The course is designed as a practical introduction to choral arranging with exposure to pertinent elements of orchestration/instrumentation. Students will explore the art of choral arranging through critical evaluation, study of copyright, research of suitable source material, as well as examination of voicing, range, transposition, balance, notation, and texture. The course features guest speakers (brass, woodwind, and string specialists) and culminates with a forum performance of student arrangements. Students will use Finale software for arranging projects. Prerequisites: 205.

Courses on topics of interest to music students offered on the basis of need, interest, or timeliness. Prerequisite as determined by instructor. Restricted to students with junior standing or higher. May be repeated for credit. For specific section description, click to the Section Details in VitNet.

Non-classroom experiences in the field of Music. Placements are off-campus, and may be full- or part-time, and with or without pay. Credit for experiences must be sought prior to occurrence, and learning contracts must be submitted before the end of the first week of the semester. See the experiential learning: internship section of this catalog for more details. Restricted to students with junior standing or higher. Department Chair approval required prior to scheduling. Graded CR/NC.

A select, small (12-18 voices) choral ensemble dedicated to performing classical, jazz, Broadway, and pop repertoire. Choreography and solo singing may be included in this versatile organization. Enrollment by audition. Restricted to students with junior standing or higher. May be repeated for credit. AE

A class designed for the music education concentration with emphasis on the development of childrens listening, performance, literacy, and creative-expressive skills. Students will learn how to: 1) design age-appropriate lesson plans; 2) structure the classroom environment; 3) apply classic techniques of Orff, Kodaly, Dalcroze and other emerging pedagogies; 4) measure and grade musical progress; 5) teach through the multiple intelligences; 6) teach through a range of student learners including those with learning disabilities; 7) teach multicultural music; 8) apply phonetics to the teaching of literacy through music; and 9) provide opportunity for aesthetic experiences. This course will help students discover the joy and intellectual challenges that come from sharing music with children. Prerequisites: EDUC 150, 215; acceptance into teacher education (music education concentration).

The study of teaching choral music and directing techniques for middle/junior high and senior high school. Topics include rehearsal techniques, repertoire, voicing, curriculum design, classroom management, learning styles, teaching strategies, strategies for teaching students with disabilities, the changing voice, and philosophy. Emphasis on the total years program in perspective with performances and understanding the non-musical responsibilities of a middle/junior high and high school teacher. The course also focuses on the development, application, and refinement of musical and interpersonal skills needed for teaching in a secondary setting. Offered every third semester. Prerequisites: 265, EDUC 150 (music ed concentration).

This course will provide definitions of social justice and equity combined with discussions about identity and commitment to change/develop. We will explore programs in the United States that have made significant contributions and impact in challenging social conditions. Specifically, this course will explore music initiatives for underrepresented groups including: The Institute for Composer Diversity, Rising Tide Music Press, Lin-Manuel Mirandas philanthropic initiatives (RISE, Hamilton Education Program, Flamboyan Foundation, and more), and other important music initiatives that have risen from the quest to seek advancement in diverse representation in music and music education in this country. SJE, AE

This course will emphasize the importance of Arts Therapy as a lay person when working with the Geriatric Dementia and Alzheimers Communities. Students will learn the importance and value of spending time bringing joy to geriatric individuals through use of visual, musical, or chair dancing arts. After three weeks of background knowledge and information about how the elderly, especially with dementia, qualify as an under-served community, students will explore different arts-based techniques to engage cognitive connections. Students will create activities to engage this community using a variety of arts therapy-based techniques. Students will spend two hours with this population to implement artistic therapeutic activities. They will then reflect on the efficacy of these techniques. Prerequisite: any 100-level VUSM course or transfer student placement. SJE, AE

A survey of advanced literature for stringed keyboard instuments from the end of the 16th century to the present as it relates to both teaching and performing. consideration of the principal historical eras, composers and genres of keyboard music. Includes a critical assessment of important stylistic and formal features of representative works through directed reading, score examination, listening, and performance. Offered as needed. Prerequisite: 152.

A treble choral ensemble drawn from all major areas in the university. This ensemble performs two major choral concerts each semester including the "A Viterbo Christmas." This chorale performs a variety of literature, including classical, gospel, folk, and pop. The chorale rehearses twice weekly and is open to all soprano and alto singers. No audition required-only a voice placement hearing with the director to establish each singers voice part in the choir. Restricted to students with junior standing or higher. May be repeated for credit. AE