To learn more about making the most of your educational experiences within and beyond the classroom contact:
Tina Stallard, Associate Dean for Undergraduate Studies, tstallard@mozart.sc.edu

PARTICIPATE: Community Service

Related Course(s)
MUSC 100A: Music Advocacy I
MUSC 580: Music & Arts Entrepreneurship
MUSC 590: Seminar in Music Entrepreneurship
MUSC 591: Music Leadership Practicum
MUSC 592: 21st Century Musician
MUSC 595: Community Engagement in Music

Recommended Sites/Experiences

• Carolina LifeSong Initiative
• Carolina Music Studios
• Center for Piano Studies
• Congaree New Horizons Band
• School of Music’s Gig Office
• Suzuki Academy of Columbia and USC
• String Project

Students are encouraged to take advantage of local performance and teaching opportunities.

Music Student Organizations that help students get engaged in the community:

• American Choral Directors Association
• American String Teachers Association
• Kappa Kappa Psi
• Phi Mu Alpha Sinfonia
• Sigma Alpha Iota
• South Carolina Music Teachers Association
• Tau Beta Sigma

Why This is Important
Community Service enables students to support local organizations, gain experience for future careers and increase appreciation of music in the community.

How Students Can Get Started
Talk with your faculty mentor or music advisor, or contact Jeff Vaughn in the Spark Office.

PARTICIPATE: Diversity and Social Advocacy

Related Course(s)
MUSC 100A: Music Advocacy I
MUSC 353: Music History I
MUSC 354: Music History II
MUSC 455: Music History III
MUSC 555: World Music
MUSC 340: Jazz Literature
MUSC 545: Survey of the Opera

Recommended Sites/Experiences

• Carolina LifeSong Initiative
• Lee Correctional Facility Instructional Opportunities
• Volunteering in an organization that works with individuals who experience societal challenges

Sample Research or Advocacy Project Topics

• Music, Culture, and Gender
• Music Therapy working with Americans with disabilities

Why This is Important
Immersion in diverse settings demonstrates how music can be used as a vehicle for social change and recognizing the discipline as having many opportunities for inclusivity.

How Students Can Get Started
Talk with faculty to ask how to get involved with different sites and experiences. Attend organization meetings. Do research to learn what is available.

PARTICIPATE: Global Learning

Related Course(s)
MUSC 555: World Music
INTL 501: International Study Abroad

Recommended Timing
During the summer or during sophomore or junior year.

Recommended Sites/Experiences
Students may have the opportunity to participate in international summer festivals led by USC faculty.

Why This is Important
Allows students to engage in multicultural music experiences.

How Students Can Get Started
Contact Jacob Will, Associate Dean, jwill@mozart.sc.edu, your faculty mentor, music advisor, or Study Abroad Office.

PARTICIPATE: Peer Leadership

Student Organization(s)

• American Choral Directors Association (USC Chapter)
• American String Teacher Association (USC Chapter)
• Kappa Kappa Psi
• Music Teachers National Association (student chapter)
• National Association for Music Education (NAfME)
• Pi Mu Alpha Sinfonia
• Sigma Alpha Iota
• Tau Beta Sigma

Other Opportunities

• Marching Band Leadership Team
• Music Ambassadors for audition days
• Resident Mentor in Music Living-Learning Community

Why This is Important
Allows students to grow in peer relationships and develop leadership skills. Leadership opportunities in these organizations help individuals train for leadership positions in their associations post-graduation.

How Students Can Get Started
Contact faculty mentor or music advisor to get involved in organizations, Jennifer Jablonski for Music Ambassadors and Music Living-Learning Community, or the Marching Band Director for Marching Band Leadership Team.

PARTICIPATE: Internships

Related Course(s)
All pedagogy classes provide experience in teaching music.

Professional Organizations

• American Choral Directors Association
• American String Teacher Association
• College Music Society
• International Clarinet Association
• International Double Reed Society
• International Trumpet Guild
• National Association of Teachers of Singing
• North American Saxophone Alliance
• Music Teachers National Association (State and national chapter options)
• Percussive Arts Society

Recommended Sites / Work Experiences

• Carolina LifeSong Initiative
• Carolina Music Studios
• Center for Piano Studies
• Children’s Center at USC
• Children’s Music Development Center at USC
• Congaree New Horizons Band
• School of Music’s Gig Office
• Suzuki Academy of Columbia and USC
• University of South Carolina String Project

Students are encouraged to take advantage of local performance and teaching opportunities.

Why This is Important
Music students are able to make an immediate transfer from their university classroom toward teaching music to children and adults.

How Students Can Get Started
Contact your faculty mentor or music advisor.

PARTICIPATE: Research

Related Courses
Music history and theory core classes prepare students for scholarship in music.

Sample Research Projects or Topics
Sample Magellan Projects:

• Developing an App to Examine Young Children’s Music Development through Serious Gaming (Judson James / Mentor: Wendy Valerio and Jeremiah Shepherd (Computer Science and Engineering))
• A Comparison of Coaching and Teaching in the Private Music Lesson Setting (Josie Cox and Joshua Stine / Mentor: Jennifer Parker Harley)
• A Study on the Production, Parameters, and Pedagogy of Vibrato on the Cello (Jordan Bartow / Mentor: Robert Jesselson)
• Nadia Boulanger’s Final Years (1950-1979)
  (Ian Giocondo / Mentor: Julie Hubbert)
• Music and Politics – A Study of the Argentinian Tango
  (Dominica Harding / Mentor: Julie Hubbert)
• Examining the Implementation of A Music Learning Theory for Newborn and Young Children Across Cultures (Brittany Stone / Mentor: Wendy Valerio)
• Enhancing Social Skills Through Music/Arts Education Among Children with Autism Spectrum Disorder or Other Developmental Disorders (Lauren Streeter / Mentor: Valinda Littlefield and Allison Randel, African American Studies)
• Voicing the “Voices of the Field”: Increasing Accessibility through Audio Recording on a National Park Website (Jacob Lyerly, with Ashley Graham, Haley Sprankle, William Quant, and Samuel Edelson / Mentors: Erica Tobolski and Sara Schwebel, Theatre and Dance)
• A Study of British Choral Tone and Current Practice as Demonstrated by Select Collegiate Choirs at Cambridge (Anna Carro/ Mentor: Alicia Walker)
• Pedagogical approaches in long-distance piano teaching (Adrian Quiroga/Mentor: Scott Price)

