Vocal Music 1 Vocal Music Certification (Grades P – 12) Bachelor of Arts Program Review February, 2011 Berea College Catalog 2010-2011 http://www.berea.edu/cataloghandbook/ for addendum to Catalog see http://www.berea.edu/educationstudies/ncate/2011/docs/catalogaddendum.pdf 16 KAR 2:010
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Vocal Music 1
Vocal Music Certification (Grades P ndash 12)
Bachelor of Arts
Program Review
February 2011
Berea College Catalog 2010-2011
httpwwwbereaeducataloghandbook
for addendum to Catalog see
httpwwwbereaedueducationstudiesncate2011docscatalogaddendumpdf 16 KAR 2010
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
EDS 150 Introduction to Education Thinking about Learning Teaching and
Schooling
This course is an introduction to the study of education for prospective teachers and others
interested in education The course will offer students the opportunity to explore the following
essential questions 1) What does it mean to learn 2) What does it mean to teach well 3) What
are schools for 4) What knowledge dispositions and skills are needed in order to teach well 5)
How does diversity affect teaching learning and schooling The course will introduce some of
the foundational ideas issues and beliefs--historical political economic philosophical
sociological psychological cultural and social--that impact the current educational climate
Students will be introduced to the Departmentrsquos conceptual framework portfolio requirements
and other academic experiential and professional expectations and requirements for those
pursuing teacher certification The course will include both field-based experiences and
volunteerservice-learning experiences with school-aged children andor adolescents Course
Fee $20 1 Course Credit
EDS 330 Extended Teaching Experience
This course provides students in teacher education with time to develop and implement units of
instruction and assess student learning in a classroom setting Students through their work in
developing appropriate instructional materials and in actual teaching will acquire necessary
understandings and skills for successful classroom teaching and assessment of teaching and
learning during this pre-professional term course The course requirements for EDS 330 parallel
a major portion of the professional knowledge criteria of the Professional Education Portfolio
that students must meet satisfactorily for admission to the professional term
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 20
EDS 349 Education and Culture in the United States This course is designed to help classroom teachers and others gain an understanding of how
education and schooling may be used to limit or expand individual freedom and opportunities
This course provides a critical examination of contending views of the impact of race ethnicity
culture social class religion language nationality gender and sexual orientation on teaching
and learning in the United States Participants will explore historical and contemporary issues of
equity and inequality in society that maintains institutionalized support of privilege in and
through schools Students will be encouraged to view educational issues from a variety of
perspectives Students will critically examine their own socio-cultural identities to better
understand how their way of thinking behaving and being is influenced by birth status and
experiences Students will have multiple opportunities to reflect on how their personal beliefs
and experiences will influence their teaching philosophy and practice 1 Course Credit
EDS 355 Extended Field Experience Enriching World Visions In consultation with the instructor students will arrange a field experience with a school or
service agency that places them in a setting with people of racial cultural ethnic or religious
backgrounds different from their own All field experiences locations must be located within the
United States and may be a school or non-school setting Students will undertake field
experiences in settings that will challenge them sufficiently to see life through the eyes of those
with whom they will work Students will examine and challenge their beliefs and attitudes about
working with others different from themselves and encouraged to adopt an affirming attitude and
disposition Students are expected to increase their self-awareness of how interpersonal
relationships and community involvement may have a positive impact on teaching and learning
for students Students will be expected to build positive relationships with others gain an
understanding of barriers and obstacles that some students may face and begin to consider how
they may become change agents to assist schools in being more equitable over time 1 Course
Credit
EDS 481 Student Teaching Seminar
Emphasis in this course is on the development of appropriate instructional units for the assigned
Student Teaching settings Students work with classroom teachers and College faculty to plan
and develop activities and materials focused on the specific subject matter in which the student is
seeking certification Other topics include classroom-management techniques evaluation and
assessment of student learning and motivational techniques Student teachers are to reflect the
values and commitments undergirding Berearsquos Teacher Education Program in their work and
relationships with children peers parents mentors and other colleagues and they are expected
to meet Berearsquos program goals prior to completion of the Professional Year They will be
required to submit a satisfactory exit portfolio addressing the New Teacher Standards established
by the Kentucky Education Professional Standards Board Taken concurrently with EDS 482
1 Course Credit
EDS 482 Student Teaching (P-12 5-12 and 8-12)
This course involves observation participation teaching and a wide variety of school-related
activities under the guidance of supervising teachers and staff members of the Education Studies
Department Student teachers will spend at least twelve (12) weeks five (5) full days per week
Vocal Music 21
in their assigned placement(s) Students will be expected to complete satisfactory entries for the
Eligibility (exit) Portfolio required for initial teacher certification Taken concurrently with EDS
481 3 Course Credits
MUSIC COURSES
MUS 115 Introduction to Music Literature
An introduction to the study of music literature Students in this course will be introduced to
significant musical pieces from the major historical periods and will learn to distinguish the
musical stylistic characteristics of those periods Emphasis will be on the development of
listening skills and appropriate methods and abilities to analyze interpret discuss and write
about music Although the focus of the literature will be music from the Western art music
tradition selected examples of music from other world cultures will be included May include
required attendance of live musical performances on campus or in the region as available and
appropriate Four periods per week Arts Perspective 1 Course Credit
MUS 131 Concert Choir Sixty-voice mixed-choral ensemble open to all Berea College students membership is gained by
audition Performs wide variety of musical styles both sacred and secular and in several
languages Regular attendance at all rehearsals and performances is required Four periods per
week May be repeated for credit Course Fee $25 (for Fall Term enrollments) NOTE Fall
Term enrollees also are asked to cover a portion of the costs of the Annual Fall Term Retreat
14 Course Credit
MUS 220 Materials of Music I Beginning a four-term sequence of courses in the theoretical approach to music this is a study of
the properties of sound the overtone series symbols of notation rhythm intervals scales and
key signatures Harmonic studies include triads and their inversions phrase structure and
