Georgia

Doctor of Education in Educational Innovation - P12 Music Education

• Curriculum Info
• How To Apply

Georgia State University

Department of Early Childhood and Elementary Education

Atlanta, Georgia

Doctor of Education in Curriculum and Instruction - Music Education

University of georgia.

College of Education/Hugh Hodgson School of Music

Athens, Georgia

Doctor of Education in Music Education

Valdosta state university.

College of Education and Human Services

Valdosta, Georgia

Doctor of Education in Curriculum and Instruction - P-12 Disciplinary - Music Education

Offered Online

University of St. Thomas

College of Education, Leadership and Counseling

Saint Paul, Minnesota

Doctor of Education in Educational Leadership and Learning - Music Education

Online doctor of education in educational leadership and learning - music education, columbia university in the city of new york.

Department of Arts and Humanities

New York, New York

EdD in College Teaching of Music Education

Edd in music education.

Stephanie Christensen

Colleen M. Conway

Kate Fitzpatrick

Michael Hopkins

Marie McCarthy

Carlos Xavier Rodriguez

Julie Skadsem

Course Catalog

Music education, phd.

for the degree of Doctor of Philosophy in Music Education

The doctoral program in music education consists of the Doctor of Philosophy in Music Education. The Ph.D. is tailored to meet the varying needs and interests of individuals seeking a terminal degree in Music Education. The Ph.D. is appropriate for students with a strong background and interest in research. The Ph.D. places emphasis on research and research methodology training. Students entering the Ph.D. must have already completed a substantial thesis or research project as part of their master’s degree. 

Admission For all degree programs, consult the  admission requirements stated on the School of Music’s website .

Requirements for admission to the  Master of Music (MM)  programs are a Bachelor of Music degree from the University of Illinois at Urbana-Champaign or an equivalent degree from another accredited institution. Students holding other degrees may be admitted but will be expected to make up for any deficiencies and fulfill all requirements for the graduate degree.

Applicants to choral music, instrumental conducting (wind band or orchestra), jazz performance, piano pedagogy, performance and literature, and vocal accompanying and coaching must pass a qualifying audition for their major area or submit satisfactory recordings. Applicants in musicology and composition must present writings or other evidence of their ability to pursue work at the graduate level. The Graduate Record Examination (GRE) is not required.

The School of Music requires all-new MM students to complete entrance examinations in music theory and musicianship (excluding Musicology). These exams take place the week before the fall term begins. See the School of Music’s  Graduate Resources  page for more information.

A prerequisite for admission to the  Artist Diploma  is a bachelor's degree.

Applicants  to the  MM and the Artist Diploma (AD)  whose native language is not English must present an iBT score of 79 for admission to the Artist Diploma (AD), 90 for the Master of Music (MM), excluding Musicology; MM in Musicology requires an iBT score of 96. A TOEFL iBT of 103 or higher is required for Full Status Admission to the University of Illinois Graduate College and School of Music. Please see the full  English proficiency requirements . Fall admission only; other terms of entry by departmental petition approval only.

Requirements for admission to the  Master of Music in Education  (MME) are:

• Undergraduate degree in music education from an accredited institution;
• An overall grade average for the last 60 credit hours of undergraduate work of at least 3.0 (on a 4.0 scale).  The grade average for Music Education and Education courses, when averaged separately, must also be at least 3.0 (on a 4.0 scale);
• Recommendations from three individuals who can discuss the applicant’s musicianship, ability to undertake graduate-level study, and teaching ability/potential.
• The Graduate Record Exam (GRE) is not required for application to the MME, nor do MME students take placement tests in music theory or music history.

For MME applicants with public school experience:

• recommendation from a principal or supervisor who speaks primarily to the quality of the applicants teaching experience;
• recommendation from an individual who speaks primarily to the quality of the applicant's musicianship;
• recommendation from an individual who speaks primarily to the applicant's potential for completion of graduate-level study;
• applicants who wish to be considered for a Teaching Assistantship should ensure that at least one of their references provides specific comments on their potential to engage in university-level teaching duties associated with such an appointment.

For MME applicants without public school experience:

• recommendation from a music education professor;
• recommendation from an applied or ensemble music professor;
• recommendation from an individual who can speak to the applicant's potential for completion of graduate study.

Applicants seeking admission to the MME + Licensure program should review the  online requirements .

Applicants  to the  MME  whose native language is not English must present an iBT score of 96 for the Master of Music Education (MME). A TOEFL iBT of 103 or higher is required for Full Status Admission to the University of Illinois Graduate College and School of Music. See the full  English proficiency requirements .

The School of Music offers an academic year program and a Summers-only MME. For academic year applications, the School of Music offers Fall admission only; spring term of entry by departmental petition approval only.

Requirements for admission to the  Doctor of Musical Arts  and the  Doctor of Philosophy  in Musicology programs are the Master of Music degree from the University of Illinois at Urbana-Champaign or an equivalent degree from another accredited institution.

Applicants to the  Doctor of Musical Arts  programs must have:

• a high level of proficiency in composition, conducting, or performance - candidates in composition must submit original scores for review, and candidates in performance and literature must pass a qualifying audition or submit satisfactory recordings; and
• appropriate experience in ensemble performance and/or score reading. Candidates in voice and vocal accompanying and coaching must have fulfilled all foreign language requirements considered prerequisites for the Master of Music degree, including one year of college-level study in Italian, French, and German.

The School of Music requires all new  DMA  students to complete entrance examinations in music theory, musicianship, and score reading. These exams take place the week before the fall term begins. See the School of Music’s  Graduate Resources  page for more information.

Applicants  to the  DMA or PhD  whose native language is not English must submit an iBT score of 96. A TOEFL iBT of 103 or higher is required for Full Status Admission to the University of Illinois Graduate College and School of Music.

See the full  English proficiency requirements .

See information about  admission to the MME and PhD in Music Education .

Language Requirements For the Master of Music program, applicants in voice and vocal accompanying and coaching must have had at least one year each of college-level French, German, and Italian or the equivalent. Applicants in other applied music areas, composition, conducting, and musicology must have had one year of any language at the college level or the equivalent.

All Doctor of Musical Arts candidates must demonstrate proficiency in at least one language other than English. Each area may specify which language is required or may require proficiency in more than one language. Please review the current  Graduate Music Handbook  for more details.

Proficiency is required in two languages, depending on the proposed field of specialization, for candidates in the Doctor of Philosophy in Musicology program. This may be demonstrated through two years of undergraduate study in each language.

For all Graduate Degrees:

Students who do not meet the language requirement at the time of entrance may be satisfied by evidence of two years of undergraduate study or the equivalent, or by completion of a two-semester or satisfactory test scores. For up-to-date information regarding the language requirements of the School of Music, please see the  Graduate Music Handbook .

Graduate Teaching Experience Although teaching is not a general Graduate College requirement, experience in teaching is considered an essential part of the graduate experience.

Financial Aid Fellowships, teaching, graduate, and research assistantships are awarded on a one-year basis, with continuation dependent upon success in the program. Specific information on application procedures is available from the Music Admissions Office, by phone (217) 244-7899, or  by email .

For additional details and requirements refer to the department's Graduate Handbook   and the  Graduate College Handbook . 

Other Requirements

The PhD in Music Education at Illinois emphasizes professional preparation for careers as researchers, music teacher educators, and leaders in the field. Doctoral students enroll in courses that provide depth and breadth in research approaches, theoretical and scholarly analysis, and opportunities to conduct research studies under the guidance of faculty members in music education and across campus. Participation in the MOSAIC Consortium, an ongoing scholarly community of doctoral students and faculty, is a critical part of the doctoral experience at Illinois.

• Students in the PhD Program in Music Education will demonstrate knowledge of rigorous methods for conducting scholarly inquiry related to music teaching and learning. [Research]
• Students in the PhD program in Music Education will contribute to the discovery of new evidence or the exercise of critical judgment in research and scholarship, applying and synthesizing key methodological and theoretical perspectives from their research course preparation. [Research]
• Students in the PhD Program in Music Education will develop a research agenda for primary and secondary research emphases.[Research]
• Students in the PhD Program in Music Education will demonstrate their ability to plan, implement, and reflect on college-level teaching. [Music Teacher Education]
• Students in the PhD Program in Music Education will apply understanding of educational philosophy, curriculum design, methods of teaching and evaluation, and supervision of study teaching to undergraduate music teacher preparation.[Music Teacher Education]
• Students in the PhD Program in Music Education will exhibit leadership in areas of vital importance to the field,such as curricular reform, music teacher education, community music, and social justice. [Professional Leadership]

School of Music Director of School: Dr. Linda Moorhouse Associate Director of Graduate Studies: Dr. Reynold Tharp Program Contact: Jenny Phillips School of Music Website School of Music Faculty 2040 Music Building, 1114 West Nevada Street, Urbana, IL 61801 (217) 333-3459

College of Fine & Applied Arts FAA College Website

Admissions Overview of School of Music Admissions & Requirements Music Admissions email (217) 244-7899 Graduate College Admissions

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Doctor of Music Education Setting the Tempo for Future Music Educators

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Transfer in up to 50% of the degree total

Ignite a Passion for Music in the Next Generation of Musicians with a Doctor of Music Education

Translate your talent and love for music into a rewarding career in music education. Through Liberty University’s Doctor of Music Education program, you can prepare to bring the gift of music to students of all ages. The best music educators are the ones who have exemplary talent paired with a strong desire to make a difference in music instruction and research. Our goal is to help you take your talent and passion and use it to change the lives of your students.

