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An introduction to the skills, techniques, resources, and methodologies of musicological and musical theoretical, and music educational research, including issues such as music bibliography and editorial practices, measurement, experimental design, theories/procedures for evaluation, statistics, and thesis design and writing. Required of all graduate students.

Examines salient philosophies, practices, and methods involving music education as considered in a social context; challenges in dealing with elementary and secondary students and opportunities for music education in the community. Individual research project required.

Salient philosophies, practices, and methods involving music education as considered in a social context; challenges in dealing with elementary and secondary students and opportunities for music education in the community. Individual research project required.

Review of the learning styles of exceptional children and the implications for providing realistic musical activities in the classroom. Emphasis will be placed on developing musical skills with special learners.

Music Psychology is an examination of the physical and psychological aspects of music involving human behavior with specific topics ranging from an overview of music perception and cognition, the role of music in society from an evolutionary perspective, the effects of music and music instruction on behavior, the psycho-acoustical basis of sound, and how our neural mechanisms interpret sounds as music.

• MED 501 Portfolio Introduction: 1st summer of graduate study, 2 Development of a portfolio that reflects the application of coursework in music education to classroom teaching.
• MED 619 Capstone Seminar: Portfolio Review and Completion: online final spring semester of graduate study, 1) Final development of a portfolio that reflects the application of coursework in music education to classroom teaching

Using a variety of sources, this course will provide an exploration of important ideas in aesthetics, theology, culture, and worship, specifically as they pertain to music. In particular, it is expected to give rise to a discussion of biblical and theological support for the importance of music in the life of the Church and in the lives of individual Christians in broader culture. Particular attention will be given to the notion of Christian transformational engagement with and in the arts of culture, both in and out of worship services.

Study of the history of orchestration and development of orchestration skills. Projects include writing, arranging and transcribing for woodwind, brass, string and percussion groups of various sizes and in various combinations. Attention may also be given to larger vocal/choral genres, such as opera or oratorio and electro- acoustic media. Required of M.M. composition majors and M.M. Education majors open to other students with permission of instructor.

Applied conducting or applied piano, depending on the needs of the student.

Focuses on research-based principles and practices for language and literacy development of children birth-grade 2. Emphasis is given to understanding the processes by which young children learn spoken and written language and to designing appropriate learning experiences to support the development of language and literacy in young children. According to New York State teacher certification requirements (8/2015), graduates who are granted an Initial Teaching Certificate from New York State and who complete six credits of early childhood coursework with a C or better may be able to extend their teaching certificate to include birth-grade 2 through the Individual Evaluation for Additional Classroom Teaching Certificate pathway. This course is restricted to Houghton College Inclusive Childhood Education majors who have completed junior-level course work, Inclusive Childhood Education Graduates, and matriculated students in the Houghton graduate literacy program. Any other enrollees must receive permission from the instructor. Course runs in an 8-week session.

Immerses B-12 teachers in reading, writing, listening, and speaking across the content areas using multiple literacies. Grounded in multimodality, semiotics, and new literacy theories, teachers will wrestle with purposeful uses of technology that empowers motivating and creative literacy teaching and learning across the content areas (B-12). Discusses the concept of text broadly with attention to multimodal texts, multicultural literature, and popular media. Explores planning for literacy integration across content areas for B-12 inclusive learning contexts. Attends to developmentally appropriate instructional methods, standards, assessments, and reflection. This course runs in an 8-week session.