cadences and harmonic progressions The course will focus on playing major and minor scales
all triad types and their inversions and basic chord progressions using primary triads Two class
periods per week plus a keyboard lab Usually taken in conjunction with MUS 221 NOTE
Noncredit for students who completed MUS 120 12 Course Credit
MUS 221 Aural Harmony 1 The relationship between the printed musical symbol and its auditory representation The
musical ear is developed through the sight-singing of simple melodies intervals scales and
rhythmic patterns Brief exercises in melodic and rhythmic dictation and conducting patterns
Three periods per week Usually taken in conjunction with MUS 220 (formerly 120) NOTE
Noncredit for students who completed MUS 312 12 Course Credit
MUS 222 Materials of Music II Continuation of MUS 220 The study of non-harmonic tones seventh chords modulation the
four-part chorale style and keyboard style Music forms introductory counterpoint and analysis
of works from music literature Playing basic chord progressions using the secondary as well as
primary triads harmonizing simple melodies simple transposition and basic harmonic
progressions in four parts Two class periods per week plus a keyboard lab Usually taken in
Vocal Music 22
conjunction with MUS 223 (formerly 313) NOTE Noncredit for students who completed MUS
121 12 Course Credit
MUS 223 Aural Harmony II Continuation of MUS 221 Further studies in sight-singing melodic and rhythmic dictation
harmonic backgrounds and part-singing syncopation and beginning harmonic dictation Three
periods per week Usually taken in conjunction with MUS 222 (formerly 312) NOTE Noncredit
for students who completed MUS 313 12 Course Credit
MUS 320 Materials of Music III Continuation of MUS 222 Seventh chords altered chords chromatic harmony modulation
musical forms and analysis of musical examples from the common practice period Three
periods per week Usually taken in conjunction with MUS 321 12 Course Credit
MUS 321 Aural and Keyboard Harmony III Continuation of MUS 223 Sight-singing of diatonic and chromatic melodies use of computers
in developing aural skills melodic rhythmic contrapuntal and harmonic dictation Harmonizing
melodies at the piano keyboard Two periods per week Usually taken in conjunction with MUS
320 12 Course Credit
MUS 322 Materials of Music IV Continuation of MUS 320 Modulation to remote keys chords of multiple thirds larger musical
forms alternatives to traditional harmony impressionism atonality polytonality serialism
electronic music minimalism and new systems of notation Analysis of late 19th- and 20th-
century works Creative writing in various styles Three periods per week Usually taken in
conjunction with MUS 323 12 Course Credit
MUS 323 Aural and Keyboard Harmony IV Continuation of MUS 321 Sight-singing of modulating modal tonal and atonal melodies and
melodic contrapuntal and harmonic dictation Continuation of computer usage in furthering
aural skills Keyboard skills include harmonization using diatonic and altered chords
transposition chord symbols improvisation and figured bass Preparation for Piano Proficiency
Examination Two periods per week Usually taken in conjunction with MUS 322
12 Course Credit
MUS 326 Vocal Methods
A course in the fundamentals of singing and how these fundamentals may be used in effective
instruction of students in a schoolrsquos music program A study of the vocal mechanism with special
attention given to the physical and psychological aspects of vocal pedagogy A study of methods
appropriate to choral rehearsal A survey of choral music history and of choral literature as it
applies to the school music program at all levels 1 Course Credit
MUS 330 Music History I An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
Vocal Music 23
MUS 331 Music History II An upper-level historical survey of Western music--its styles genres composers and works A
―music-centered course this survey will include analysis of representative works of the music
literature The music of classical Greece and the early Christian era through the Baroque first
term the Classic era to the present day second term Four periods per week 1 Course Credit
MUS 335 Materials and Methods of Elementary Music An introduction to philosophies methodologies and pedagogical foundations of teaching music
in elementary schools including those of Kodaly Orff Dalcroze and Gordon Course activities
would include review of materials assigned readings research class discussions practical
teaching laboratory sessions and practicum experiences Four meetings per week
1 Course Credit
MUS 337 Conducting Study and practice of beat patterns baton technique left-hand functions cueing pulse changes
recitative conducting error detection score reading score marking and other techniques used in
instrumental and choral conducting Practical experience Concurrent participation in ensemble
of major applied instrument (MUS 131 132 or 135) is required for laboratory experience Four
periods per week 1 Course Credit
MUS 342v Vocal Pedagogy and Diction A study of the physiological functions involved in singing (breathing phonation etc)
Consideration of vocal methods use of imagery in teaching resonance tone quality placement
vocalization diction (Italian German French and English) including a working knowledge of
the International Phonetic Alphabet (IPA) and interpretation There will be many reading
assignments as well as listening to recordings and observing singers Practical experience will
be obtained by working with members of the voice class Four periods per week one day will be
a laboratory experience 1 Course Credit
MUS 390A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B 1 Course Credit
MUS 390B Independent Study wo ALE
A course initiated directed and organized by the student and the faculty sponsor Course
proposals must meet the guidelines and approval of the Academic Department or
Interdisciplinary Program in which the study will be conducted A detailed information sheet is
available in the Student Self-Service room (101 Lincoln) which includes the form to complete if
seeking Active Learning Experience (ALE) credit A course syllabus must be submitted with the
Vocal Music 24
Chairperson or Directorrsquos approval before the course can be registered Those approved as ALE
will be registered as 390490A others will be 390490B1 Course Credit
MUS 395 Internship
An experiential learning experience individually designed for students with a special academic interest
requiring integration of classroom learning with practical experience Includes on-campus seminars with
academic sponsors as well as non-classroom experience One to 3 course credits in one regular term 15
course credits in Summer One Term or 1 to 2 course credits in Summer Two Term may be taken in
Internships Requires the approval of two faculty sponsors and the Program assumes the responsibility for
determining credit allowance The Coordinator of Internships gives final approval for Internship
proposals All Internships meet the Active Learning Experience (ALE) requirement 1 Course Credit
MUS 490A Independent Study
A course initiated directed and organized by the student and the faculty sponsor Course proposals must
meet the guidelines and approval of the Academic Department or Interdisciplinary Program in which the
study will be conducted A detailed information sheet is available in the Student Self-Service room (101
Lincoln) which includes the form to complete if seeking Active Learning Experience (ALE) credit A
course syllabus must be submitted with the Chairperson or Directorrsquos approval before the course can be
registered Those approved as ALE will be registered as 390490A others will be 390490B
1 Course Credit
MUA 105-358 Applied Music
