Major in Music Education Pre K-12 BMUS at York College
Credits required to complete this program: 102
A minimum GPA of 2.00 is required for all courses in this Major.
At least 51 credits for this Major must be completed at York College.
The courses listed within the black boxes are the requirements to complete the program you have selected.
Click the icon in the box below to see requirements underneath the headers.
You can click 'Select Transfer College' to select which college (up to three) you are
transferring from, to review any courses that can be taken to satisfy these requirements.
These requirements are based on the Degree Works programming used by York College for determining
financial aid eligibility and graduation requirements. If there are any differences between what you
see here and the college bulletin, please let us know. In all cases, the college bulletin is the
definitive source of information about requirements.
This is still very much a work in progress, so please report any issues or feedback to us, we want to hear from you!
All colleges have a general residency requirement as well as a 'Major Residency' requirement. For example, if a major is 40 credits, most colleges will require that at least 20 of those credits are taken "in residence" AKA after you transfer.
Many programs may have a GPA requirement for a course to apply.
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Recently offered courses on
York College Courses
Introductory Courses
Introduction to Music History (1 classes required)
MUS 101: Introduction to Music History
PREREQUISITE: ENG 126
Credits: 3
Hours: 3.0 Lecture hours
Introduction to the study of music, including the understanding of fundamental elements of music, developing critical listening skills, investigating major works in the Western classical tradition and popular music, and acquiring basic research skills on music topics.
Introduction to Ethnomusicology (1 classes required)
MUS 270: Introduction to Ethnomusicology
NOT OPEN TO STUDENTS WITH CREDIT IN ANTH 270; PREREQUISTIE: ENG 126
Credits: 3
Hours: 3.0 Lecture hours
An introduction to ethnomusicological theories and practices. Musics will be studied within their cultural and historical contexts. Regions of investigation may include (but are not limited to): Asia, Africa, the Middle East, the Caribbean, South America, and Oceania.
Harmonic analysis of tonal music, with an emphasis on diatonic harmony. Topics may include counterpoint, Roman numeral analysis, lead sheet symbols, and voice leading.
NOT OPEN TO STUDENTS WITH CREDIT IN MUS 220 OR MUS 223; PREREQUISITE:[ MUS 208 AND MUS 209] and COREQUISITE: MUS 219
Credits: 3
Hours: 3.0 Lecture hours
Harmonic analysis of tonal music, with an emphasis on chromatic harmony. Topics may include applied chords and modulation. Not open to students with credit in MUS 220 or MUS 223.
PREREQUISITE: MUS 208 and MUS 209 and COREQUISITE: MUS 218
Credits: 2
Hours: 3.0 Lecture hours
Advanced sight singing, ear training, and rhythm reading; reading transposed parts from orchestral scores; changing meters; atonality. Not open to students with credit in MUS 310.
Survey of the music of Black Americans from slavery to the present: emphasis on its unique features and relevant topics plus its contribution to U.S. and global culture.
Survey of the history of jazz from its origins to the present with a focus on the major periods (such as ragtime, New Orleans, swing, bebop, Latin jazz, third stream, free, fusion, and today) and major jazz musicians. This is a Writing Intensive course.
NOT OPEN TO STUDENTS WITH CREDIT IN HIST 279; PREREQUISITE: ENG 126
Credits: 3
Hours: 3.0 Lecture hours
This course traces the creation and evolution of hip-hop from the early 1970s to the present. Specifically, it will chart the growth of a unique youth culture from the streets, parks, and playgrounds of America's most important city to streets, beaches, pubs, dance halls, and parks across the globe. The class will explore the transition of rap music from a counter-culture, to a subculture, to mainstream culture. Although the instructor will place much emphasis on rap music, the class also will examine the development of the myriad aspects of hip-hop culture, including graffiti writing, breakdancing (and its related forms such as rockin and pop-lockin), and fashion. This course is cross-listed with HIST 279. Not open to students with credit in HIST 279. This is a writing intensive course.
This course will explore the basic dimensions of instrumental or vocal performanceand will include performance of selected repertoire in a workshop format.Depending on the makeup of the class, topics may include: performance practiceassociated with different eras, exploration of particular genres, issues surroundingpublic performance, group performance, and other performance aspects.Students will expand their skills with regard to public performance and gain knowledge of performance issues involving different contexts.
