"The Master of Arts in Teaching Music program is an intensive,
13-month course of study that combines music education
methods courses from the Thornton School of Music with
teacher credentialing classes from the Rossier School of
Education. This unique and innovative program represents
the most advanced, state-of-the-art approach to music teacher
preparation ever devised. Each year a select cohort of
students makes the transition from outstanding musician
to exceptional music educator. MAT music program graduates
enter the job market armed with a California Teaching Credential
and a Masterıs degree, highly qualified and fully prepared
to take on the challenges of todayıs schools."
John L. Whitener, Director
Master of Arts in Teaching Music Program Music Education
Department Flora L. Thornton School of Music
Students progress through the 13-month program in a cohort
with their peers. They spend the first summer taking core
education classes to prepare them for teaching. In the
following fall and spring semesters, students focus on
their chosen area of expertise-instrumental or choral/general
methods. In the spring and second summer, students continue
with their methods courses and fulfill the student teaching
requirement.
- The Thornton School of Music is consistently ranked
among the top one percent of the nation’s music
schools and conservatories.
- Students earn both a Master’s degree and teaching
credential in 13 months.
- Students can choose between two tracks:Instrumental
and Choral/General.
- Graduates will be in high demand and can enter the
salary scale at a higher level in most school districts.
- The program is approved by the California Commission
on Teacher Credentialing.
Courses in the program are divided into five broad categories,
providing students with theoretical foundations and teaching
strategies for successful entry into the teaching profession.
Foundations classes provide in-depth knowledge
in sociological and psychological theories and their application
in the classroom. Foundations classes also introduce students
to the latest strategies for infusing technology into instruction.
Teaching Methods classes lay
the foundation for teaching linguistically and ethnically
diverse students in urban schools. Courses introduce students
to planning, implementing and assessing instruction across
all content areas.
Language and literacy issues are at the forefront
of educational reform efforts nationally. Courses include
theories of language and literacy for both primary and
second language learners and the application of these concepts
across all content areas.
Supervised field experiences are an integral
part of every course. From the beginning of the program,
students are placed in local classrooms to learn practical
applications of theories and instructional methods from
experienced teachers.
Students can pursue an emphasis that matches their undergraduate
preparation and individual talents. Two tracks are available:
Instrumental and Choral/General. Courses in both tracks
provide advanced skills for teaching in music classrooms
and rehearsal settings.
| First Summer |
| EDUC 503 |
Teaching and Learning in U.S. Schools
(4 units) |
| EDUC 520 |
Foundations of Language Education (3 units) |
| MUED 510 |
Leading a Music Program in a Public School Setting
(with early field experience) (3 units) |
| MUED 515 |
Using Technology in the Music Classroom (2 units) |
| |
|
Fall |
|
| EDUC 537 |
Methods in Bilingual Education and in Teaching English
as a Second Language (3 units) |
| EDUC 512 |
Reading and Writing Methods for Secondary Teaching
(4 units) |
| Plus one of the following courses according
to the student’s emphasis. |
| |
|
| Instrumental emphasis: |
| MUED 522 |
Methods and Materials for Teaching Group Instrumental
Lessons (4 units) |
| |
|
| Choral/General emphasis: |
| MUED 532 |
Teaching General Music K-12 (4 units) |
| |
|
Spring |
|
| EDUC 538 |
Curricula and Cultural Pluralism (3 units) |
| MUED 540 |
Motivation and Discipline in the Music Classroom
and Rehearsal Settings (2 units) |
| MUED 549a |
Directed Teaching: Public School Music (2 units) |
| Plus one of the following courses according
to the student’s emphasis. |
| |
|
| Instrumental emphasis: |
| MUED 524 |
Teaching and Conducting Instrumental Ensembles (4
units) |
| MUED 526 |
Teaching Choral/General Music for Instrumentalists
(2 units) |
| |
|
| Choral/General emphasis: |
| MUED 534 |
Teaching and Conducting Choral Ensembles (4 units) |
| MUED 536 |
Teaching Instrumental Music for Vocalists (2 units) |
| |
|
Second Summer |
| MUED 549b |
Directed Teaching: Public School Music (1 units) |
Program revisions shown are anticipated to be in effect
starting Summer 2007.
The USC Flora L. Thornton School of Music brings together
a distinguished faculty of world-renowned teachers and
musically gifted students from around the globe. It is
in this wonderfully diverse cultural milieu that students
are offered instruction in virtually all professional and
scholarly branches of music.
As the oldest continually operating cultural institution
in Los Angeles, the Thornton School of Music produces more
than 500 concerts annually on the University Park campus
and in venues throughout Southern California. It is consistently
ranked among the top one percent of the nation’s
music schools and conservatories.
With over 1,000 music majors, the Thornton School of Music
counts among its alumni collegiate and public school music
educators across the country as role models for excellence
in musicianship and music education worldwide. Graduates
from the Thornton School are consistently the first choice
by professional performing ensembles and schools looking
for the finest musicians and teachers. The Music Education
Department has a 100% placement rate for music teachers.
Admission requires a Bachelor degree in Music (B. Mus. or B. Arts in Mus.) from a NASM-accredited
institution and the successful completion of an interview
or audition with the music education faculty. This program
is jointly administered by the USC Thornton School of Music
and the USC Rossier School of Education.
Students must interview or audition with the Thornton School
of Music education faculty. In some instances, a candidate
may be asked to interview with the Rossier School of
Education admissions committee.
- USC Application- www.usc.edu/admission/graduate/apply
- Rossier School of Education Application Checklist
- Bachelor of Music degree from a NASM-accredited institution.
- GRE target score is 1000 or better. Test must have
been taken within the past 5 years. Visit www.gre.org.
- A passing CBEST score.
- Three letters of recommendation-a minimum of one academic
reference required.
- Application essay addressing the following questions:
- Reflecting on the mission of the Rossier School
of Education, what assumptions, thoughts, and conclusions
have you drawn about teaching in the urban context
and what evidence from your own experiences, interests
and abilities supports these thoughts and conclusions?
- Our conceptual framework addresses teacher leaders
as urban change agents. In discussing your fit with
urban education, please describe what role(s) you have
played and/or will play as a leader and/or change agent.
- Describe your educational and/or employment background
and how it relates to your interest in becoming a teacher
in urban schools. Explain any special talents, skills,
and insights you bring to the profession that might
support your future success teaching culturally, ethnically,
and linguistically diverse students. Describe any challenges
you expect to face as a teacher and your thoughts on
how to prepare for these challenges.
Applicants must interview or audition with the Thornton
School of Music education faculty. The Rossier School of
Education admissions committee may also request an interview.
Early: January 15
Final: February 15
It is in your best interest to apply as early as possible since space in the program is limited.
Multiple Subject Credential