Private lessons are available in Appalachian instruments (folk guitar fiddle banjo) carillon
recorder voice harpsichord piano gospel piano organ guitar and most brass percussion and
wind instruments including baritone French horn trumpet trombone tuba bassoon clarinet
flute oboe and saxophone Classification for credit purposes is established by the teacher at the
beginning of the first semester of study Jury examinations at the end of each semester are
required of all students enrolled in applied music courses except those at the 100 levels Music
majors however must take a jury examination in the major applied music instrument every
semester regardless of classification level Attendance at studio and departmental performance
classes is required 14 credit course (12 hour lesson per week)
12 credit course (1 hour lesson per week)
GENERAL STUDIES COURSES
GSTR 110 Writing Seminar I Critical Thinking
This course is designed to help students with transitions from their past experiences to the
challenges of College academic life and culture also emphasizing writing reasoning and
learning as foundations for continuing academic success in General Education and beyond Each
section of the course involves explicit continuing attention to writing reasoning research and
reflective engagement with various texts written and non-written All sections initially address
with students questions about the nature of education liberal-arts education and links to lifelong
learning and living Offered in multiple sections each year taken in onersquos first regular term
Vocal Music 25
NOTE Effective Fall 2010 transfer students who meet certain criteria may waive this
requirement See General Education Program for details 1 Course Credit
GSTR 210 Writing Seminar II Identity ampDiversity This course is designed to develop and build upon the reasoning writing research and learning
emphases of GSTR 110 while engaging all students on issues close to the historic mission of the
College--race gender Appalachia and class Initially each section explores the story of Berea
including as it relates to the unifying themes of GSTR 210 Each section of the course involves
explicit continuing attention to writing reasoning research and reflective engagement with
various texts including instruction in the processes of producing a research paper Taken in
onersquos second regular term 1 Course Credit
GSTR 310 Understandings of Christianity
This course invites students to imagine and consider Christianity from stances both inside and
outside the faith from the vantage of various disciplines as an instance of the general
phenomenon of religion and as a way of understanding lifersquos purpose and meaning that remains
important for many around the world All sections explore together some historical
understandings of Christianity and then individual sections each explore a selected
contemporary issue in light of historical and biblical perspectives Each section applies and
builds on the reasoning research and writing emphases of GSTR 110 and 210 1 Course Credit
GSTR 332 Scientific Knowledgeamp Inquiry
This course invites students to explore a variety of scientific disciplines in order to understand
what science is does and tells us about the natural world around us Employing an integrative
approach to the natural sciences the course emphasizes the historical development of laws
models and theories as well as basic scientific literacy important to contemporary concerns
Each section of the course includes inquiry-based learning (laboratory) experiences NOTE See
the ―General Education Program section of this publication for an alternate way to meet this
requirement by taking two approved courses at least one of which must be a laboratory course
1 Course Credit
GSTR 410 Senior Seminar-Contemporary Global Issues
As a capstone experience for General Education this course invites students to synthesize and
integrate their learning by using their developing abilities to reason research and communicate
to investigate aspects of a significant issue for the world today Each section explores a topic
determined by the instructors and is structured to model broadly multi-disciplinary approaches
needed to understand complex problems Each section involves faculty working closely with
studentsrsquo independent research leading to presentation of a project to others in the course
1 Course Credit
How are Candidates in Vocal Music Taught Content Teaching Methods
Candidates preparing to teach vocal music participate in a rigorous program that emphasizes from the
beginning the connection between theory and performance of vocal music and the practice of
teaching the content Candidates learn to plan individual and group lessons and practice
Vocal Music 26
implementing their lessons in elementary middle and high schools in the area Both the content
standards and the Kentucky Teacher Standards are carefully woven into the coursework to ensure that
candidates receive the most up-to-date instruction that they develop skills in best practices and that
they develop the dispositions necessary to teach in the most positive and supportive ways possible
TEACHING FOR THE KENTUCKY TEACHER STANDARDS
VOCAL MUSIC CERTIFICATION
The chart below demonstrates where candidates preparing for certification in Vocal Music
encounter the Kentucky Teacher Standards in their coursework and related field
experiences The descriptions below identify the various gradations of emphasis in each
course ranging from not addressed in the class (when the standard does not match the
course content) to demonstration of competency
Score Explanation
Not addressed These standards are not addressed in this course
Foundational The fundamental elements dispositions and skills necessary to engage the concepts at the appropriate
developmental levels are introduced in this course
Supporting Context Although indirect experiences and content that support a rich understanding of the contexts that
support the candidatersquos ability to develop the dispositions skills and practices are provided in this
course
ExpandedDeepened
Understanding and Practice
This level indicates that the standard has been identified as a special focus in the listed class and that
particular attention is paid to the standard in the course content assignments and field placement
experiences
Ready to Student Teach During the pre-professional term experience in the classroom candidates must demonstrate they are
ready to student teach have an understanding of each standard the abilities and skills required to apply
that understanding with others and the dispositions necessary to successfully engage students within
this framework
Competency Demonstrated in
Practice
This level indicates that candidates are expected to demonstrate appropriate developmental
understanding and application of the standards in the student teaching and seminar semester
EDS
150
EDS
349
EDS
355
MUS
326
MUS
342
MUS
335
MUS
337
EDU
330
EDU
481
EDS
482
Standard 1
The Teacher
Demonstrates Applied
Content Knowledge
11
12
13
14
15
Standard 2
The Teacher Designs
and Plans Instruction
21
22
23
24
Vocal Music 27
25
Standard 3
The Teacher Creates and
Maintains a Learning
Environment
31
32
33
34
35
Standard 4
Teacher Implements and
Manages Instruction
41
42
43
44
45
Standard 5
The Teacher Assesses
and Communicates
Learning Results
51
52
53
54
55
56
Standard 6
The Teacher
Demonstrates the
Implementation of
Technology
61
62
63
64
65
Standard 7
Reflects on and
Evaluates Teaching
and Learning
71
72
73
Standard 8
Collaborates with
Colleagues Parents
and Others
81
82
83
84
Standard 9
Evaluates Teaching and
Implements Professional
Development
91
92
93
94
Standard 10
Provides Leadership
within the School
Community and
Profession
101
102
103
104
Vocal Music 28
BEREA COLLEGE
Teacher Education Programs in Music
Vocal Music