Pursuing doctoral-level music studies can provide you with advanced training in teaching practices and leadership methods that can help set you up for success. Whether you are currently working as a music educator or you are interested in pursuing a position in the field, our online doctorate in music education can provide you with the necessary credentials to teach music from the elementary to the university level.

Ranked in the Top 10% of Niche.com’s Best Online Schools in America

• What Sets Us Apart?
• Private Nonprofit University
• 600+ Online Degrees
• No Standardized Testing for Admission
• Transfer in up to 75% of an Undergrad Degree
• Transfer in up to 50% of a Grad/Doctoral Degree

Why Choose Liberty’s Doctor of Music Education Degree?

Our Doctor of Music Education degree focuses on practical, hands-on training that can help you teach music with confidence and skill. We want to help you advance in your profession by equipping you with the historical, philosophical, psychological, pedagogical, and ethical skills you will need to create positive changes in 21st-century music education.

Liberty University is accredited by the Southern Association of Colleges and Schools Commission on Colleges ( SACSCOC ), and our School of Music is accredited by the National Association of Schools of Music ( NASM ). These accreditations demonstrate our high standard for academics and allow you to earn a degree recognized by other academic institutions and employers.

Our mission is to Train Champions for Christ , so our programs are taught from a biblical framework and have Christian values used throughout the curriculum. Plus, you can complete our Doctor of Music Education degree 100% online in a flexible, 8-week course format. We understand that you have family, career, community, and church obligations, so we designed our doctoral music program to work with your busy life and schedule.

What Will You Study in Our Doctor of Music Education Degree?

Earning a Doctor of Music Education degree can prepare you to teach music education classes in K-12 and collegiate settings. Throughout this degree, you can gain a historical understanding of music education in America while learning how to integrate theory and research into your classroom. You can also engage in research focused on musical and educational teaching and learning methods.

You will have the opportunity to explore different music teaching approaches as you are taught how to improve the quality of music research and instruction. Additionally, our online courses pair biblical applications with music education. Prepare confidently so you can champion your faith in the highly impactful field of education with a reputable doctoral degree in music education.

Potential Career Opportunities

• Band director
• Curricular supervisor of music
• Curricular supervisor of visual and performing arts
• Music director
• Music program administrator
• University professor

Featured Courses

• MUSC 820 – The Music Educator
• MUSC 840 – Current Issues in Music Education
• MUSC 846 – The Role of the Music Education Administrator
• MUSC 851 – Community, Culture, and Relationship in Music Education

Degree Information

• This program falls under the School of Music .
• View the Graduate Music Course Guides (login required) .

Degree Completion Plan (PDF)

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Speak to one of our admissions specialists to help you choose the program that best fits your needs.

• Tuition & Aid

Your success is our success, which is why we are committed to providing quality academics at an affordable tuition rate. While other colleges are increasing their tuition, we have frozen tuition rates for the majority of our undergraduate, graduate, and doctoral programs for the past 9 years – and counting.

Eligible current and former military service members and their spouses may qualify for a special rate of $300/credit hour ( learn more ) .

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Admission Information for Doctor of Music Education Degrees

Admission requirements.

• A non-refundable, non-transferable $50 application fee will be posted on the current application upon enrollment (waived for qualifying service members, veterans, and military spouses – documentation verifying military status is required) .
• Send official college transcripts (mailed as sealed, unopened copies or sent via a direct electronic transcript system). A regionally or nationally accredited master’s degree in music, music education, music and worship, or a related discipline with at least a 3.0 GPA is required for admission in good standing.
• Applicants whose native language is other than English must submit official scores for the Test of English as a Foreign Language (TOEFL) or an approved alternative assessment. For information on alternative assessments or TOEFL waivers, please call Admissions or view the official International Admissions policy .

The Office of Graduate Admissions may request additional documentation when conducting admission reviews to evaluate a candidate’s record before a final admission decision can be made.

Preliminary Acceptance

If you are sending in a preliminary transcript for acceptance, you must:

• Be in your final term and planning to start your doctoral degree after the last day of class for your master’s degree.
• Complete a Master’s Self-Certification Form confirming your completion date. You may download the form from the Forms and Downloads page or contact an admissions counselor to submit the form on your behalf.
• Submit an official transcript to confirm that you are in your final term. The preliminary transcript must show that you are within 6 credit hours of completion for a 30-48 credit hour master’s degree or within 9 credit hours of completion for a 49+ credit hour master’s degree.
• Send in an additional, final official transcript with a conferral date on it by the end of your first semester of enrollment in the new doctoral degree.

Transcript Policies

Official college transcript policy.

An acceptable official college transcript is one that has been issued directly from the institution and is in a sealed envelope. If you have one in your possession, it must meet the same requirements. If your previous institution offers electronic official transcript processing, they can send the document directly to [email protected] .

Admissions Office Contact Information

(800) 424-9596

(888) 301-3577

Email for Questions

[email protected]

Email for Documents

[email protected]

Liberty University Online Admissions Verification

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Submit your application online or over the phone.

Apply by phone: (800) 424-9595

Liberty University is dedicated to providing world-class educational experiences to military students across the globe.

Who May Qualify?

• Active Duty
• Reserve/National Guard
• Veterans/Retirees
• Spouses of Service Members and Veterans/Retirees

Military Tuition Discount

We want to help you find the doctoral degree you want – at a price you’ve earned. As a thank-you for your military service, Liberty University offers eligible current and former service members like you or your spouse multiple pathways to earn a doctoral degree for only $300/credit hour . Find out how you can take advantage of this unique opportunity as you work toward your goal of reaching the pinnacle of your profession – for less.

Frequently Asked Questions

Does this program have any additional accreditation.

This program is accredited by the National Association of Schools of Music ( NASM ).

What is the difference between this and a PhD in Music Education?

This degree provides a practical, hands-on approach to music education based on application.

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Master of Arts / PhD

Innovative Music Scholars

UCLA’s Department of Musicology is one of the most successful graduate programs in American musicology. Recent alumni of the department teach at the University of Michigan, UT Austin, UC Irvine, Michigan State, Dalhousie University, Bates College, and other schools across the nation and the world. Our intellectual community is strikingly diverse, with U.S. graduate students from all regions of the country, international students from Canada, Mexico, Holland, Bermuda, Guatemala and Korea, and visiting scholars from as far away as China and the Ukraine.

As a training-ground for the next generation of adventurous, inventive music scholars, our Ph.D. program develops students’ creative and critical voices in a wide variety of chosen subfields; provides them with rich opportunities for establishing intellectual and professional networks; and gives them pedagogical training and experience second to none. Our graduate seminars explore topics and theories from musical Nationalism to the history of improvisation, musical camp to Dufay, opéra-comique to hands-on explorations of “public musicology.” Current graduate research interests include (but are by no means limited to!) David Bowie, Soviet music theory pedagogy, early modern anglophone devotional poetry and song, proto-punk musical experimentalism, music as cultural diplomacy during the Pan American era, 17th- and 18th-century operatic adaptations of Shakespeare’s works, music in marginal cinemas (horror, slasher, etc.).

The UCLA Musicology department normally enrolls 4-5 students per year. We accept applications for the Ph.D. only (an M.A. is normally awarded to eligible students after two years). The department is committed to competitive multi-year packages of support, and at the present time can usually guarantee a minimum of one year of fellowship and three plus years of teaching assistantship to incoming students. Students normally graduate 5-6 years after matriculation.

“I’ve always been interested in how people use music of the past – the historical past and their own personal past. At UCLA I got to study nostalgia and uses of the past in rock music of the early 70s, allowing me to think about music that I’ve heard my entire life (for example, “American Pie” or “Led Zeppelin IV”) in a completely new way.” – Caitlin Vaughn Carlos Ph.D. ’21 | Musicology

Meet Our Musicology Graduate Students

Meet our musicology faculty, musicology resources, related news, graduate opportunities, explore other degrees.

Music & Music Education

Find Your Fit

Launch or advance your professional career in music education through this student-centered program at Teacher’s College, Columbia University.

Learn More About Us

In Your Program

Our students learn from one another in our constructivist environment full of meaningful music making and learning. Whether you study classical or jazz, early childhood or college teaching, we will prepare you for roles in teaching, research, and performance.

View Our Degrees

See Your Future

Grow into an extraordinary music educator and help improve music instruction through this highly customizable graduate program in NYC.

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Welcome to the Music & Music Education program

The Program in Music and Music Education program at Teachers College, Columbia University embraces humanistic values as they relate to contemporary musical and educational life while respecting the musical traditions of the past. The faculty in Music and Music Education recognize the importance and uniqueness of the arts in our society and strives to offer flexible and individualized programs for the preparation of musician-educators. Faculty members are seasoned educator-musicians and practitioners, who reflect a wide range of expertise in comprehensive musicianship, early childhood music, instrumental and jazz pedagogy, vocal and choral performance, assessment, improvisation, jazz, technology, and the full spectrum of public and private school music through graduate school and research practices. You'll study and learn alongside diverse musicians who come from all over the world to study in this esteemed school of education. You’ll benefit from our location in New York City, the most eclectic and vibrant music center in the world.

Choose Your Degree

• I'm interested in advanced study in Music and Music Education (non-certification track)
• I'm interested in doctoral study

The Hybrid Summer M.A in Music and Music education offers an intellectually rigorous and creatively engaging education that prepares you for the challenges and rewards of teaching music in the 21st century with a two summers of intensive coursework in New York City.

The traditional M.A. program is designed to allow flexibility in course selection, so that each student may prepare for his or her professional career in music education. The M.A. degree is geared toward musicians and music teachers who wish to further their teaching, performing, and leadership skills.

