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Center for Integrative and Experiential Learning

Center for Integrative and Experiential Learning

Music

Recommendations are intended to help students make the most of their education by providing examples of experiences that can enrich educational experience and illustrate how within and beyond the classroom experiences relate to one another. These are examples and options, not requirements. 

 

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 
Jillian Carey Bigony, Academic Advisor, jcarey@mozart.sc.edu 

PARTICIPATE: Community Service

Related Courses
MUSC 595 - Community Engagement Through Music
MUSC 584 - Workshop in Music: Leadership in Music, Music Education, and Current Events

Recommended Sites/Experiences

  • School of Music's Gig Office
  • Events organized through Spark
  • Various community engagement opportunities available through applied
    studio and chamber music activities

Why This Is Important
Gives students opportunities to develop performance and community engagement skills while bringing enjoyment to the local community.

How Students Can Get Started
Talk with your faculty mentor or music advisor or contact Dottie Allen in the Spark Office.

 

PARTICIPATE: Diversity and Social Advocacy

Related Courses
MUSC 310 - Special Topics: Lemonade & Beyond: Black Women's Agency
and Community Building Through Musical Performance
MUSC 310 - Special Topics: Cultural History of Hip Hop Music
MUSC 544 - Special Topics: Black Sacred Music-Local and Global Perspectives
MUSC 595 - Community Engagement in Music
MUSC 584 - Workshop in Music: Leadership in Music, Music Education, and Current Events

Recommended Sites/Experiences
Various community engagement opportunities available through applied studio, large ensemble and chamber music activities. The School of Music sponsors special concert events related to diversity and social advocacy.

Examples include:
"At War With Ourselves - 400 Years of You" - A work dedicated to the African American experience, composed by Michael Abels with text by Nikky Finney, and featuring the world-renowned Kronos Quartet.

"Glory: A Tribute to Richard Greener"

"Bridging Our Distances" series

Sample Research or Advocacy Project Topics
Activities have taken place at Richland Library, Lee Correctional Facility in Bishopville, SC, and in various public schools. A recent collaboration with the Concert Truck honored community heroes in the COVID year.

Additional video projects created by studios and ensembles have been shared on the School of Music YouTube channel.

Examples of student-led projects include:
"Music Field Day" - designed to offer children who are deaf or hard of hearing and their families an opportunity to experience music through the senses

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. Contact Claire Bryant, CTBRYANT@mailbox.sc.edu 

 

PARTICIPATE: Global Learning

Related Courses
MUSC 544 - Special Topics: Black Sacred Music-Local and Global Perspectives
MUSC 555 - World Music

Timing of Experience Abroad
During the summer or during sophomore or junior year.

Opportunities/Destinations
A number of partnerships with Universities abroad are established and in the planning stages. Students may have the opportunity to participate in international summer festivals led by UofSC faculty.

School of Music ensembles, special departmental concerts and guest artist concerts often include music highlighting world music and/or cultural awareness. Other opportunities include study abroad.

Why This is Important
Allows students to not only engage in multicultural music experiences, but discover how music can be a vehicle for raising cultural awareness and promoting inclusivity.

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

Related Courses

  • MUSC 498 - Music Industry Capstone
  • MUSC 584 - Workshop in Music: Leadership in Music, Music Education, and Current Events
  • MUSC 591 - Music Leadership Practicum
  • MUSC 594 - Independent Music Teaching Business
  • MUSC 595 - Community Engagement Through Music

Student Organizations

  • 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
  • U101 Peer Leadership

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 Mitchell (jmitchell@mozart.sc.edu) for Music Ambassadors and Music Living-Learning Community, or the Marching Band Director for Marching Band Leadership Team.