NATIONAL ASSOCIATION OF SCHOOLS OF MUSIC
Standards for the Preparation of Teachers of Music
Standards Courses and Experiences
1 Curricular Structure
a Standard Curricular structure content and time requirements shall
enable students to develop the range of knowledge skills and
competencies expected of those holding a professional baccalaureate
degree in music education as indicated below and in Section VIII
b Guidelines (1) Curricula to accomplish this purpose normally adhere to the
following structural guidelines studies in music including basic
musicianship and performance normally comprise at least 50 of the
total program general studies 30-35 and professional education 15-
20
(2) Music education methods courses such as elementary and
secondary methods and supplementary instruments which are primarily
music in content may be counted under the music component
(3) Professional education is defined as those courses normally offered
by the education unit that deal with philosophical and social
foundations of education educational psychology special education
history of education etc
(4) Although student teachers must be supervised by qualified music
personnel from the institution and coordinating schools student
teaching is counted as professional education
The Music Education Program meets this standard by providing
curricula that is at least 50 basic musicianship and performance music
studies close to 35 general studies coursework and at least 15
professional education coursework
The following classes provide music education methods for the
program MUS 326 MUS 342 and MUS 335
Professional education courses include EDS 150 EDS 349 and EDS
330 The student teaching term consists of EDS 481 EDS 482 and
EDS 355
Vocal Music 29
2 Program Content In addition to the common core of musicianship
and general studies the musician electing a career in school-based
teaching must develop competencies in professional education and in
specific areas of musicianship Professional education components
should be dealt with in a practical context relating the learning of
educational principles to the studentrsquos NASM Handbook 2010-11 98
day-by-day work in music Students must be provided opportunities for
various types of observation and teaching
Within the curricular guidelines above attention should be given to
breadth in general studies attitudes relating to human personal
considerations and social economic and cultural components that give
individual communities their identity
Professional education courses apply teaching and learning to practice
in schools through various types of observation class room
participation field work and extended pre-student teaching experiences
EDS 150 EDS 330 EDS 481 EDS 482
MUS 326 MUS 342 and MUS 335
The general studies coursework includes GSTR 110 GSTR 210 GSTR
310 GSTR 332 and GSTR 410 In addition all students are required
to take six perspectives from the following areas arts social science
western history religion African American studies Appalachian
studies womenrsquos studies and international studies Candidates also
take two courses in practical reasoning with one grounded in math or
statistics PEH 100 Wellness and two additional physical education
courses are also required
Throughout the program emphasis is placed on the development of
attitudes related to social economic cultural and racial diversity along
with personal and community identity EDS 349 and EDS 355 also
serve this purpose
3 Desirable Attributes Essential Competencies and Professional
Procedures
a Desirable Attributes The prospective music teacher should have
(1) Personal commitment to the art of music to teaching music as an
element of civilization and to encouraging the artistic and intellectual
development of students plus the ability to fulfill these commitments as
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
Alignment of KERA requirements in the Vocal Music Education Program
The preparation of vocal music teachers is a high value at Berea College We believe the role
music education plays in P-12 schooling cannot be over stated We believe therefore its full and
rich integration into and across content is necessary for an appropriate learning experience
Consequently the three components of the KERA initiatives are tightly woven into our music
education coursework Candidates are introduced to in EDS 150 Introduction to Education The
initiatives are then systematically thoughtfully and consistently included in the professional
education courses as well as the vocal music education courses
C Alignment of ESPB Themes
Diversity
Berearsquos vision that ―God has made of one blood all peoples of the Earth and its unique focus on
providing education to students of economic need provides an important mandate and framework
from which we have created our teacher education program This vision creates an imperative
for us that unifies the issues of honoring diversity and addressing the needs of all students
(closing the achievement gap) All courses provide the perspective that diversity has many
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 44
dimensions and that teachers must address each childrsquos unique identity From this vision we
intentionally nurture dispositions and the consequent skill development enabling our candidates
to reach all students This begins in EDS 150 where we help candidates deconstruct their
existing models of learning and teaching EDS 349 Education and Culture in the United States
and EDS 355 Extended Field Experience Enriching World Vision work together to engage
candidates in a long discussion helping them identify themselves among the broad spectrum of
American cultures and to understand the long and intricately wound history that has gotten each
of us to our unique place in history The culminating experience in EDS 355 is an ―experience in
settings that will challenge them sufficiently to see life through the eyes of those with whom they
will work Students will examine and challenge their beliefs and attitudes about working with
others different from themselves and encouraged to adopt an affirming attitude and disposition
In this course candidates have worked in inner city Baltimore on several different Native
American reservations with local migrant populations and in the Muslim School in Lexington
The Music Education Program addresses diversity appropriately through multiple means Music
majors are a very diverse population within themselves from those whose interests are
Appalachian music African American music Jazz Fusion Western art music and folk music
Our candidates express their interests through multiple mediums including percussion wind
instruments piano various vocal styles and string instruments Placing all these different
candidates together in a learning environment demands the professor to utilize a variety of
teaching methods addressing their various learning styles and personal backgrounds This
diverse approach creates an environment where the candidates learn to connect their perspective
to the course content and their peers and see diversity in places they never before imagined In
every course offered (music theory all ensemble musicology and methods) candidates learn to
increase their awareness and sensitivity of diversity and transfer this to their future teaching
experiences
Assessment
Because music is a collaborative experience music candidates must learn to assess both
individual and group progress This is a complicated process as music assessment is a constantly
occurring experience involving much more performance assessment than other subject areas and
comprised of more aural than written communication Means of assessing include purposeful
listening classroom feed back and written reflection which provides the music student with