The Master of Education degree (Ed.M.) in Music and Music Education is an advanced professional degree for practitioners in music education that is designed to prepare graduates for careers in elementary schools, secondary schools, and colleges. It is well suited for individuals who are currently teaching and who wish to concentrate their studies further within the field and/or for individuals who are thinking about undertaking doctoral work but feel a need to first expand their grasp of current issues in the field.

• M.A. Summer Hybrid in Music and Music Education (32 credits)
• M.A. in Music and Music Education (32 credits)
• Ed.M. in Music and Music Education (60 credits)

The primary purpose of the doctoral programs in Music and Music Education at Teachers College is to advance knowledge relevant to the teaching and learning of music and to prepare expert teachers of music and music education for careers as artists, scholars, researchers, and teacher educators in the field of music education. The doctoral programs in Music and Music Education are open to a wide range of interests, backgrounds, and professional ambitions in its applicants. Applicants to the doctoral programs ordinarily possess a master’s degree in Music, Music Education, or a related field and have significant prior professional experience at the PK-12 school or college/university level.

The Ed.D . prepares students for positions in the teaching and supervision of music in elementary and secondary schools, the teaching and administration of music in early childhood settings, the teaching of music in schools and studios, the teaching and administration of music in colleges and universities, and careers in music and interdisciplinary areas, such as the arts and humanities, special and adult education.

The Ed.D. in College Teaching is designed primarily for students with a high level of performance skills whose goal or present position is focused on the pedagogy of performance in higher education.  Applicants have significant prior professional experience at the college/university level.

The Doctoral Summer C ohort Program is a unique offering designed for students who are also music faculty members holding full-time academic appointments and are interested in completing a doctoral program. It allows students to complete primary coursework over four summers and gain competency in Musicianship, Performance, Pedagogy, and Research. The program offers focused curriculum geared towards teaching with noted faculty in New York City. Students receive individual attention due to the small cohort size of incoming classes.

Specifically, t he Ed.D. Summer Cohort Program is a unique offering designed for music education professionals holding full-time professional appointments who are interested in completing a doctoral program. The Ed.D.C.T. Summer Cohort Program is designed primarily for music professionals with a high level of performance skill whose goal or present position is focused on the teaching of performance in higher education.

• Doctor of Education (Ed.D.) (75 credits)
• Ed.D. Summer cohort (75 credits)
• Doctor of Education in College Teaching (Ed.D.C.T) (75 credits)
• Ed.D.C.T. Summer cohort (75 credits)
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For admissions, please contact  [email protected]

Admissions information, application requirements.

• Music and Music Education
• Music and Music Education NY State Initial: Music Pre-K-12
• Music and Music Education (Summer Hybrid)
• Music and Music Education (Summer Cohort)

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• Tuition & Fees
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Program Director : Jeanne Goffi-Fynn

Contact Person: Malika Amraoui

Phone: (212) 678-3285 Fax: (212) 678-4048

Email: musiced@tc.edu

School of Music

Doctor of philosophy in music education, earn your phd in music education.

The PhD program in music education is designed to prepare students for careers in teaching, research, or administration in:

• Teachers of music education or music therapy classes
• Band, chorus and orchestra directors
• Administrators of music departments
• Music supervisors
• Research and curriculum consultants
• Directors of city or district school music programs

Music therapy and music education

Music therapy students may obtain the PhD in music education and apply courses from the music therapy program. Applicants whose background and career goals are focused on music therapy should contact  Abbey Dvorak  to discuss admission requirements and curricular options.

Dr. Cohen and Dr. Dvorak will co-advise students with a music therapy emphasis on program requirements (including curricular requirements, comprehensive examinations, research expectations, and assistantships).

View PhD in Music Education + Music Therapy program information.

How to apply to the program

Application procedures.

See  G raduate Admissions Process  for a list of required application materials expected of all graduate applicants. Additional requirements for the PhD program are:

• 3.50 graduate grade-point average in graduate school
• Scores from the General Aptitude Test (Verbal/Quantitative/Analytical portions, not the Music specialty test) of the Graduate Record Examination (GRE) are requested but not required
• Holding, or being qualified for, a valid teaching certificate
• A minimum of two years of successful music teaching experience
• Materials/documentation attesting to teaching success, academic and musical abilities, and writing ability (Master’s thesis or term papers)
• An interview

View full requirements and apply

Transfer credit

Coursework completed at other accredited graduate institutions may be accepted toward the degree if such credit duplicates required or elective coursework at the University of Iowa.

Teaching assistantships

A limited number of teaching and research assistantships are available to students with K-12 school teaching experience. An on-campus interview is expected for applicants wishing to be considered for a teaching assistantship. Please contact the music education area head about scheduling. Students applying for assistantships should write to the music education area head for further details. Priority is given to applications received by Feb. 1. Applicants need to supply a copy of teaching certificate or documentation that a certificate can be obtained.

Requirements and program planning

The Graduate College requires that a PhD contain a minimum of 72 post-baccalaureate semester hours with at least 39 semester hours (27 coursework + 12 dissertation) earned while registered at the University of Iowa. Additionally, the music education/therapy areas require the completion of a minimum of 36 semester hours of post-master’s degree, graduate-level coursework in consultation with and approved by your advisor.

This information is intended to assist in your course planning but is not intended to serve as an official guide to graduation requirements. To confirm progress toward graduation, you should consult your advisor.

Download course checklist

Music education core courses

• Introduction to Research in Music (EDTL:4640), 3 semester hours
• Foundations of Music Education (EDTL:5610), 3 semester hours
• Foundations of Music Therapy (EDTL:6690), 3 semester hours
• Psychology of Music (EDTL:4630), 2 semester hours

Topics seminars

Minimum of 12 semester hours required; Topics Seminars in Music Education (EDTL:7600, EDTL:7040), Music Therapy (MUS:6690), or another specialization-related area approved by your advisor.

Statistics and research methods

15 semester hours total required; The music education PhD follows the College of Education PhD research requirements. Doctoral students must demonstrate proficiency in both qualitative and quantitative research methodologies: 2 quantitative, 2 qualitative, and 1 additional course agreed upon by the student and their advisor.

Intermediate statistics course

3 semester hours required; Students who have not previous completed an introductory statistics course may be required to complete Introduction to Statistical Methods (PSQF:4143) as an elective to fulfill the prerequisite for these courses.

• Selected Applications of Statistical Methods (PSQF:6242), 3 semester hours
• Intermediate Statistical Methods (PSQF:6243), 3 semester hours

Research methods coursework

12 semester hours required:

• Advanced Research in Music Education–Quantitative (EDTL:7640), 3 semester hours
• Introduction to Qualitative Research (EDTL:----), 3 semester hours
• Qualitative
• Additional choice

Qualitative research options

• Qualitative Research Design and Methods (EPLS:7373)*, 3 semester hours
• Essentials of Qualitative Inquiry (RCE:7338)*, 3 semester hours
• Qualitative Research Methods for Teaching and Learning (EDTL:7070)*, 3 semester hours
• Qualitative Educational Research Methods (PSQF:7331)*, 3 semester hours
• History Theory and Interpretation (HIST:6003), 3 semester hours
• Research in Cross-Cultural Settings (EPLS:5195), 3 semester hours
• Introduction to Historical Research Methodologies (EPLS:5240), 3 semester hours
• Critical Discourse Analysis (EDTL:7071), 3 semester hours
• Advanced Qualitative Data Analysis (EDTL:7072), 3 semester hours
• Ethnographic Methods, Theories, and Texts (EDTL:7073), 3 semester hours
• Ethnographic Field Methods (ANTH:6115), 3 semester hours

*These are introductory courses and should only be taken if the music education qualitative research was not available during the student’s coursework plan.

Quantitative research options

• Research Process and Design (EPLS:6206), 3 semester hours
• Survey Research and Design (EPLS:6209), 2 semester hours
• Quantitative Methods for Policy Analysis (EPLS:6370), 3 semester hours
• Correlation and Regression (PSQF:6244), 3 semester hours
• Design of Experiments (PSQF:6246), 3 semester hours
• Factor Analysis and Structural Equation Models (PSQF:6249), 3 semester hours
• Introduction to Multivariate Statistical Methods (PSQF:6252), 3 semester hours
• Single Subject Design Research (EDTL:7953), 3 semester hours

Mixed methods research and program evaluation options

• Mixed Methods Research (EPLS:7392), 3 semester hours
• Mixed Methods Research (EDTL:7410), 3 semester hours
• Program Evaluation (EPLS:6266), 3 semester hours

21 semester hours total required, including:

• Introduction to Statistical Methods (PSQF:4143)*, 3 semester hours

*Students who have completed a similar statistics class in their master’s program may be exempt from this course.

Comprehensive examination

The student must apply to complete the comprehensive written examination after finishing their required coursework.

This written examination will cover scholarly and research areas to be determined in consultation with the exam committee members.

Students will be provided with guidelines about the format and preparation for this examination after they have applied for examination and consulted with their advisor and committee members.

Dissertation

• PhD Thesis (MUS:7950), 12 semester hours
• Oral defense of the dissertation

Create your academic path

You'll find degree overviews, requirements, course lists, academic plans, and more to help you plan your education and explore your possibilities.

Current course list

The MyUI Schedule displays registered courses for a particular session and is available to enrolled students. The list view includes course instructors, time and location, and features to drop courses or change sections.

Add a minor

Any student admitted to a graduate degree program in the School of Music may add a theory pedagogy minor by completing the required courses.

Music education faculty

Jeremy Manternach

Practice and perform.