This course will explore more-complex dimensions of instrumental or vocalperformance and will include performance of selected repertoire in a workshopformat. Depending on the makeup of the class, topics may include: performancepractice associated with different eras, exploration of particular genres, issuessurrounding public performance, group performance, and other performanceaspects. Students will expand their skills with regard to public performanceand gain knowledge of performance issues involving different contexts.
This course will explore intermediate dimensions of instrumental or vocalperformance and will include performance of selected repertoire in a workshopformat. Depending on the makeup of the class, topics may include: performancepractice associated with different eras, exploration of particular genres, issuessurrounding public performance, group performance, and other performanceaspects. Students will expand their skills with regard to public performanceand gain knowledge of performance issues involving different contexts.
This course will explore advanced dimensions of instrumental or vocal performanceand will include performance of selected repertoire in a workshop format. Depending on the makeup of the class, topics may include: performance practice associated with different eras, exploration of particular genres, issues surrounding public performance, group performance, and other performance aspects. Students will expand their skills with regard to public performance and gain knowledge ofperformance issues involving different contexts.
Basic real-time performance of music online from multiple locations, using low-latency software. Students will be coached in hardware and software setup, performance practices, and etiquette. The music performed by the ensemble will be decided during the semester, as the focus of the ensemble is on telematic performance.
Performance of basic popular music repertoire including (but not limited to) styles of pop, rock, blues. jazz, funk, hip-hop, and others. Students will be coached in performance practices (ex. arranging, soloing, etc.) and etiquette.
More-complex real-time performance of music online from multiple locations, using low-latency software. Students will be coached in hardware and software setup, performance practices, and etiquette. The music performed by the ensemble will be decided during the semester, as the focus of the ensemble is on telematic performance.
This course was last offered in the Fall 2024 semester.
(Regular Liberal Arts)
OR
MUS 239: Band II
Requisites: None
Credits: 1
Hours: 3.0 Rehearsal Hour hours
Performance of more complex popular repertoire including (but not limited to) the styles of pop, rock, blues, jazz, funk, hip-hop, and others. Students will be coached In performance practices (ex. arranging, soloing, etc.) and etiquette.
Intermediate real-time performance of music online from multiple locations, using low-latency software. Students will be coached in hardware and software setup, performance practices, and etiquette. The music performed by the ensemble will be decided during the semester, as the focus of the ensemble is on telematic performance.
This course was last offered in the Fall 2024 semester.
(Regular Liberal Arts)
OR
MUS 339: Band III
Requisites: None
Credits: 1
Hours: 3.0 Rehearsal Hour hours
Performance of intermediate popular repertoire including (but not limitedto) the styles of pop, rock, blues, jazz, funk, hip-hop, and others. Students will becoached in performance practices (ex. arranging, soloing, etc.) and etiquette.
Advanced real-time performance of music online from multiple locations, using low-latency software. Students will be coached in hardware and software setup, performance practices, and etiquette. The music performed by the ensemble will be decided during the semester, as the focus of the ensemble is on telematic performance.
This course was last offered in the Fall 2024 semester.
(Regular Liberal Arts)
OR
MUS 439: Band IV
Requisites: None
Credits: 1
Hours: 3.0 Rehearsal Hour hours
Performance of advanced popular music repertoire including (but not limited to) the styles of pop, rock. blues, jazz. funk, hip- hop, and others. Students will be coached in performance practices (ex. arranging, soloing, etc.) and etiquette.
Harmonization of melodies, chord progressions, developing accompaniment skills in popular music and jazz, including the technique of modulation at the keyboard.
Development of advanced ensemble skills for keyboard, including balance, articulation, rhythm, sight-reading of chord charts, and rehearsal/performance techniques.
NOT OPEN TO STUDENTS WITH CREDIT IN 200-LEVEL BIO OR ABOVE
Credits: 3
Hours: 3.0 Lecture hours
This course is an introduction to the human body covering structure and function of the human in health and disease. Topics include the skeletal, muscular, digestive, excretory, respiratory, circulatory, nervous, endocrine, and reproductive systems. Nutrition, genetics and blood disorders will also be covered. Laboratory experience will complement the lectures. Restrictions: Not credited toward fulfillment of Biology major requirements. Not open to students with credit in a 200 level Biology course.