diverse perspectives to examine and comprehend While artists tend to strive for ―perfection we
remind our future teachers constantly that it is ―excellence that exists because in performance
art no two performances are alike so one must be able to see multiple versions of excellence
Literacy
Music is all about an intensified communication of ideas therefore literacy plays an important
role for music teachers and students alike Our candidates are required to rewrite music in
scaffolding ways that help children learn to read the music and not simply rely on rote method
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 45
teaching They also create glossaries puzzles and quizzes to go with the childrenrsquos music
supporting and building their vocabulary in engaging ways Candidates are also required to
examine the in-depth theory of music and how this synchronizes innately with the composerrsquos
message and meaning
Achievement Gap
In the same way Bereas vision illuminates our understanding of diversity Bereas Teacher
Education Programs are grounded in a social justice philosophy that informs every programmatic
decision we make and instructional design we create From Bereas founding its faculty has
been mission-bound to erase inequalities between men and women blacks and whites rich and
poor Our current understanding is informed by a broader conception of diversity that motivates
us to examine not only the experiences we design for students but also the outcomes of those
experiences from the perspective that every person should have the same access to all the
benefits of their talent creativity intelligence and effort To this end we incorporate elements
into almost every course explicitly addressing those aspects of childrens experience of school
that create an achievement gap For example EDS 150 moves our candidates away from
typical conceptions of grading and good studentship that alienate children from non-majority
middle class households EDS 349 and EDS 355 ask our candidates to deconstruct their own
experience of school and examine with a compassionate perspective the lived experience of
individuals representing a different economic or cultural perspective All the methods
coursework asks our candidates to address the needs of every individual in the classroommdashgoing
out of their way to communicate with the families of struggling students
In schools music classes provide a safe and engaging place that motivates struggling students to
come to school and to learn Through positive experiences in ensembles students improve their
self-esteem and sense of belonging to a healthy community This leads to enhancement of their
learning in all other subject areas as well Ensemble experiences are uplifting to many challenged
students so our candidates are required to be aware of this connection remaining mindful of the
positive impact on the studentsrsquo overall achievement Music performance is product oriented ndash
requiring a level of excellence by everyone involved each at his or her personal level of
excellence Because it is a collaborative effort there is an acceptance of all involved any student
who signs up auditions for and then participates in an ensemble is an important valuable part
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 46
D Program Faculty
Name
Highest Degree
Field amp
University
Assignment
Indicate the role(s)
of the faculty
member
Faculty
Rank
Scholarship Leadership in Professional
Associations and Service
Relationship to
Institution Unit
Program
Bolster
Stephen
DMA
Literature and
Performance of
Choral Music
University of
Colorado 1990
Boulder CO
MUS 115 MUS 121
MUS 326 MUS 327
MUS 400 MUA
130V-440V
Professor Presentations
Presented lecture demonstrations on Acoustical
Phonetics and Vocevista software to ACDA and
MENC state and regional conferences and to
undergraduate and graduate classes at collegesUniv
in KY (annually)
Professional Associations amp Service
KMEA judge several solo and ensemble
festivals and large ensemble festivals
Co-Conductor of KY 2010 All-Collegiate Choir co-
sponsored by KY-ACDA and KMEA (2010)
Conductor regional rehearsal of All-State TTBB
High School Choir Georgetown Univ (2010)
Institution-FT
Unit-PT
Program-PT
Bullock
Kathy
PhD in Music
Theory
Washington
University
MUS 106 MUS 135
MUS 234 MUS 320
MUS 321 MUS 322
MUS 323 MUA 105-
400 applied lessons
in Gospel Piano
Professor Presentations
Kentucky Humanities Council Speakerrsquos Bureau
Two presentations Singing in the Spirit and African-
American and Appalachian Musical Connections
Fall 2000 ndash present
Go Tell It On The Mountain Voices From Home
Appalshop project (Whitesburg KY) presented in
Cincinnati Ohio April 19 2001
Leadership amp Service
Dr Dee and Friends Washington DC 2002
Musician singer and arranger for cd performer in
live recording
Publications
Biography of Gospel Singer Shirley Caesar
Encyclopedia for African-American Culture and
History Macmillan Publishers Updated article in-
Institution-FT
Unit-PT
Program-PT
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 47
progress (2004)
Art Songs by African-American Composers Work
in-progress Edition compiled transcribed with
performance notes on selected art songs and spirituals
by contemporary African-American composers With
co-editor Dr Donna Cox University of Dayton
(projected completionpublication 2005)
Gospel Music WorkshopsSummer Camps in Ireland
Jamaica Toronto Canada Detroit MI Ashville MA
Southern Vermont Ohio KY MD DC and more
Calkins Mark MM in Voice
Performance and
Pedagogy
University of
Colorado
Boulder 1987
MUS 103MUS 103
MUS 143 MUA 105-
400 MUA 118 MUS
143THR 143
Visiting
Assistant
Professor
of Voice
Scholarship Berneking Fellowship University of Minnesota
Minneapolis 2008-09
Ted amp Roberta Mann Fellowship University of
Minnesota Minneapolis 2005-07
Leadership amp Service
Kentucky NATS Judge
2009 10
Institution-FT
Unit- PT
Program-PT
Clavere
Javier
DMA in Piano
Performance
College-
Conservatory of
Music
University of
Cincinnati 2010
MUS 100 MUS 216
MUS 220 MUS 222
MUS 340P MUS
341 MUS 350P
MUS 351P MUA
105-applied lesson in
piano
Assistant
Professor
Presentations
Piano Master Classes School of Music-James
Madison University VA
Piano Master Classes School of Music-Brigham
Young University UT
Piano Master Classes UMTA-Provo Chapter UT
Publications
―Face to Face with Orchestra and Chorus A
Handbook for Choral Conductors 2nd
ed edicted by
Don V Moses et al Review Music Research
Forum Vol 20 2005
―The Paradigm Shift Theory Sacred Signs and
Worship systems Paper presented at the 32nd
Annual Meeting of the Semiotic Society of America
New Orleans 2007 To be printed in the 2007
Semiotic Society Proceedings-finalist 2007 Kevelson
young Scholar Award
―Parody and Irony Ethos in La Pasiὸn segύn San
Institution-FT
Unit-PT
Program-PT
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 48
marcos by Osvaldo Golijov Paper presented at the
2008 annual Meeting of Music Theory Midwest
University of Bowling Green OH
Hedger John Master of Music
in Music
Compostition
University of
Kentucky 1995
MUA 105-400-
applied lessons in
classical guitar
Instructor Scholarship
1980 Kentucky Clifford Shaw Composers Award
for Four Shakespeare Songs
1987 First Place in Toronto Guitar Societys
International Quest For New
Music Procan award for Variations and Fantasia on a
Theme by John Dowland
Professional Associations Leadership amp Service
February 2000 Solo recital at Transylvania University
and Berea College performed on lute and guitar
May 2001 Duo lute recital at Centre College
performed with Rodney Stuckey
February 2002 Participation in a group Faculty recital
at Berea College
November 2003 Participation in a group Faculty
recital at Berea College
Institution-PT
Unit-PT
Program-PT
Jones Coletta
M
Masters of Music
Education
Eastern Ky
University
Richmond KY