Need to book a music room, request an accompanist, check out audition information, rent a locker, or use a recording studio? Visit the Music Callboard for all scheduling and policy information.

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The Doctor of Philosophy program is offered in Music Education, as well as in Music Education with Music Therapy Emphasis.

MUSIC EDUCATION

Highly customizable and rigorous, the Doctor of Philosophy in Music Education prepares students to become deep thinkers, researchers, scholars, and innovative leaders in the field. Students work closely with the faculty in order to shape both their own professional path and scholarly paths towards a progressive model of music education for the 21st Century. Ph.D. graduates teach at universities and colleges nationally and internationally. They are leaders in the field, serving on major editorial boards, leading professional organizations, publishing in top peer-reviewed journals, and presenting at state, national, and international conferences.  

MUSIC THERAPY

The Doctor of Philosophy degree is also offered in Music Education with Music Therapy Emphasis.  This degree is designed to prepare students for careers in music therapy-related research, college teaching positions in music therapy, or administrative positions.  Doctoral students work closely with music therapy faculty for the duration of this rigorous program, gaining experience in all aspects of music therapy clinical practice, education, and research. Faculty are experienced researchers and distinguished educators known internationally for their research and service to the profession. Additionally, students further their musical skills by studying with faculty who perform, compose, and conduct regularly in national and international venues. Finally, doctoral students have the opportunity to conduct research at multiple hospitals and agencies in the greater Miami area, including the world-famous Miller School of Medicine.

Admission Requirements

All applicants to the Frost School must submit the following items:

·       An online application

·       Application fee

·       Resume

·       Three letters of recommendation

·       Official transcripts from every post-secondary school attended

This graduate degree program also requires submission of certain supplemental materials, including:

·       Prescreen/performance

·       Teaching sample

·       GRE Scores

·       Writing sample

·       TOEFL/IELTS score, as applicable

For more detailed information, please visit our Graduate Admission website .

Curriculum Requirements

Students in this degree program take MED 780  two times, at 1 credit each for a total of 2 credits. 

*Doctoral Qualifying Exams must be complete prior to the defense of the Doctoral Essay/Dissertation proposal.

Music Education Plan of Study

* This is a suggested Plan of Study.  Your actual course sequence may vary depending on your previous academic experience as well as current course offerings.  Students should meet with their academic advisor each semester to determine the appropriate course selection.

Music Education with Music Therapy Emphasis Plan of Study

Statement of Purpose

The purpose of the Ph.D. program of the Frost School of Music is to:

• Prepare students to become experts in the fields of music education and music therapy  
• Prepare students to advance the field through innovative and important research in the field of music education and music therapy.  
• Prepare students to serve the profession as thought leaders, researchers, policy-makers, and advocates in the field

The goals of the Ph.D. program in Music Education are to:

• Develop highly competent, independent researchers in the fields of music education and music therapy capable of developing a sustained research trajectory;
• Prepare Ph.D. students to provide instruction to both undergraduate and graduate programs in their area of specialty (music therapy, instrumental music education, string music education, choral music education, and general music education); and
• Develop future collegiate faculty in the areas of music education and music therapy who will become leaders in their schools and in the profession

Student Learning Outcomes

• Students will become highly skilled and thoughtful researchers in music education or music therapy.
• Students will demonstrate application of fundamental and specialized knowledge related to music teaching or music therapy practice.
• Students will demonstrate the ability to write publishable scholarly papers in their discipline (music education or music therapy) for various professional audiences.

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Degree Requirements

Sample plan of study, comprehensive examination process, dissertation requirements.

The PhD in Music Education is designed to prepare students for careers in higher education as music education teacher/researchers, as ensemble conductors with a strong commitment to music education teaching and research, or as master teachers or music supervisors in the K-12 system. Applicants must be certified music teachers, with a bachelor’s or master’s degree in music education, or present evidence of equivalent experience. Individuals with music teaching experience in higher education but without music teaching experience in elementary or secondary schools are eligible for admission, but are required to complete prerequisites and field experiences in elementary and secondary schools prior to taking comprehensive examinations. 

This program is “research-intensive,” and students are expected to complete four to five research courses, read past and current research, assist and eventually collaborate with faculty and peers on research projects, develop the ability to translate research findings to classroom applications, and ultimately achieve independence as a researcher.

Students encounter a simulating curriculum that is relevant to their career aspirations, taught by faculty who are on the cutting edge of best-practice pedagogy, research, scholarship, and creative activity. Music education faculty members play active leadership roles in international and national organizations devoted to improving preK-12th grade music instruction. They also regularly publish their work in premier research and practitioner journals, and remain actively engaged with music teachers through presentations and clinics. 

The degree program is fully accredited by the National Association of Schools of Music.  Please see https://music.missouri.edu for information about the School of Music.

Within the general framework, the PhD program is relatively flexible and individualized for each student. The degree requires 72 hours beyond the bachelor’s degree. Specific coursework is planned by the doctoral student and the four- to five-member doctoral committee to meet the student’s individual needs and future goals. The committee is chaired by a music education faculty member who is a member of the Doctoral Faculty. Students choose one to two support areas, one in music and an optional second area in a related field. The support-area courses are not prescribed, but are selected in consultation with a faculty member in that area, who often serves as a doctoral committee member. In addition to the coursework requirements, students must complete one “research internship” and one “teaching internship,” which may or may not be attached to credit hours. These are faculty-supervised experiences designed to help prepare the students with skills they will need to enter the professoriate.

Residency is essential to the acquisition of experiences necessary for success in the program and the profession. Students are required to spend a minimum of 3 years as a full-time, on campus graduate student (2 years of full-time master's work can be counted towards this requirement). Students are expected to complete the degree in a timely manner, meeting all graduate school deadlines. These include a maximum of five years for completing coursework from first enrollment as a PhD student (coursework is generally completed in two years of full-time study including summers) and five years for completing the dissertation after passing comprehensive exams. This is a maximum; most of our students finish in less time.

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Total credits specific to degree: 72 beyond bachelor’s degree.

Students complete comprehensive examinations upon the completion of their formal coursework. These include projects and essays assigned by the music education and support-area faculty, designed to demonstrate that the students have synthesized course materials at a high level, and achieved appropriate research expertise. In lieu of a written examination in a performance-based support area, students may prepare and present a public lecture-recital as a performer or conductor, according to program criteria and under the supervision of the faculty. The comprehensive examination experience concludes with an oral examination. Upon successful completion of the exam, the student is considered a candidate for the degree. 

The final stage of the doctoral degree is completion of a doctoral dissertation that demonstrates the candidate’s potential to become an independent scholar, and which makes a contribution to knowledge related to some aspect of music teaching and/or learning. The topic and methodology are selected by the student, in consultation with the doctoral committee. The written proposal is subject to the approval of the committee. The dissertation research is completed independently, but in close consultation with the advisor and others, as necessary. Several weeks after the complete dissertation is drafted and distributed to the committee, there is a final oral exam, composed of a public presentation and a closed question and answer “defense” with the committee. After passing the examination the student works with the advisor and sometimes members of the committee to make any final revisions required, and deposits the completed document electronically with the Graduate School

Admissions are selective.  Applicants must meet the minimum requirements of the PhD in Music Education degree program and the minimum requirements of the Graduate School . Note that the GRE exam is  not  required. Prospective students must meet with music education faculty in person, if possible, or, if not, via video conferencing. Depending on their interest and specialty areas, applicants may be required to audition for conducting or applied music faculty. Admissions decisions made by a committee of faculty, and are based on multiple criteria, including faculty time commitments, judgment of the student’s potential for success in the program and profession, program needs, and the fit between the student and the program.  Thus, not everyone who meets minimum qualifications is admitted.

Published by the University Registrar, 125 Jesse Hall, Columbia, MO 65211 Phone: 573-882-7881

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Music Education, Doctor of Philosophy (Ph.D.)

The Doctor of Philosophy degree requires the satisfactory completion of a significant body of coursework that, in the student's and Graduate Advisor's judgement, prepares the student for the preliminary examination that leads to admission to candidacy, as well as certain specific courses required in each area of specialization.  The Ph.D. in Music Education requires a minimum of 48 credits beyond the master's degree, including 12 credits of doctoral dissertation research. .  A grade of B- or better is required in all courses used to fulfill requirements for the degree. A Principal Advisor for the dissertation will be chosen by the student and the academic advisor; the Principal Advisor and the student will then nominate the remaining members of the dissertation committee. The dissertation must be successfully defended before the entire dissertation committee. The Doctor of Philosophy degree requires a Written Dissertation.

Adva nce to Candidacy: In addition to completing the course requirements below, students must complete a pre-candidacy portfolio. The portfolio should include a first year paper, second year paper, public lecture, and teaching demonstrations. Students must also pass a preliminary examination, successfully defend the dissertation prospectus, and obtain IRB approval in order to advance to candidacy. 

Post-Candidacy:  Complete at least 12 credits of MUSC899 doctoral dissertation research and successfully defend and submit an original dissertation. 

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Graduate Studies

• Graduate Culminating Experience/Thesis
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Music Education

The Music Education Department at Berklee offers innovative undergraduate and graduate programs that prepare students for careers as music teachers.

We offer three graduate programs in music education. They are designed for working teachers, with classes in the summers and evenings so that students can keep their teaching jobs during their graduate studies.

• Our Master of Music in music education provides students with the opportunity to explore contemporary issues and topics in music education, including culturally sustaining music education, cutting-edge music technology, urban music education, and much more.
• Our unique Master of Music in music education (autism concentration) includes intensive study of cutting-edge pedagogies and evidence-based practices for teaching music to students with autism and other disabilities. This program and the graduate certificate below are part of the  Berklee Institute for Accessible Arts Education  (BIAAE).
• Our Graduate Certificate in music education and autism offers individuals who already possess a master's degree to take our five autism-based core courses and earn a credential for their studies.