The course examines man-made environmental pollution problems and possible alternatives. Topics include: energy, air, and water pollution, land-use, environmental assessment, pollution evaluation and social choices. Not open to students with credit in HPEH 140.
This course provides an introduction to the geologic environment and its relationship to human affairs; volcanic activities, earthquakes, landscapes, land use and abuse, the earth through time, recognition of minerals, rocks and fossils, maps and aerial photographs. A museum visit and a one day field trip are required.
This course provides an introduction to the laws and principles of the physical universe comprising: a study of force, motion, energy, heat, waves, electricity, magnetism, quanta, atoms and light, and survey of the solar system and the night sky.
Composition II: Writing About Literature (1 classes required)
ENG 126: Composition II: Writing About Literature
PREREQUISITE: ENG 125
Credits: 3
Hours: 4.0 Lecture hours
A composition course which takes literature as its subject matter, ENG 126 builds on the competencies developed in ENG 125, in close reading, argumentation, and writing from sources, and applies them in a new context. Students read a variety of short literary works including poetry, fiction, and/or drama, and practice responding to them in class, and writing about them both informally and formally. students also produce a research paper related to themes or questions evoked by the literature. students will spend one hour per week in conferences, collaborative learning activities, or peer review. This course may be offered face-to-face, online or partially online.
Introduction to Statistics and ProBAbility (1 classes required)
MATH 111: Introduction to Statistics and Probability
NOT OPEN TO STUDENTS WITH CREDIT IN MATH 200 OR ABOVE; PREREQUISITE: [EXEMPT FROM MATH SKILLS] or [MATH SKILLS GREATER OR EQUAL TO 40] or [ACCU 5 SCORE 57+] or [P_MA STUDENT GROUP] or MATH 104
Credits: 4
Hours: 4.0 Lecture hours
An algebra-based introduction to statistics and probability; frequency distributions, measures of central tendency and measures of variation; elementary probability theory; binomial distributions; normal distributions; sampling distributions; the Central Limit Theorem; confidence intervals for the mean, variance, standard deviation, and proportions; hypothesis testing for the mean, variance, standard deviation, and proportions.
MATH 115: Quantitative Methods for Decision Making
NOT OPEN TO STUDENTS WITH CREDIT IN MATH 200-LEVEL OR ABOVE. PREREQUISITE: [ {EXEMPT FROM MATH SKILLS} or {MATH SKILLS GREATER OR EQUAL TO 40 } or {ACCUPLACER 5 EQUAL OR GREATER TO 57} or {P_MA STUDENT GROUP} ]
Credits: 4
Hours: 4.0 Lecture hours
Functions, systems of linear equations, matrices, elementary linear programming; elementary calculus; mathematics of finance; and related topics.
This course is not open to students with credit in MATH 200-level or above
Credits: 3
Hours: 3.0 Lecture hours
Application of mathematics to issues of social justice highlighting mathematical reasoning and problem solving. Mathematics content may include applications of linear and quadratic functions, proportional reasoning, election theory, introductory graph theory, visual representations of data, measures of compactness, compound interest, and fair division. Social justice issues include distribution of wealth, and resources; environmental justice; access and equity in education, healthcare, etc. and representation in industry, government, the criminal justice system, etc.
NOT OPEN TO STUDENT WITH CREDIT IN MATH 121ORMATH 184OR200-LEVEL MATHORABOVE; PREREQUISITE: [ACT MATH PART 3 SCORE 51+]or[ACCU 6 SCORE 67+]or[MATH 104]or[USIP 2005 WITH GRADE OF A]or[NYS REGENTS MATH TRIG 70+]or[NYS REGENTS ALGEBRA II COMMON CORE 70+]
Credits: 4
Hours: 4.0 Lecture hours
A course intended to prepare students for Calculus, with an emphasis on functions and their graphs, as well as their properties; polynomial, rational, root, piecewise-defined, exponential, logarithmic, and trigonometric functions; transformations of functions; composite and inverse functions; functions as models, and applications of various functions; solutions of exponential, logarithmic, and trigonometric equations; equations and graphs of conic sections.