Why This is Important
Through a Magellan Grant, students have an opportunity to formulate a research question, collect and analyze data pertaining to the question, and subsequently present results and conclusions. This gives undergraduate students an opportunity to learn the skills for post-baccalaureate degrees.

How Students Can Get Started
Contact the Office of Undergraduate Research to get started with research and funding opportunities.

INTEGRATE

How to Integrate
Performance majors and Performance Certificate students present one or two recitals to integrate their classroom experience and applied studies to communicate with an audience.

Students perform regularly in a variety of large, chamber, choral, opera, and instrumental ensembles.

LEAD

Initial Career Opportunities

• Church Music
• Performing
• Private Music Teacher

Related Graduate Programs
Master of Arts in Teaching
Master of Music (Performance, Conducting, Theory, History, Composition)
Ph.D., Music Theory or Composition
Doctor of Musical Arts

Future Career Opportunities

• Arts administration
• Music positions in colleges or universities
• Performance

To learn more about making the most of your educational experiences within and beyond the classroom contact: 
Tina Stallard, Associate Dean for Undergraduate Studies, tstallard@mozart.sc.edu

 

PARTICIPATE: Community Service

Related Course(s)
MUED 454

Recommended Sites/Experiences 
School of Music’s Gig Office

Why this is important 
Gives students opportunities to develop performance skills while bringing enjoyment to the local community

 

PARTICIPATE: Global Learning

Related Course(s)
MUSC 555; INTL 501

Recommended Timing 
During the summer or after first year

Why is this important 
Allows students to engage in multicultural music experiences

 

PARTICIPATE: Peer Leadership

Student Organization(s)

• Kappa Kappa Psi
• Sigma Alpha Iota
• Pi Mu Alpha Sinfonia
• Tau Beta Sigma
• Music Teachers National Association (student chapter)
• American String Teacher Association (USC Chapter)
• American Choral Directors Association (USC Chapter)
• National Association for Music Education (NAfME)

Other Opportunities

• RM at Music Community
• Marching Band Leadership Team

Why this is important 
Allows students to grow in peer relationships and develop leadership skills. Leadership opportunities in these organizations help individuals train for leadership positions in their associations post-graduation.

Getting Started 
Contact Jacob Will

 

PARTICIPATE: Internships

Related Course(s) 
MUED 454
MUED 465/465P— Practicum in Elementary Music
MUED 467
MUED 476P — Practicum in Choral Music
MUED 477 — Directed Teaching
MUED 533/534P — Practicum in Methods of String Instruction I & II
MUED 568P — Practicum in Instrumental Music
MUED 580
MUED 591
MUED 599

Professional Organizations

• Music Teachers National Association
• American String Teacher Association
• International Double Reed Society
• Percussive Arts Society
• College Music Society
• International Trumpet Guild
• South Carolina Music Teachers Association

Recommended sites/work experiences

• University of South Carolina String Project
• Children’s Center at USC
• Children’s Music Development Center at USC
• Congaree New Horizons Band

Why this is important
Music Education students are able to make an immediate transfer from their university classroom toward teaching music to children and adults.

 

PARTICIPATE: Research

Sample Research Projects or Topics
Sample: Magellan Projects:

• An Online Community for String and Orchestra Teachers (Wiley, S.)
• Novice and Veteran Orchestra Teachers Perceptions of Their Undergraduate Practicum Experiences (Lindler, K.)
• Orff-Schulwerk Applications of Pentatonic and Diatonic Tonal Systems for Elementary-aged Students (M. Graham. 2010).
• Autism, Reciprocal Communication, and Music Play (C. Griffith, 2008).

Sample Honors College Thesis: Young Children’s Responses to Purposeful Silences During Music Activities (T. Willing, 2009)

Why this is important 
Students have an opportunity to formulate a research question, collect and analyze data pertaining to the question, and subsequently present results and conclusions. This gives undergraduate students an opportunity to learn the skills for post-baccalaureate degrees.

 

INTEGRATE

How to integrate 
MUED 200 Students engage in practice teaching on-site in a local middle school, then complete a series of reflections on their experiences.

MUED 533-MUED 534 Students compile a Blackboard-based portfolio with examples of their coursework.

MUED 107, MUED 454, MUED 465 students prepare and implement music lessons for children (6 months-grade 6). Students video-record each lesson, evaluate each lesson, and write a reflection on each lesson. Each lesson is a 10-15 minute class project.

MUED 533-MUED 534 Students teach a 2nd year string class (9 year old string players) and post reflections (1st semester) and lesson plans (2nd semester) Music Education students are able to make an immediate transfer from their university classroom and apply to the music teaching and learning of children

 

LEAD

Initial career opportunities

• PreK-Grade 5 Elementary General Music Educator
• Instrumental Music Educator
• Grade 5-12
• Choral Music Educator
• Grade 6-12
• Performing

Related graduate programs 
Master of Music Education
Master of Music (Performance)
Ph.D., Music Education
Doctor of Musical Arts

Future career opportunities 
Qualified persons would be eligible for music education positions in colleges or universities; performance; arts administration.