Learn more about studying music education at Berklee at the Music Education Department Site .

Sample Curriculum

View the sample curriculum for each program:

• Master of Music in music education
• Master of Music in music education (autism concentration)
• Graduate Certificate in music education and autism

Music Education

Doctor of philosophy (phd) in music education, doctor of philosophy (phd) in music education with an emphasis in music therapy.

The PhD in music education and PhD with in music education with an emphasis in music therapy focuses on the preparation of music administrators, teachers, therapists, and researchers who are able to think abstractly, generalize knowledge, carry on research and apply research results to their areas of specialization, and communicate effectively both orally and in written form. Additional scholarly studies are recommended in appropriate fields in social sciences, humanities, arts, education, and health, among others. 

The equivalent of 3 years of full-time clinical experience as a music therapist is required as a pre-requisite for admission to the PhD in Music Education with an Emphasis in Music Therapy.

For your PhD, you will be expected to meet the following requirements, including your post-baccalaureate study from other institutions:

• 12 credits in foundation courses in music education
• 9 credits in research and data analysis courses
• 12 credits of electives in music education
• 18 credits of music coursework
• 15 credits of electives in any supporting field
• Completion of written and oral preliminary exam
• Completion of thesis or final project
• Completion of final oral examination

Requirements for the Music PhD

Search NYU Steinhardt

Doctor of Philosophy Music Education: For College and University Faculty

This PhD program prepares you to teach at college/university levels, work as researchers in education, for non-profit and corporate settings. Study specialized methodologies, and work closely with global artist-scholars. For credentialed music therapists, a PhD in Music Education with a focus in Music Therapy is available.

Degree Details

Official degree title.

PhD in Music Education: For College and University Faculty

A Flexible PhD Program Tailored to Your Areas of Interest

Throughout your doctoral degree, you’ll gain a thorough grounding in the significant historical and current issues and developing paradigms in music education. You’ll also study specialized research methodologies (qualitative, quantitative, and mixed method focuses) as you conceptualize your research ideas and interests, develop a proposal, and complete your dissertation.

You will be able to personalize your program around your individual interests, as well as participate in a variety of performing ensembles and chamber groups directed by leading New York artists.

Work Closely with Faculty on Your Research Interests

As a doctoral student at Steinhardt, you'll join a warm, supportive learning community and be mentored closely by our renowned faculty. You will conduct innovative research in music education and design, then complete and defend a theoretically grounded dissertation under the guidance of your faculty advisor.

Music Therapy Concentration

This degree allows you to design a program of study based on your specific areas of interest.

Upon graduation, you’ll be well positioned to take on a position as a professor, researcher, departmental and school administrator, and other leadership roles in higher education.

Funding for Full-Time PhD Students

If you are accepted as a full-time NYU Steinhardt PhD student without an alternate funding source, you are eligible for our generous funding package, which includes a scholarship and tuition remission.  Learn more about our funding opportunities .

Questions 

In the 2024 admissions cycle, only applications for part-time study and full-time study for those interested in the focus in Music Therapy will be reviewed.

Take the Next Step

Advance your personal and professional journey – apply to join our community of students.

• Graduate Degree Programs

PhD in Music Education

The PhD in Music Education is for individuals who wish to teach at the college level or obtain positions of leadership in school music programs (P-12). Students admitted to this program will have a previous degree in music education, hold a valid teaching license/certificate, and have at least 3 years of teaching experience in school music settings.

A core of studies centered on philosophy and research is supplemented by coursework in music and related fields. The program focuses on encouraging each doctoral student to develop to their fullest capacity through individual research projects, independent studies with music education faculty members, presentations at professional conferences, and publications in music education research journals. Every effort is made to plan a program based around the needs and interests of students while maintaining standards of musical and scholarly excellence.

The PhD program in Music Education prepares students for music leadership positions at a time when music teaching and learning – both in and out of the schools – is experiencing great change. Graduates of the music education doctoral program consistently secure faculty positions in college and university music programs, community music schools, and K-12 settings.

The PhD program in Music Education was reviewed in 2016 as required by the Ohio Board of Regents. The next review will take place in 2024. These program goals and objectives were revised in the summer of 2016.

Applicants with good academic records from fully accredited universities and colleges will be considered for admission to graduate study at Case Western Reserve University. Admission must be recommended by the department or professional school of the university in which the applicant proposes to study and must be approved by the dean of graduate studies. 

Applicants for the PhD in Music Education must have (a) at least a 3.0 GPA from a completed graduate degree program in music education, (b) a minimum of 3 years of successful school teaching experience, and (c) evidence of strong written and spoken English skills. After initial review, applicants may be invited to campus for an interview and teaching demonstration. There are no vocal or instrumental auditions associated with the MA admission process

More information about the graduate application and audition process in music is provided in the  Graduate Application Procedures .

Graduate Application Procedures

Program Requirements

The PhD in Music Education is formulated to suit the needs of individual students with consent from their academic advisor. A minimum of 60 hours of coursework is required, including the Graduate Music Education Core (15 hours of research-based coursework in music education); the Graduate Music Core (9-12 hours of music theory, musicology, applied lessons, or ensemble performance); the Outside Cognate Area (6 hours of related coursework in psychology, sociology, behavioral management, or another outside disciple that interest students); Music Education Electives (9-12 hours of MUED courses, seminars, or independent studies); and the Dissertation (18 hours).

Find detailed program requirements, course distribution, and a sample plan of study in the  General Bulletin . 

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Here Are the 10 Best Doctorate in Music Programs in the US

The U.S. is home to some of the best music programs in the world, especially doctorate degrees. In general, students have two paths open to them: the Doctor of Musical Arts (DMA) or PhD.

The DMA program typically takes around four full-time years to complete and concentrates primarily on performance, composition, or conducting. To graduate, DMA students must complete a musical thesis, such as a performance or lecture-recital.

PhD programs in music also take about four years, but they’re more teaching and research-oriented. These programs are perfect for those interested in becoming professors in music theory, musicology, or ethnomusicology. PhD students must write and defend a dissertation in order to graduate.

These degrees are available at both conservatories and universities. (Most liberal arts colleges, since they focus on undergraduate education, don’t offer DMAs or PhDs.) Which program you choose, and where, should depend on the kind of student life and environment you prefer as well as the specific way you want to explore music.

For example, if you want to learn alongside other aspiring performers and travel the country teaching your instrument, a DMA at a conservatory would be better suited to your goals.

The cost of attending is usually offset by teaching assistantships or stipends, some of which can be very generous. There are even some tuition-free doctorate programs.

Below we’ll discuss 10 of the best doctorate programs in music, including their local ensemble affiliations, tuition costs, and everything else that makes them stand out from other doctorate programs.

Rice University Shepherd School of Music (Houston, TX)

The DMA program at the Shepherd School of Music is one of the smallest university-based music schools in the country, with 350 total students. Admission is extremely selective, ensuring a high level of musicianship among both undergraduates and graduate students.

The school is deeply affiliated with professional ensembles in Houston, like the Houston Symphony and Houston Grand Opera. DMA students will have the chance to work and learn alongside professionals in the field and get involved in the local Houston community on a greater level.

In fact, the Shepherd School and the Houston Symphony launched a new pilot program in 2021: The Shepherd School-Houston Symphony Brown Foundation Community-Embedded Musician Fellowship. The program aims to expand music education for underserved minority students in Houston, and it’s part of the school’s ongoing effort to diversify music education, especially classical music.

Indiana University Jacobs School of Music (Bloomington, IN)

The Jacobs School of Music is not only one of the largest music schools in the country with 1,600 students but also home to the largest academic music library in the world. Its facilities — 200 studios, labs, and practice rooms, and four performance halls — are reason enough to compete for a spot at Jacobs.

Because of its size and venue capacity, Jacobs is able to stage over a thousand performances a year, including seven operas and three ballets. Students can audition for numerous big band, choral, and orchestra ensembles, many of which earn renown worldwide. For example, the Philharmonic Orchestra has performed at Carnegie Hall in New York and the Bastille Opera House in Paris.

All Doctor of Music (DM) and PhD applicants are automatically considered for merit-based financial assistance, including the Graduate Tuition Award, Artistic Excellence Award, Jacobs Fellowship, and more. Students can also get a cash stipend and teaching assistantship positions that cover nearly full tuition.

Harvard University (Cambridge, MA)

PhD students at Harvard get up to six years of guaranteed funding in the form of stipends, teaching assistantships, and grants, covering tuition as well as living expenses. There are also extra funds for summer research and additional fellowships.

The program is small but very selective and prestigious. Only a handful of students are admitted every year, in the following areas of focus: musicology, ethnomusicology, theory, composition, and creative practice and critical inquiry. Harvard doesn’t have a performance faculty, but its resources for research capabilities are extensive, including a microfilm library of primary source materials, an archive of world music recordings, and a collection of early instruments.

Students interested in performance can get involved in other local university ensembles (Boston University, Berklee, New England Conservatory) or professional institutions (Boston Symphony Orchestra, Boston Public Library).

New England Conservatory of Music (Boston, MA)

NEC is the oldest independent music conservatory in the U.S. and one of the most prestigious in the world. Only eight to 12 new DMA students are accepted each year.

Since NEC is filled with top-notch musicians in every area of music, students here can find vast collaboration opportunities. In addition to DMAs in instrumental performance, the school also offers a DMA in music theory, with concentrations in pedagogy, composition, performance, or analysis.