MUS 335 MUS 326
MUS 221 MUS 223
MUS 130C MUA
103P
Full-time
Adjunct
Instructor
Presentations
Presentation 2011 KMEA conference Recording the
Perfect Audition in collaboration with Dr Sue E
Crumpler
Presentation 2010 CMENC conference Dulcimer
Do Re Mi Teaching dulcimer and music literacy in
the elementary grades
Motivational Speaker 2010 WeJoySing preschool
education retreat seminar Life and Educaion are
Intertwined
Research Presentation 2010 KMEA conference The
Soundtrack Project using music to increase reading
engagement and comprehension
Leadership amp Service
2006 - 2008 KMEA Board of Directors General
Institution-FT
Unit-PT
Program-PT
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 49
Music 6 - 12 Chair
2002 Excellence in Education Award in Middle
School Teaching
24 years of successful music teaching in K-9 private
and public school systems prior to teaching college
Certifications
Tennessee Orff Schulwerk Music Education
Methodology Level 1
Kentucky Orff Schulwerk Music Education
Methodology Levels 2 amp 3
Kodaacutely Music Education
Methodology Level 1
Experience
Chorus and music classes K-8 6 years
Director of musicals grade 4 6 years
Middle School chorus amp music 9 years
Kramer
Atossa
MM in Clarinet
Performance
MUS 118 MUS 120
MUS 121 MUS 130
MUS 224 MUS 312
MUS 313
Private instruction in
clarinet recorder amp
piano
Lecturer Professional Associations
2003 OnCourse level 1 ndash Dr Skip Downing
1992 Institute for Music Theory Pedagogy ndash The
College Music Society
Institution-PT
Unit-PT
Program-PT
Rhodes Ann DMA in Vocal
Performance
West Virginia
University
MUS 330 MUS 331
MUS 342V MUS
352 MUS 400 MUS
105-400-applied
lessons in voice
Chair of Music
Department
Associate
Professor
Publications
StudentFaculty Grant Appalachian College
Association Summer 1999 Created Web Page and
bibliography Published
wwwBereaeduMUSSolbergHomehtml
StudentFaculty Grant Appalachian College
Association Summer 1997 Revised and expanded
bibliography based on Doctoral research Published
Institution-FT
Unit-PT
Program-PT
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 50
wwwBereaeduMUSSolbergSolbergHomehtml
Leadership amp Service St Michaelrsquos Episcopal Church March 8 2003
March 24 2001February 2000 October 2000
Northern Kentucky University October 1998
October 1997 October 1996 Performance
Workshop for Studio of Gayle Sheard Grout
Saderholm
Jon
PhD in
Curriculum and
Instruction
University of
Louisville
EDS 215 EDS 249
EDS 332 EDS 325
EDS 385 EDS 485
EDS 481 EDS 482
GSTR 332
Assistant
Professor
Publications
Starnes B Saderholm J amp Webb A (2010) A
community of teachers Phi Delta Kappan 92(2) 14-
18
Saderholm J Ronau R N Brown E T amp Collins
G (2010) Validation of the Diagnostic Teacher
Assessment of Mathematics and Science (DTAMS)
instrument School Science and Mathematics Journal
110(4) 180-192
Saderholm JC amp Tretter T R (2008)
Identification of the most critical content knowledge
base for middle school science teachers Journal of
Science Teacher Education 19(3) 269-283
Institution-FT
Unit-PT
Program- PT
Starnes
Bobby Ann
EdD in
Teaching
Curriculum and
Learning
Environments
Harvard
Graduate School
of Education
EDS 150 EDS 335
Education Studies
Chair
Professor Publications
―Thoughts on Teaching On Angry Mobs Converts
and the Man of Steel Phi Delta Kappan Vol 92
No 5 (February 2011)
Starnes Bobby Ann Jon Saderholm and Althea
Webb 2010
―A Community of Teachers Phi Delta Kappan Vol
92 No 1 (October 2010) pp 14-18
―Thoughts on Teaching Rethinking Diversity Phi
Delta Kappan Vol 92 No 1 (September 2010) pp
74-75
Starnes Bobby Ann Denise Juneau and Mandy
Broaddas (eds) 2006 Special Issue Phi Delta Kappan
Institution- FT
Unit-FT
Program-PT
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 51
―Indian Education for All A Vision for a Democratic
Future (Eds)
Service
Consultant Developing Historically Accurate
Teaching Materials (August 2008-2010) Standing
Rock Reservation North and South Dakota
Certifications
Ohio Grades 1-8 Certification Kindergarten
Certification Reading Specialist Certification
Montana k-5 certification
Experience
Reading Specialist 3 years (grades 1-5 2 years
grades 7-9 1 year)
Elementary 4 years
Middle School 6 years
Multiage Non-Graded 9 years
Early Childhood-3 years
Independent School FounderAdministrator 9 years
Early Childhood Director 3 years
Stevens
Dwana
MM in Flute
Performance
University of
Kentucky 1982
MUA 105-400-
applied lessons in
flute amp saxophone
Lecturer Professional Associations
Lexington Community Orchestra 1998-present
First Christian Church Choir Director 1994-present
Leadership amp Service
Instrumental Music Teacher Fayette Co Schools-
School for the Creative and Performing Arts in
Lexington KY 1990-1993
Institution-PT
Unit-PT
Program-PT
Turner
Charles
DMA in music
(Tuba)
Performance and
Brass Instrument
Pedagogy
University of
North Carolina-
Greensboro
MUS 115 MUS 132
MUS 222 MUS 328
MUS 329 MUS 336
Applied Brass
Instruments-Private
Lessons
Associate
Professor
Leadership Board of Directors of Kentucky Music Educators
Association
Faculty Coordinator of Kentucky Intercollegiate Band
(MENC)
Conducted a performance at the International Music
Festival ndash Honolulu Hawaii
Two original transcriptions for winds performed and
Institution-FT
Unit-PT
Program-PT
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 52
peer reviewed
Commissioned two original compositions ndash Pivot for
Wind Ensemble by Robin Cox
of California Institute of the Arts and White Noise by
Ralph Hultgren of Australia
for the Kentucky Intercollegiate Band
URCPP Grants for faculty-student research three
projects
John Philip Sousa Bibliography 2004
Production and performance of a
AfricanLatin influenced Jazz Album 2008
Edited chamber brass music and pedagogical
texts of 19th
-Century Parisian composer and
pedagogue Jean Baptiste Schiltz 2011
Certifications
Kentucky Music P-12
North Carolina Music P-12
Experience
Middle School Band 6 years
High School Band 9 years
AP Music Theory 6 years
Elementary Strings 4 years
Webb Althea PhD in Higher
Education
University of
Kentucky
Lexington KY
EDS 227 EDS 349
EDS 355
Assistant
Professor Publications
―A Community of Teachers Bobby Starnes Jon
Saderholm and Althea Webb Phi Delta Kappan
92(2) 2010
Presentations
―Reflecting on Dispositions Berea Collegersquos
Identification Implementation and Assessment of
Teacher Dispositions Dispositions A Decade of
Progress Symposium Northern Kentucky Newport
Kentucky November 2010
Institution-FT
Unit-FT
Program-PT
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 53
―Called to Teach Multiculturally Responsive
Teaching at Christian Colleges
panelists Alison Jackson Tabor Georgetown College
and Althea Webb National
Association of Multicultural Educators Conference
Las Vegas Nevada November 2010
―Preparing Teachers to Teach in a Diverse World A
Winning Education Challenging
Racism with Community Alliances invited panelist
Jacqueline Burnside Kennaria Brown
Althea Webb Donald Smith Loretto Motherhouse
Nerinx Kentucky July 2010
Service
Ad Hoc Reviewer for The Griot The Journal of
African American Studies January 2011
Ad Hoc Reviewer for Youth and Society March 2010
White Al BA in
Philosophy
Berea College
MUA 105-400 MUS
130J MUS 130F
Lecturer Leadership amp Service
1992-2004 Musician Berea College Country Dancers
(Performed with group on many domestic and foreign
tours including tours to Denmark Sweden England
Wales Italy El Salvador Guatemala and Honduras
1992-2004 Musician Berea Festival Dancers
(performed with group on tours to Western US
Denmark England Scotland and Ireland)
Publications ―Yesterdayrsquos Noodles (a self-published book of
original fiddle tunes) 1995
Institution-PT
Unit-PT
Program-PT
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 54
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 55
