A music educator's responsibilities include content knowledge, performance skills, historical and culture context, aesthetic valuing and social skills. Each educator uses his or her performance area as a medium through which to teach music to students. Music educators should be multifunctional. The teacher education program must provide resources and a well-designed curriculum to prepare the music educator to successfully enter beginning practice.
This research will investigate the current university curriculum in music education programs in California and Taiwan, presenting the different requirements and procedures to educate a future music teacher followed by an analysis and discussion of the value of these programs. Three universities in southern California: California State University, Long Beach (CSULB), University of Southern California (USC), Chapman University, and two universities in Taiwan: Taipei Municipal University of Education (TMUE) and Fu-Jen Catholic University will be reviewed in this study.
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 50/03M, Masters Abstracts International|
|Subjects:||Music education, Elementary education|
Copyright in each Dissertation and Thesis is retained by the author. All Rights Reserved
The supplemental file or files you are about to download were provided to ProQuest by the author as part of a
dissertation or thesis. The supplemental files are provided "AS IS" without warranty. ProQuest is not responsible for the
content, format or impact on the supplemental file(s) on our system. in some cases, the file type may be unknown or
may be a .exe file. We recommend caution as you open such files.
Copyright of the original materials contained in the supplemental file is retained by the author and your access to the
supplemental files is subject to the ProQuest Terms and Conditions of use.
Depending on the size of the file(s) you are downloading, the system may take some time to download them. Please be