NOT OPEN TO STUDENTS WITH CREDIT IN MATH184 or 200-LEVEL MATH OR ABOVE; PREREQUISITE: {MATH PLACEMENT ALGEBRA 51+ & COLLEGE ALGEBRA 46+ & TRIG 46+} OR {ACCUPLACER 6 95+} OR {MATH 120} OR {NYS REGENTS TRIG 85+} OR {NYS REGENTS ALGEBRA 2 COMMON CORE 80+}
Credits: 4
Hours: 4.0 Lecture hours
The first part of the Calculus sequence; limits and continuity of functions of one variable; the Intermediate Value Theorem; derivatives and integrals of algebraic and trigonometric functions; implicit differentiation; applications of the derivative, including curve sketching and optimization; the Mean Value Theorem; the Fundamental Theorem of Calculus; integration by substitution.
NOT OPEN TO STUDENTS WITH CREDIT IN MATH 200 OR ABOVE; PREREQUISITE: [EXEMPT FROM MATH SKILLS] or [MATH SKILLS GREATER OR EQUAL TO 40] or [ACCU 5 SCORE 57+] or [P_MA STUDENT GROUP] or MATH 104
Credits: 3
Hours: 3.0 Lecture hours
Survey course for liberal art students, this course includes selected topics from algebra, geometry and applied mathematics. The beauty, scope and vitality of mathematics as well as its applicability, and the role of math in the modern world including connections to problems arising in social contexts will be stressed.
Major Ideas and Issues In Education (1 classes required)
PHIL 202: Major Ideas and Issues in Education
NOT OPEN TO STUDENTS WITH CREDIT IN SOC 202; PREREQUISITE: ENG 125
Credits: 3
Hours: 3.0 Lecture hours
An introduction to the major historical, philosophical, and sociological ideas in American education, including the history of schooling in the United States. Historical threads from a variety of multicultural perspectives will be presented, and philosophical approaches from selected global thinkers will be discussed. The student will be encouraged to develop their own unique philosophy of education. Not open to students with credit in SOC 202. Includes seven (7) hours of fieldwork. Required for all teacher education students. This is a Writing Intensive course.
Teaching With Multimedia Technology (1 classes required)
EDUC 230: Teaching with Multimedia Technology
NOT OPEN TO STUDENTS WITH CREDIT IN AC 250
Credits: 2
Hours: 4.0 Laboratory hours
Students learn the foundations for using multimedia technology in the classroom, become proficient with multimedia technology, study issues of equity related to educational technology, and understanding NYS K-12 learning standards for technology. Students design curriculum integrating the Internet and student-produced multimedia projects. This course may be offered in a face-to-face, hybrid or asynchronous online format.
Child and Adolescent Development For Teachers (1 classes required)
EDUC 280: Child and Adolescent Development for Teachers
PREREQUISITE: ENG 125
Credits: 3
Hours: 3.0 Lecture hours
This course will explore human development from childhood through adolescence within the context of history, culture, urbanization and sociopolitical conditions. Special emphasis is on the relationship between development and teaching/learning. Topics covered will include theories of physical, cognitive, and social/emotional development addressing issues such as standardized testing and assessment, special needs designations, play, and health-related factors. This course will carry a liberal arts and science designation. 5 hours of fieldwork will be required.
Bilingual and English Language Learner (ell) Education (1 classes required)
EDUC 268: Bilingual and English Language Learner (ELL) Education
NOT OPEN TO STUDENTS WITH CREDIT IN EDUC 269; PREREQUISITE: EDUC 280 or EDUC 271
Credits: 3
Hours: 3.0 Lecture hours
This course is an introduction to the philosophy, fundamental principles, and current approaches of teaching linguistically diverse English Language Learners (ELLs) in the urban school in both bilingual and mainstream settings. The completion of 15 hours of fieldwork is required.