E Curriculum Sheet Requirements BEREA COLLEGE
BACHELOR OF ARTS
Music Education
Vocal Music Certification All Grade Levels
STUDENT CURRICULUM CONTRACT
Name___________________________________ Student ID Number _______________ CPO________
Number of terms at Berea (including present term) ______ Are you a transfer candidate _______
Purpose The Curriculum Contract serves as the basis for advising candidates who are pursuing a program of study
leading to teaching certification The Contract includes checklists of Requirements for Admission to the Teacher
Education Program and to the Student Teaching term Candidates enrolled in EDS 150 will be assigned an
Education Advisor with whom they will consult and jointly review the expectations outlined below While the
candidate is enrolled in EDS 150 heshe and the Education Advisor will sign the Contract and the candidate will
turn in the original Contract together with the signed Kentucky Code of Ethics to the Education Studies
Department office after making a copy of both documents for hisher own reference
Commitments and Values The Teacher Education Program at Berea College is based on a set of values and
commitments that we believe provide an essential moral basis for good teaching in any setting We will expect to
see these values and commitments reflected in each teacher education candidate
Teachers should be committed to the value of all individuals as unique responsible and worthy human beings
Teachers should be committed to the intellectual social emotional artistic and moral growth of all learners
Teachers should be committed to the worth of knowledge and to the value of all ideas as worthy of consideration and reflection
Teachers should be committed to the role of inquiry and to reasoned discourse in the search for truth and wisdom
Teachers should be committed to the understanding and value of discursive practices that construct meaning from culturally diverse perspectives especially with respect to the articulation of pedagogies and school culture
Teachers should be committed to the value of judicious and compassionate action in relationships with other human beings and with the environment
Teachers should be committed to an ethic of service through teaching that extends beyond the classroom
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 56
Performance Goals To prepare educators whose teaching will reflect a shared holding of these values and
commitments we have developed seven performance goals to guide Berea Colleges Teacher Education Programs
These goals are
1) As people who have found joy in life learning and teaching and who trust in the power of human relationships to call forth inner strengths teachers strive to relate to their students in ways that free both teacher and learner to engage in joyful responsible and disciplined inquiry into the workings and possibilities of our world
2) As people who value difference in human interactions ideas and nature who understand that identity is shaped by diversity experiences and environment and who recognize that we must all work together to build a more just society teachers create learning environments based on democratic principles which ensure that multiple perspectives are valued and considered and which encourage students to speak from their own diverse experiences to give value to those expressions to explore their own diversity and to bring those experiences to the broader community
3) As people who appreciate the interconnectedness and interdependence of our world teachers seek to add depth and breadth to their general knowledge as well as in-depth understandings of the content they teach These teachers provide experiences that allow learners to recognize and value the interconnections that emerge as they explore their unfolding world
4) As people who have experienced the power and beauty of creating their own knowledge and constructing their own understandings and who are committed to enabling their students to share this experience teachers create dynamic learning environments providing both direct and vicarious experiences oriented around student interest and characterized by active inquiry liberal use of time self-correction and engagement with others
5) As people who see the promise in every person and believe that individuals have the ability and duty to create a more just society teachers attend to each and every student by planning implementing and assessing meaningful learning experiences and systematically engage in critical reflection and self correction
6) As people who understand and appreciate the capacity of toolsmdashinformational technological physical and intellectualmdashto extend the reach and enhance the quality of work to be done teachers incorporate appropriate tools into their own work-lives and integrate their use into the instructional environments they create with learners
7) As people who are committed to thinking together with others in the search for truth wisdom and beauty teachers create learning communities grounded in inquiry where students come to understand the critical role of communication in inquiry and where they feel the confidence that grows with the development of their ability to participate in a community of inquiry
Requirements for Admission to the Teacher Education Program
NOTE Candidates for admission to the Teacher Education Program will apply in their Declaration of Major term
Typically this will occur between the 4th
and 6th
term of college
Criteria for Admission to the Teacher Education Program (TEP)
___Demonstrate a commitment to high standards of academic effort and achievement and a minimum 25
overall GPA
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 57
___Earn no grade lower than a C in major andor certification field collateral academic specialization (5-9)
and Education Studies courses with at least a B- in EDS 150 and EDS 227 228 or in the case of Physical
Education and Music an appropriate equivalent
___Submit a satisfactory Education Written Assessment which represents the candidate as an individual
who intends to become a teacher and complete a timely and satisfactory conference with candidatersquos
Education Advisor to discuss the written assessment
___Submit the following required forms Application to TEP Health and Character Profile Student
Curriculum Contract signed commitment to abide by the Kentucky Education Professional Standards
Boardrsquos Code of Ethics for Kentucky Educators and show no evidence of willful failure to maintain that
commitment and three waivers
___Demonstrate appropriate qualities of judgment disposition and temperament in classroom and field
settings together with a genuine commitment to children to teaching and to learning
___Show no evidence or history of physical or psychological impairments that would preclude teaching
success no record of felonies or serious misdemeanors no history of nor existing problem with
substance abuse or chemical dependency
___Exhibit proficiency in communication in all areas essential to teaching as displayed in classes course
work written statements and interviews (Candidatesrsquo speaking listening reading and writing skills
are essential considerations in the Education Studies Department recommendation)
___Attain clearance that the candidate is not on academic labor or social probation
___Receive a favorable recommendation from the Education Studies Department For students seeking
certification in Physical Education and Music a recommendation from those departments is also
required
Additional specific expectations are embodied in the requirements of the TEP Education Written Assessment and
the description of required courses in the candidatersquos Curriculum Guide for each major with teacher certifications
Retention in the Teacher Education Program Retention in the program requires that candidates continue to abide