Many NEC faculty are affiliated with the Boston Symphony or have established professional careers on stage. This includes the Borromeo String Quartet, NEC’s quartet-in-residence.

In terms of performance facilities, Jordan Hall is one of the best concert halls in the country. A block from Boston Symphony Hall, it seats over 1,000 and is the only conservatory building in the country with a National Historic Landmark designation.

University of Michigan School of Music, Theatre, and Dance (Ann Arbor, MI)

Studying at SMTD means getting a multidisciplinary education in the performing arts. With 12 performance venues and eight distinct buildings, music students share facilities with actors and dancers. Music students, in particular, can join a variety of bands and orchestras, including a Javanese gamelan ensemble. 

Almost all DMA and PhD students receive full funding for full-time study. This includes health benefits and student assistantship stipends. Students can also apply to be Graduate Student Instructors (GSIs), who teach courses while assisting faculty members in exchange for a full or partial tuition waiver. There are additional financial packages to fund research, travel, and performance. 

Cornell University (Ithaca, NY)

Getting a PhD in musicology at Cornell means five years of guaranteed funding, including funding for four summers. The breakdown consists of two years of fellowship and three years of teaching assistantships.

Cornell also offers four years of funding for their Composition and Performance Practice DMAs, including at least three summers. DMAs usually get two years of fellowship and two years of teaching assistantships.

These are three separate programs, but the students take seminars and attend symposia alongside one another as well as teach many of the same undergraduates. Thus, the department promotes an interdisciplinary approach to music that is highly customizable.

With the guidance of faculty members, graduate students develop their own course of study, which must include a minor subject of study. The Graduate Minor can be another music specialization (theory, musicology, ethnomusicology, performance, composition) or another discipline entirely (art history, mathematics, history, linguistics, psychology).

University of Southern California Thornton School of Music (Los Angeles, CA)

Not only is the Thornton School of Music one of the U.S.’s premier music institutions, but its location at the heart of Los Angeles makes it the perfect place to play and learn music in all its forms.

Whether you want to teach music in underserved communities, play in a jazz club, connect with like-minded musicians, join a local orchestra, or some combination of these, USC and the greater LA area offer limitless opportunities. 

Academically, USC offers a PhD in Musicology and a DMA in three different divisions: Classical Performance and Composition, Contemporary Music, and Research and Scholarly Studies. USC is primarily known for its specializations in orchestral studies, jazz, early music, composition, opera, and music industry.

Many faculty are affiliated with the Los Angeles Philharmonic or have had illustrious careers as solo performers, including violinist Midori Goto.

The Juilliard School (New York, NY)

The C.V. Starr Doctoral Fellows program allows students to pursue the DMA degree tuition-free for up to five years.

Juilliard produces some of the world’s best performers, so the school’s only doctorate program is the DMA. This is a highly rigorous program that requires students to give three public recitals and one lecture-recital by the end of the third year. On top of that, DMA students must write and defend a dissertation in order to graduate.

Many of Juilliard’s faculty members are affiliated with the New York Philharmonic, Metropolitan Opera Orchestra, and renowned ensembles like the Juilliard String Quartet and the American Brass Quintet. Some have also had successful solo careers, such as pianist Emanuel Ax and violinist David Chan.

Notable alumni include violinist Itzhak Perlman, soprano Renee Fleming, and composers Miles Davis and Philip Glass.

Princeton University (Princeton, NJ)

Princeton’s PhD programs in composition and musicology are completely free and include a 12-month stipend for all five years. One to two of these years must be supplemented by teaching assistantship positions, and students can apply for additional research funding or summer language study. Students are also eligible for sixth-year funding if necessary.

Although Princeton does not have a performance PhD or DMA, its research opportunities for musicology, music theory, and composition students abound. Unlike many PhD programs in music, academics are not limited to western classical music. Composers and musicologists are encouraged to explore modern music as much as the music that came before it, providing a well-rounded, readily applicable education. 

Notable alumni include composer Julia Wolfe ‘12, whose work has been commissioned by the Munich Chamber Orchestra, and producer Nathan Michel ‘07, whose band Hospitality has been featured on NPR and Wired .

Yale University School of Music (New Haven, CT)

Yale’s school of music is the only designated music school, instead of department, in an Ivy League.

The tuition-free, five-year DMA program is highly selective, with an acceptance rate below 10%. It is structured by a unique two-year residency on campus followed by a three-year dissertation period in the field. Depending on the student’s chosen area — composition, conducting, or performance — students must use this time to work and learn in a professional capacity, guided by faculty. This could mean performing in traditional recitals, conducting orchestras, getting research published, or having one’s own compositions performed by local ensembles. 

By the end of the degree, DMA students will be well-versed in all aspects of music: history, theory, composition, and performance.

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The purpose of this program is to provide continuing education for K-12 music educators. Additionally, this program is a research-based graduate degree for those wishing to pursue doctoral work. This graduate program will be a research-based degree to support the community of K-12 music educators throughout San Diego and throughout the state.

The MM degree is a 30-31-unit degree program. All entering students into the graduate program will complete 12 units of music education coursework: History and Sociology of Music Education (3 units), Current Trends in Music Education (3 units), Instructional Design in Music Education (3 units), and Research Seminar ( MUSIC 690   , 3 units). Students will also need to complete Theory and History courses (6 units) and Capstone courses (4 units). 

MM students will choose a specialty area (8-9 units), either elementary music education or secondary music education. Students will select the specialty area they would like to follow based upon their current teaching scenario and/or future career teaching goals. For the elementary music education speciality, students will complete the courses Advanced Elementary Methods and Human Behavior in Music Education. For students following the secondary music education speciality, they will complete six units of conducting coursework. Once a student selects the speciality they would like to attend, they will have the option to take courses in the other speciality through elective options. 

The admission standards and requirements are as follows:

• One year full-time K-12 teaching experience
• Teaching credential/certification (from any state)
• Personal statement including your teaching philosophy, future teaching goals, and why you are pursuing a graduate degree (approximately 1-2 pages)
• Classroom Teaching/Conducting Video (approximately 10 minutes)
• Interview with the Music Education Faculty

Advancement to candidacy criteria: In addition to meeting the requirements for advancement to candidacy as described in  Requirements for Master’s Degrees   , all students must have (1) completed a minimum of 27 units of program coursework with a minimum grade point average of 3.0 [B]; and (2) been reviewed by a selected group of graduate faculty and received approval of an acceptable body of graduate work completed since classified standing fulfilling the requirements of the speciality area.

Core Courses

• MUSIC 631 - History and Social Context in Music Education Units: 3
• MUSIC 633 - Current Trends in Music Education Units: 3
• MUSIC 635 - Instructional Designs in Music Education Units: 3
• MUSIC 690 - Seminar in Research Procedures in Music Units: 3

Theory and History

• MUSIC 613 - Seminar in Music Theory Units: 3
• MUSIC 652 - Seminar in Music History Units: 3
• MUSIC 639 - Capstone Research Seminar in Music Education Units: 1
• MUSIC 799A - Thesis or Project Units: 3

Specialty Area (Electives)

(8-9 units)

• MUSIC 520 - Conducting Workshop Units: 1

must be taken twice (2 units) for the Secondary specialty

• MUSIC 620 - Conducting and Rehearsing Foundations Units: 3
• MUSIC 621 - Conducting Seminar Units: 3
• MUSIC 626 - Human Behavior in Music Education Units: 3
• MUSIC 628 - Advanced Methods in Teaching Elementary Music Units: 3

MUSIC 626 - Human Behavior in Music Education   , MUSIC 628 - Advanced Methods in Teaching Elementary Music   , and 2 units of electives can be taken to follow the Elementary specialty area and MUSIC 520 - Conducting Workshop    (taken twice for 2 units), MUSIC 620 - Conducting and Rehearsing Foundations   , MUSIC 621 - Conducting Seminar    can be taken to follow the Secondary specialty area. Please consult with your advisor to ensure you are taking the correct courses for the Elementary or Secondary specialty area.

Master of Music in Music Education In-Person

Cambridge, ma.

• Graduate Degree, In-Person
• 10 months, 40 credit hours
• Fully accredited; leads to initial teaching license in Massachusetts
• VA-approved

MM/ME Faculty In Person / On Campus

JAMIE GUNTHER , Assistant Director of Teacher Education MICHAEL GUTIERREZ , Administrative Manager of Teacher Education Sarah Fard JARED CASSEDY Heather Cote Michael Coelho GONZALO GRAU Garo Saraydarian CHRIS SCHROEDER Christopher Sierra Sylvie Zakarian

Ellie MacPhee joined Longy’s inaugural class of the Master of Music in Music Education program. She grew up in South Carolina and began her path as a musician with traditional folk and bluegrass tunes, which propelled her to study classical violin. She has integrated her strong convictions about prison reform and community engagement—with her own artistry and leadership—to make a serious impact.

Program Highlights

Longy’s In-Person Master of Music in Music Education degree is rooted in socially engaged and culturally responsive music education for the classroom. Graduate with your Master’s in just 10 months, plus we’ll prepare you for initial teaching licensure in Massachusetts public schools! The program is open to inspired artists from all musical backgrounds—classical, pop, world, folk, jazz, instrumental, vocal, conducting, and more.

The MM/ME curriculum explores the pedagogy foundational to the El Sistema teaching programs that are changing the lives of children in underserved communities through intensive music instruction. You’ll gain immediate experience, working with underserved youth in Greater Boston-area public schools and El Sistema-inspired sites. Plus, you’ll have full access to the resources of Longy’s conservatory campus, including studio lessons, ensembles, and performance opportunities in a musically rich, supportive environment.