 

PARTICIPATE: Internships

Related Course(s)

  • MUSC 305 - Introduction to Music Industry Studies
  • MUSC 498 - Music Practicum
    Practicum in performance, teaching, management, and business operations in professional msuic environments.
  • MUSC 498: Music Industry Capstone
  • MUSC 580 - Music and Arts Entrepreneurship
  • MUSC 593 - Arts Marketing

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
  • Colonial Life Arena
  • The Senate
  • Township Theater

Professional Organizations

  • American Society of Composers, Authors, and Publishers (ASCAP)
  • Society of European Stage Authors and Composers (SESAC)
  • Broadcast Music Incorporated (BMI)
  • Songwriters Guild of America (SGA)
  • Music & Entertainment Industry Educators Association (MEIEA)
  • Recording Academy Grammy U
  • Audio Engineering Society (AES)
  • 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

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

Recommended Experiences
Magellan Scholar Projects
Spark Mini-Grants
Spark Creativity in Music Awards
Other opportunities through the Office of Undergraduate Research

Sample Research Projects or Topics
Sample Magellan Projects:

  • Arts Outreach Practices in London, England - Morgan Monty - Jennifer
    Parker Harley
  • Musician's Keys to Unique Branding and Successful Marketing. - Hannah
    MacGraw (David Cutler)
  • Tracing Tradition: Ligeti's Horn Trio (Danielle Wood / Mentor: J. Daniel
    Jenkins)
  • 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)

Sample SPARC Grants:

  • Calvin Green - SPARC - Viola Commissions Commemorating the 1919
    Berkshire Music Festival pieces for Viola (Dan Sweaney)
  • Kathleen Arrasmith - An investigation of Portuguese Children's Music
    Experiences & Music Resources during music learning theory based, Early
    childhood music development session (Wendy Valerio)

Why This Is Important
Creative/Scholarly research provides students with opportunities to investigate creative processes and apply qualitative methodologies to performance-related and written projects.

How Students Can Get Started
Contact the Office of Undergraduate Research, a Spark advisor, faculty mentor, or your academic advisor.

 

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.

Through two semesters in the Music Industry Capstone, MIS students will integrate all areas of their education - music performance, business, and entrepreneurship among others - to plan and execute a project that reflects their interests in the music industry.

 

LEAD

Initial Career Opportunities
BA and BM Degrees:
Arts Administration
Church Music
Community Engagement
Composition
Performance
Private Music Teacher

Music Industry Studies Degree:
Booking
Live Venue Promotion
Music Instrument Sales
Performing
Private Music Teacher
Recording Engineer/Producer

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
Academia
Arts administration
Community Engagement
Music Advocacy
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 
Jillian Carey Bigony, Academic Advisor, jcarey@mozart.sc.edu 

 

PARTICIPATE: Community Service

Related Courses
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

How to Get Started
Discuss with your academic advisor and/or instructors. 

 

PARTICIPATE: Diversity and Social Advocacy

Related Courses
MUED 107
MUED 200
MUED 533/533P
MUED 534/534P
MUED 454
MUED 465/465P
MUED 467
MUED 551
MUED 552
MUED 568
MUED 477

Recommended Sites/Experiences
Students participate in practica in area schools and also with on-campus outreach programs such as the New Horizons Band and the University of South Carolina String Project.

Sample Research or Advocacy Project Topics
Students prepare lesson plans for these experiences and need to show their awareness of the diversity of learners.

Why This is Important
The vast majority of college music majors come from middle class backgrounds and need to be prepared for schools in which many or most of the students will be from backgrounds different than their own.

How Students Can Get Started
Students who wish to participate in these courses need to be aware of the pre-requisites and speak with one of the area faculty.

 

PARTICIPATE: Global Learning

Related Courses
Due to the global nature of music, most courses involve intercultural awareness.
MUSC 310 (Cross-listed with AFAM 398)
MUSC 555

Recommended Timing 
During the summer or after first year

Opportunities/Destinations
School of Music ensembles, special departmental concerts and guest artist concerts often include music highlighting world music and/or cultural awareness. Other opportunities include study abroad.

Why This is Important 
Allows students to not only engage in multicultural music experiences, but discover how music can be a vehicle for raising cultural awareness and promoting inclusivity.

How Students Can Get Started
Contact your academic advisor and the Education Abroad Office.

 

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 Leadership Opportunities

  • RM at Music Community
  • Marching Band Leadership Team
  • U101 Peer Leader

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, jwill@mozart.sc.edu

 

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.

How Students Can Get Started
Contact your academic advisor or Music Education faculty. 

 

PARTICIPATE: Research

Recommended Experiences
Students are encouraged to seek research opportunities through the Office of Undergraduate Research and through Spark Creativity in Music and Research Mini Grants..

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.

How Students Can Get Started
Contact a faculty member with a similar research interest, the Spark Team, or the Office of Undergraduate Research.

 

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.

 

 

 


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