by the Code of Ethics that they demonstrate commitment to academic excellence that they maintain grades and
grade point standing no less than the level required for admission to the Student Teaching Term that they
continue to acquire evidence of ongoing substantive experiences with children of the age for which they are
preparing to teach that they continue to evidence the values and commitments undergirding the Berea College
Teacher Education Program that they demonstrate continued growth in oral and written communication skills
and that they maintain physical and psychological health necessary for teaching success
Requirements for Admission to Student Teaching
Stage I Due at submission of portfolio in the eighth (8th
) term (spring semester)
___ Admission to the Teacher Education Program and continued meeting of all requirements for admission and retention in the TEP
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 58
___ Demonstration of commitment to high standards of academic effort and achievement with attainment of a minimum grade-point standing of 250 in major collateral specialization and Education Studies courses and overall
___ Demonstration of moral social and ethical behavior consistent with the values and commitments of Bereas Teacher Education Program and with the Kentucky Education Professional Standard Boards Code of Ethics
___ Satisfactory Student Teaching Portfolio for the major teaching field in which certification is sought submitted to the Education Advisor by the date specified (See Student Teaching Portfolio Guidelines for each specific certification area and Portfolio Rubric for Admission to the Student Teaching Term)
___ A favorable recommendation from the classroom teacher with whom candidate worked during pre-
professional placement (To be placed in Education Portfolio)
___ Favorable recommendations from a) Education Studies Department b) the Education Advisor in the
secondary department c) the Berea College Labor and Student Life Office
___ Completion of application materials by the dates required
Stage II Must be completed prior to the start of the ninth (9th
) term (Student Teaching term)
___ Grade of ldquoBrdquo or above in each EDS course taken in the pre-professional semester
___ Submit evidence of taken the Praxis content test(s) and Principles of Learning and Teaching(PLT) test
___ Verification of a current medical examination including a negative tuberculosis test
___ Criminal Background Check clearance (national and state checks initiated by mid-may through assigned student teaching placement)
Criteria for Recommendation for Certification
___ Favorable recommendations from cooperating teachers and College supervisor(s) based upon performance in meeting the Kentucky Teacher Standards and Berea Collegersquos Teacher Education Program Goals
___ Favorable recommendation from the Education Studies Department based upon the candidatersquos reflection of the values and commitments which underlie Berea Collegersquos Teacher Education Program and adherence to Kentuckyrsquos Code of Ethics
___A passing score on the appropriate Praxis II content test(s) and Principles of Learning and Teaching (PLT)
test required for certification certification test requirements are subject to change Before registering for any
PRAXIS tests please refer to the Kentucky Education Professional Standards Board (EPSB) website at
wwwepsbkygov for current requirements
___ No grade lower than a B in any Student Teaching course
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher
6 International (two courses either in area 6A or area 6B)
A) Same Non-English Language _________ _____ _____
Same Non-English Language _________ _____ _____
(one course may be waived by placement exam)
OR
B) World Culture (Non-western) _______ _____ _____
World Culture (Westernnon-western)____ _____ _____
Active Learning Experience (ALE)
An approved experience taken for credit or as noncredit
______ ____ _______________________ _____ _____
aMay be waived on basis of test scores
bTransfer students might waive GSTR 110 if they took
College Composition as a degree-seeking student at another
college AND earned a grade of B or higher
MAJOR COURSES
Core Courses Term Credit
Theory Skills
MUS 220 Materials of Music I _____ 5
MUS 221 Aural Harmony I _____ 5
MUS 222 Materials of Music II _____ 5
MUS 223 Aural Harmony II _____ 5
MUS 320 Materials of Music III _____ 5
MUS 322 Materials of Music IV _____ 5
MUS 321 Aural amp Kybd Har III _____ 5
MUS 323 Aural amp Keyboard Har IV _____ 5
History and Literature
MUS 115 Intro to Music Literature _____ 1
MUS 330 Music History I _____ 1
MUS 331 Music History II _____ 1
Applied Music (major instrument and keyboard)mdasha minimum of
four (4) course credits required must meet the repertoire
Level 6 proficiency requirements in each instrument
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
Vocal Music 63
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MU__ ____ _____________________ _____ _____
MUS 100 Class Piano (optional) _____ 25
MUS 102 Class Recorder (optional) _____ 25
MUS 103 Class Voice (optional) _____ 25
Participation in Concert Choir required for each term of
enrollment with the exception of the Student Teaching Term
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
MUS 131 Concert Choir _____ 25
cMusic Education students should take MUS 106 World Music
or other approved course that focuses on non-Western
music
(continued on next page)
BA in MUSIC EDUCATION ndash VOCAL EMPHASIS (continued)
Vocal Emphasis Concentration contrsquod
MUS 326 Vocal Methods _____ 1
MUS 335 MatMethods of Elem Music _____ 1
MUS 337 Conducting _____ 1
MUS 342 Vocal Pedagogy amp Diction _____ 1
Education Studies Courses (count outside the major)
EDS 150 Introduction to Education _____ 1
EDS 330 Extended School Experience _____ 1
EDS 349 Education and Culture in the United States _____ 1
EDS 355 Extended Field Experience Enriching World Visions
OR an approved MUS alternative _____ 1
Professional Terms (count outside the major)
EDS 481 Student Teaching Seminar _____ 1e
EDS 482 Student Teaching
Vocal Music 64
(P-12 5-12 8-12) _____ 3e
ELECTIVES (count in 20 credits outside the major
unless course is in the MUS rubric)
Dept amp No Title Term Credit
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
__________ _______________________ _____ _____
d Offered Fall Term only must be taken in ninth term Note All Music Education majors are required to accomplish the following before admission to the
Professional Term
1 Meet repertoire Level 6 proficiency requirements in keyboard and on the major instrument
2 Perform in a public or studio recital in both a keyboard and non-keyboard medium
3 Pass a keyboard proficiency examination
4 Pass a Level 2 sight-singing proficiency examination
Vocal Music 59
___ Satisfactory Eligibility Portfolio demonstrating competency in each field in which certification is sought which meets all Kentucky Teacher Standards
___ Completion of application for certification and related materials
Statement of Contractual Agreement
I have discussed with my Education Advisor all of the prerequisites and conditions required for admission
to the Teacher Education Program at Berea College and for admission to the Student Teaching term I
understand the academic and professional experiences necessary for the recommendation for teaching
certification in Kentucky I am aware of the demands of the teaching field that I wish to enter and of the
increasing complexity of the teaching profession today I fully understand the expectations for class work for
continuous and substantive experiences working with young people of the age I wish to teach and for the need
to develop in portfolio form satisfactory evidence of my developing abilities as a teacher