Learn more about Longy’s Music Teacher Education Program, including a fully Online Master of Music in Music Education degree program—designed especially for educators who seek an advanced degree without taking time off from their careers—and Teacher Education Summer Professional Development workshops.

Why pursue your MM/ME at Longy?

Teaching is much more than a profession; it is a calling. Many music educators enter the field hoping to ins till a love of music in others. Some wish to give students the opportunities they wish they had themselves growing up , to ensure that all students have access to a quality music education, regardless of where students come from . Still others want to feel content in their professional lives, hoping to do more with the gifts they have been given.

Regardless of your “why, ” co nsider Longy as a path to get you there . The 10-month, research-based , on-campus Master of Music in Music Education program is designed with teaching artists and musicians in mind. With a focus on social justice , access, equity and inclusion in pre-K-12 music education , the program prepares students to successfully enter the field of music education as practicing educators ready to make their mark in public and privat e schools, as well as community organizations around the world.

With a n eye towards the future of school ing , our progressive faculty prepare students to successfully meet the needs of both national education mandates and pre-K-12 students, including over 400 hours in the classroom during the program. Upon graduation, students are poised to become pre-K-12 certified experts and leaders in the field of music education, where they serve as model s of culturally responsive and relevant teaching in today’s schools . There is no time better than the present to turn your “why” into “why not?” Let us give you the tools to help you get there! We look forward to welcoming you into our community !  

Admissions Requirements

• Bachelor’s degree, post-secondary conservatory diploma, or demonstrated equivalent credential required
• Academic and performance record demonstrating the capacity to excel in full-time studies
• Applicants in performance must present an audition

Video recordings required for applicants to the MM/ME (In-Person) program.

Please prepare 10 minutes of video that demonstrates your music teaching and/or your artistic interest, focus, and profile. The MM/ME program welcomes musicians of all backgrounds (classical, jazz, folk, world, etc.) and there are no repertoire limitations. Your audition portfolio should be focused on your primary instrument or concentration, and we encourage you to include video examples of your teaching background to supplement your application (optional). Video recordings can be uploaded individually or as a single file.

SUMMER Historical and Social Foundations of Music Education Identity and Culture in the Classroom Initial Licensure in Music Learning by Design String Methods I: Violin and Viola Technology in Music Education

FALL Adaptive Music Methods Choral Methods Conducting I Creative Approaches to Music Education Culturally Responsive Teaching Ensemble Arranging Licensure and Pre-Practicum Seminar Secondary Piano Woodwind Methods

WINTER Brass Methods Community Music Conducting II Creating Music Percussion Methods String Methods II: Cello and Bass

SPRING Practicum Seminar

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Main utility, degree requirements, phd in music: musicology.

PhD students should regularly consult with the Musicology Program Coordinator to determine the best course of study, based on the student’s interests and previous coursework.

Program of Study – 18 units

A typical program of study includes coursework in Western historical and global geographic musics; identification of and coursework in a non-music cognate area; electives to strengthen the student’s main area of interest; and a common core of methodological courses in Musicology. Most courses must be at the 400 or 500 level, and a majority, or minimum of two, each quarter must be in Musicology (designated MUSICOL in CAESAR) unless approval is given by the program coordinator prior to registration.

All students are expected to finish required Musicology coursework (18 units) within two years. The faculty reserves the right to require additional coursework for students who do not pass the repertoire exam in the second year of study. Supplementary coursework, e.g., toward a certificate program, cognate area, or any Music Studies field, may be taken during the third year.

Musicology Core – 3 units

MUSICOL 523 Ethnographic Field Methods MUSICOL 535 Music Historiography MUSICOL 560 Notation and Editing

Cognate Area – 3 units

Students enroll in three courses in a non-music field relevant to their main interest, for example Anthropology, Art History, History, Literary and Cultural Studies, Philosophy, or Sociology.

Musicological Studies – 6 units

Additional courses in musicology, 300 to 500 level. PhD students should register for the highest level of courses with multiple course numbers.

Electives – 6 units

Courses in other Music Studies areas (Music Education, Music Theory and Cognition, etc), Musicology, or other Humanities and Social Sciences.

Students who wish to register for elective classes at other universities may do so via two programs:

• The Big Ten Academic Alliance (BTAA), a consortium of the Big Ten schools and the University of Chicago
• The Chicago Metropolitan Exchange Program (CMEP) in collaboration with the University of Chicago and the University of Illinois at Chicago

Questions about these programs should be directed to Bienen Graduate Services with prior consent of the student’s primary advisor.

Foreign Language Requirement

Students are required to pass one foreign language exam. Students may select the foreign language in consultation with the faculty.

Students who need to learn or refresh knowledge of any language may enroll in language courses through Northwestern, the BTAA, or CMEP.

The Program Coordinator schedules the language exams. Students planning on attempting the exam during any quarter should notify the Musicology Coordinator of their intention to take the exam at least two months in advance.

Second-year students are often assigned as teaching assistants for the undergraduate core sequence in Music History (MUSIC 214, 215, and 216) and/or World Music Cultures (MUSIC 213) as part of their professional preparation. 

Students may not teach independently during fall quarter of their third year, but may teach their own sections of general music (GEN MUS) courses during winter and spring quarters of their third year.

Qualifying Examination

The Musicology PhD qualifying examination is a multi-year, multi-part process that begins at the end of the student’s first year.

May : All students in the cohort are given a single list of 40 works that will constitute the basis of their repertoire exam, to be taken in September of the second year. The works list, which will change from year to year, is constituted by a committee of three full-time faculty members, each of whom chooses 15 works (with 5 of the resulting 45 eliminated by the committee chair to ensure a balance of eras, genres, etc.). Students are expected to study the 40 works over the summer to prepare for the Repertoire Exam in September. Students should familiarize themselves with the works, understand how they relate to their social and musical contexts, and know the most significant scholarship on these works.

Second Year

September : All students in the cohort take the Repertoire Exam. It will consist of 5 score identifications and 5 listening identifications drawn from the list of 40 works specified the previous May. The score identification and listening excerpts will be presented to the student (each in their own room in the Advising Center on the second floor of RCMA without internet access) 90 minutes before they meet with the exam committee to discuss them. Students who fail a portion of the Repertoire Exam will be given an opportunity to retake it in December.

December : Repertoire Exam retake. Students who fail the Repertoire Exam a second time may be asked to take up to 9 additional credits of coursework. They will be placed on academic probation and permitted to retake the repertoire exam a third time with a new list of 40 works the following October.

May : Students who have passed the Repertoire Exam are given four musicological topics (which may be historical, ethnographic, methodological, etc.), of which they choose three to address in the Essay portion of the exam. The topics will be chosen to avoid the students’ areas of specialization. Work on the Essays is to be undertaken independently during the summer. Each Essay is to be no more than 20 pages (double-spaced) in length, excluding bibliography. 

September : Students submit their three Essays on a date specified by the exam committee. Each examinee meets with the three-member faculty exam committee to discuss the Essays. If the Essays are deemed satisfactory, the student passes this portion of the exam. If the Essays are deemed unsatisfactory, the student will revise and resubmit them and undertake a second discussion in December. If the student fails the Essay portion a second time in December, they may be asked to take up to six additional credits of coursework. In this case, they will either be given an opportunity to retake the Essay Portion (with different topics) the following Fall Quarter, or be formally excluded from the PhD program.

October : Regardless of whether the student passes the Essay portion of the exam, they will present a Teaching Demonstration on a topic chosen by the Committee and shared with the candidate one month before the date of their lecture. All three committee members will attend each lecture. Following the lecture, the student will meet with the committee to discuss the Teaching Demonstration, after which the committee will meet privately to determine whether the student has passed. If a student fails, they will be asked to give another Teaching Demonstration in December (for faculty alone, without undergraduates present, and perhaps on a revised or entirely different topic). If the student fails a second time in December, they may be asked to take up to an additional six credits of coursework. In this case, they will attempt to pass the Teaching Examination the following Fall Quarter. Depending upon the judgment of the faculty as a whole, if the student fails the Teaching Demonstration a second time, they may be formally excluded from the PhD program but given the opportunity to complete a terminal Master’s degree following the completion of remaining credits.

December : Students who have failed the Essay portion of the exam and/or the Teaching Demonstration will be given an opportunity to resubmit/retake those portions. If a student fails either portion of the exam a second time, they will potentially be given a terminal Master’s degree and formally excluded from the PhD program. 

Doctoral Committees

There are two separate faculty exam committees each fall quarter for the Qualifying Exams.

• Repertoire Exam Committee of three full-time musicology faculty members; 
• An Essay and Teaching Demonstration Exam Committee consisting of three full-time musicology faculty members.

Ideally no one faculty member will serve simultaneously on both exam committees, though this may at times be unavoidable. Each exam committee has a Chair responsible for coordinating the content and mechanics of the exam.

Each student must formally identify their dissertation committee (including the primary advisor), at the time they submit a prospectus for approval. Identification of an advisor should begin with verbal agreements between the student, the advisor, and the other committee members well before the prospectus is submitted.

Dissertation Prospectus

Students must complete their prospectus as soon as possible after passing the qualifying examinations, but no later than the end of their fourth year. The prospectus consists of a proposal for the dissertation which outlines the topic, its significance, its methodologies, and includes a survey of the current scholarly literature and primary sources necessary for successful completion of the dissertation and a comprehensive bibliography. The prospectus is evaluated by the doctoral committee, and is formally accepted after a brief defense.