Educational Psychology: Effective Teaching & Learning In Diverse Classrooms (1 classes required)
EDUC 283: Educational Psychology: Effective Teaching & Learning in Diverse Classrooms
PREREQUISITE: [EDUC 280 or EDUC 271]
Credits: 3
Hours: 3.0 Lecture hours
This course provides an overview of learning and instructional issues in teaching in diverse classrooms. Behaviorism, social and cognitive constructivism, and socio-cultural theories will be examined and applied in the context of diverse classrooms. Teacher candidates will engage in critical analysis of these theories and their application to pedagogical practices in urban schools and diverse classrooms. They will evaluate curriculum designs and methods of instructions and assessment for students who are linguistically and culturally diverse. Students will design alternate pedagogical practices and evaluate learner outcomes. In addition, the role of technology in instruction will also be examined. This course carries a Liberal Arts designation. 10 hours of fieldwork is required. This course may be offered in a face- to-face or hybrid format.
Introduction to Special Education (1 classes required)
EDUC 285: Introduction to Special Education
PREREQUISITE: EDUC 280 or EDUC 271 or PSY 215
Credits: 3
Hours: 3.0 Lecture hours
This course introduces students to the philosophical and historical foundations ofspecial education, as well as contemporary issues and trends in the field. Students will review educational laws and policies and understand the rights and responsibilities of all involved. In addition, students will examine various areas of exceptionality including multiple disabilities, visually and hearing impaired, speech or language impairments, autism spectrum disorders, emotional disturbance, learning disabilities, gifted and talented, and other health impairments. Thereferral process, the individual evaluation process, Individualized Education Program (IEP), multi-disciplinary team responsibilities, annual review/revaluation, placement procedures, and parental collaboration will also be examined. The course takes a particular interest in practices that are culturally and developmentally responsive. The completion of 10 hours of fieldwork with students designated as having special needs is required
Literacy Instruction Inside Middle & Secondary Schools For English Only & English Language Learners (1 classes required)
EDUC 340: Literacy Instruction Inside Middle & Secondary Schools for English Only & English Language Learners
PREREQUISITE: EDUC 268 and EDUC 283
Credits: 3
Hours: 3.0 Lecture hours
This required literacy education course for secondary education teacher candidates blends theoretical and developmental constructs with practical methods for developing standards-based literacy instructional strategies in content area and vocations classrooms. Emphasis is on building assessment-based strategies for literacy learning to meet the needs of all children. Students will focuson using content-based text, electronic text, and multimedia formats to encourage adolescents to respond to literature, research and process information, study effectively, and build strategies for reading. Special concentration in this course will be planning language and content instruction for English Language Learners (ELLs), and teaching ELLs through the content areas. The completion of30 hours of fieldwork is required.
Curriculum & Methods In Subject Specific (k-12) Education I: Learning Goals & Assessment (1 classes required)
EDUC 395: Curriculum & Methods in Subject Specific (K-12) Education I: Learning Goals & Assessment
PREREQUISITE: EDUC 283 and COREQUISITE: EDUC 268
Credits: 3
Hours: 3.0 Lecture hours
Teacher candidates will build upon their deep and broad academic establish learning goals and create assessment plans appropriate for students in urban elementary schools. Candidates will study secondary level curriculum within their disciplines as defined by national and state standards, learning ways to translate that appropriately for diverse urban classrooms. They will explore research-based approaches to assessment, including reading and writing in the content areas and incorporation of technology for assessment. Candidates will learn how to interpret assessment data. In their planning, candidates will incorporate their understanding of adolescent development and urban diversity and plan for inclusion of students with special needs and English Language Learners. The completion of 30 hours of fieldwork is required.
Curriculum and Methods II: Instruction and Classroom Environments In K-12 Music Education (1 classes required)
EDUC 399: Curriculum and Methods II: Instruction and Classroom Environments in K-12 Music Education
PREREQUISITE: EDUC 395
Credits: 4
Hours: 4.0 Lecture hours
Teacher candidates will build upon their deep and broad academic content knowledge to create learning experiences and environments that will maximize student learning across music disciplines. They will explore research-based approaches to instruction and develop lesson plans that incorporate best practices for students in PreK-12 classrooms. In their planning, candidates will incorporate their understanding of PreK-12 students and urban diversity, differentiating instruction to support the inclusion of students with exceptionalities. Candidates will implement instruction in their fieldwork setting and measure their impacts on student learning. 30 hours of fieldwork is required.