Students should submit the PhD Prospectus form in GSTS after successful defense and acceptance of the prospectus.

Dissertation and Oral Defense

The student will complete the dissertation under the direction of a committee comprised of three or four current faculty of Northwestern University, at least two of whom must be members of the Musicology program. The chair must be on The Graduate School faculty.

Students are encouraged to apply for funding for dissertation research through TGS and the Office of Fellowships. Dissertations must be formatted according to TGS Dissertation Formatting Guidelines . Students should submit the PhD Final Exam form in GSTS following a successful defense.

Contact Graduate Services:  [email protected]   847-491-5740

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Doctoral Dissertations and Projects

The lack of and discouragement of certified and intended music educators due to the state of louisiana teacher certification requirements.

Kendall James Damond , Liberty University Follow

School of Music

Doctor of Music Education (DME)

Music, Content, Knowledge, Praxis, Perceptions, Certified, Educators, Louisiana

Disciplines

Education | Music

Recommended Citation

Damond, Kendall James, "The Lack of and Discouragement of Certified and Intended Music Educators Due to the State of Louisiana Teacher Certification Requirements" (2024). Doctoral Dissertations and Projects . 5683. https://digitalcommons.liberty.edu/doctoral/5683

Current trends in today’s secondary education level lean towards a shortage of certified teachers and educators in all subject areas. As public and private school administrations devise new incentives and plan to recruit individuals to the field of education, preservice educator requirements and university curriculum demands continue to discourage and prevent aspiring educators from not only becoming fully certified but also continuing the journey of the teacher preparation and certification process. This qualitative research study will focus on Louisiana’s music teacher certification preparation practices within its universities and the effects of failure to successfully pass the Praxis II: Music Content Knowledge exam on future music educators. Additionally, it will show the impact of having non-certified music professionals teaching music/band in public schools in Louisiana. The purpose of this study is to thoroughly investigate the issue of Louisiana’s certified music educator shortage and offer research to improve preservice music educator preparation practices to increase the number of certified music educators within Louisiana music schools and programs. Multiple music educators and preservice music educators who have acquired certification through the means of a Louisiana music education curriculum or are currently seeking certification through the means of the State of Louisiana music teacher certification standards will be interviewed. Additionally, Louisiana’s university music curriculum requirements will be analyzed, and previous topic research will be utilized for the purpose of substantiality and reference.

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Major code BM5106

College of Fine Arts     School of Music     Glidden Hall 440 Athens, OH 45701 Phone: 740.593.4244 [email protected] www.ohio.edu/fine-arts/music

Matthew Talbert, Director, School of Music [email protected]

Program Overview

Students who major in music education choose an emphasis in either choral or instrumental music. The curriculum provides a balanced program of applied music, theoretical studies, teacher candidacy studies, and fieldwork experiences. Emphasis is upon contemporary music education with training and experiences designed to meet the varying needs of today’s schools.

Music education students at Ohio University receive intense musical training on their chosen instrument or voice, and participate in the performing ensembles. They study music history, literature, theory, and conducting. Methods courses help students develop teaching skills in a variety of settings from marching, concert, and jazz bands, to elementary classroom and high school choral music. Students also learn about modern technology in education as they work in the School’s keyboard and electronic music labs. Many music education students choose to serve as paid instructors in the Athens Community Music School, where they can gain valuable experience teaching community members. As members of the active collegiate National Association for Music Education (NAFME) chapter, students travel to music conventions and workshops where they participate in a variety of educational and social activities.

Admissions Information

Freshman/first-year admission.

All undergraduates, whether prospective freshmen or transfer students, are required to audition for admission to the degree programs offered by the School of Music. In general, students may not pursue coursework in the major until they have successfully auditioned and been admitted to a music degree program.

Change of Program Policy

Students currently attending Ohio University who wish to declare a major in music are required to audition for admission to the School of Music before they may declare the major.

External Transfer Admission

Opportunities upon graduation.

Students completing the undergraduate program receive the Bachelor of Music degree in music education with Ohio licensure to teach music K-12. A reciprocity license contract with 30 additional states is currently in effect.

Students with Bachelor of Music degrees in music education also often continue graduate work at respected institutions across the country, either in music education or in related fields such as music performance, arts management, and others.

Requirements

University-wide graduation requirements.

Ohio University requires completion of a minimum of 120 semester hours for the conferral of a bachelor’s degree. However, the Bachelor of Music major in music education: choral emphasis requires a minimum of 125 semester hours. For more information on the minimum hours requirement and other university-wide requirements, please review the Graduation Requirements – University-wide    page.

Music Education GPA Requirement

You must have a 2.75 or higher GPA in all music education major courses.

Pre-Teacher Candidacy for Music

Complete the following courses with a C (2.0) grade or better in each:

• ENG 1510 - Writing and Rhetoric I Credit Hours: 3
• MUS 1630 - Introduction to Music Education Credit Hours: 2
• PSY 1010 - General Psychology Credit Hours: 3

Aural Skills, Music Theory, and Music History and Literature

Complete the following courses during freshman and sophomore years:

Aural Skills

Complete the following courses:

• MUS 1030 - Dictation and Sight Singing I Credit Hours: 1
• MUS 1040 - Dictation and Sight Singing II Credit Hours: 1
• MUS 2030 - Dictation and Sight Singing III Credit Hours: 1
• MUS 2040 - Dictation and Sight Singing IV Credit Hours: 1

Music Theory

• MUS 1010 - Music Theory I Credit Hours: 3
• MUS 1020 - Music Theory II Credit Hours: 3
• MUS 2010 - Music Theory III Credit Hours: 3
• MUS 2020 - Music Theory IV Credit Hours: 3

Music History and Literature

• MUS 1210 - Introduction to World Music Credit Hours: 3
• MUS 1250 - Introduction to Music History and Literature Credit Hours: 3
• MUS 3210 - History and Literature of Music I Credit Hours: 3
• MUS 3220 - History and Literature of Music II Credit Hours: 3

Class Piano

• MUS 1410 - Class Piano I Credit Hours: 1
• MUS 1420 - Class Piano II Credit Hours: 1
• MUS 2410 - Class Piano III Credit Hours: 1
• MUS 2420 - Class Piano IV Credit Hours: 1
• MUS 3590 - Class Piano V Credit Hours: 1
• MUS 3600 - Class Piano VI Credit Hours: 1

At the discretion of the piano faculty, students with prior piano background may take 4 semesters of:

• MUS 3410 - Piano Credit Hours: 1 - 4

Or complete a combination of class piano (MUS 1410,1420,2410,2420) and applied piano for 4 semesters:

Keyboard proficiency.

Students must either pass MUS 3600 with a grade of B or better OR  pass the Keyboard Skills Proficiency Exam (KSP). (Piano principals will enroll in MUS 3410 in lieu of class piano.)

Complete 7 semesters of large ensemble for 1 hour every semester. Music education majors must perform in a large ensemble every semester in residence. See School of Music Undergraduate Handbook for ensembles appropriate to the principal instrument and major.

Performance Lab

Complete 6 semesters of the following course:

• MUS 1090 - Performance Laboratory Credit Hours: 0

Principal Instrument or Voice

Complete 2 hours per semester for 6 semesters on appropriate applied instrument or voice for major. See School of Music Undergraduate Handbook for guidelines regarding attaining senior status.

• MUS 3400 - Voice Credit Hours: 1 - 4
• MUS 3430 - Organ Credit Hours: 1 - 4

World Music

Complete the following course:

Choral Literature

• MUS 4210 - Literature of Choral Music Credit Hours: 2

Vocal Pedagogy

• MUS 4585 - Vocal Pedagogy Credit Hours: 1

Complete the following courses with a grade of C (2.0) or better in each:

• MUS 4550 - Basic Conducting Credit Hours: 2
• MUS 4561 - Choral Conducting Credit Hours: 2

Instrumental Methods Courses

• MUS 2630 - Percussion Methods and Materials Credit Hours: 1
• MUS 2633 - Instrumental Methods Lab Band Credit Hours: 1
• MUS 2640 - Brass Methods and Materials Credit Hours: 1
• MUS 2641 - Woodwind Methods and Materials Credit Hours: 1
• MUS 2642 - String Methods and Materials Credit Hours: 1

Teacher Candidacy Courses

Complete the following courses with a 2.75 GPA and a grade of C (2.0) or higher in each. Music methods courses are included in the 2.75 overall GPA requirement for teacher candidacy courses:

Junior Education Block

• EDTE 3730 - Instructional Adaptations for Inclusive Secondary Classrooms Credit Hours: 3

Junior/Senior Year Courses

• EDTE 2300 - Education and Cultural Diversity Credit Hours: 3
• EDTE 4200 - Teaching Literacy in the Content Areas Credit Hours: 3

Technology for Music Educators

• MUS 1790 - Technology for Musicians Credit Hours: 2

Music Education Methods

Complete the following courses with a grade of C (2.0) or better. These courses are included in the Teacher Candidacy Courses 2.75 GPA requirement.

• MUS 3640 - Secondary School Choral Techniques and Materials Credit Hours: 3
• MUS 3665 - General Music Methods Credit Hours: 3
• MUS 4000 - Classroom Assessment and Management for Music Educators Credit Hours: 2

Professional Internship

Complete the following courses with a grade of C (2.0) or higher in EDPL 4650:

• EDPL 4610 - Professional Internship in Middle Childhood Credit Hours: 6
• EDPL 4630 - Professional Internship in Adolescence to Young Adult Credit Hours: 6
• EDPL 4650 - Professional Internship Seminar Credit Hours: 3