CHOOSING A GRADUATE PROGRAM IN MUSIC EDUCATION: ADVICE FROM CURRENT STUDENTS Marsha Croskey Kincade, Adrienne Bedell, Jason Falkofsky, Dennis P. Giotta, Bethany Nickel, Allison M. Paetz A graduate degree in music education is a marvelous way to take a tangible step toward specific career goals or to enhance teaching and musicianship skills. Graduate programs are structured differently than undergraduate programs and provide a variety of options. Deciding if and where to apply can seem overwhelming. This choice deserves careful consideration because completing a degree requires a substantial investment of time and financial resources. Through considering a few key factors, music teachers can identify graduate programs that best fit their objectives. First, the decision to return to school should start with identifying the reasons for continuing education. For example, is it to satisfy license renewal requirements, enhance performance, improve teaching skills, focus on research, prepare for teaching in higher education, or something else? Assessing current situations such as individual preferences of employment, lifestyle, location, or familial obligations often factor in decision making. For example, consider asking the following questions before considering graduate school: • Am I happy where I am? • Would a graduate degree enhance my employment opportunities? • Is a graduate degree financially feasible? • Do I have support structures in place to make this move?
Questions like these will be specific to your situation. Meet with a mentor or someone who is trustworthy, neutral, or went through something similar. If this decision depends on another’s support, communicate your ideas with them. Share your situation with a community and weigh the pros and cons as they apply to you. Second, after deciding to pursue a graduate degree, investigate what programs have to offer. While these types of programs might have separate focuses, they typically share similar types of requirements such as theory, history, and philosophy courses. Some might have a strong research aspect while others may focus on practice-based experiences. In a graduate practitioner-focused program, the coursework might involve more focus on musicianship skills, rehearsal techniques, repertoire selection, conducting, and more. Those interested in examining the field of music education holistically or who would like to teach in higher education may consider a research-focused program in which they might be expected to write original research, present at research conferences, and teach undergraduate music education courses. More time will be devoted to learning to read, interpret, and write music education research. In addition to program offerings, it is worth considering the specific faculty involved with a program. The opportunity to build productive mentoring relationships with faculty can be an APRIL/MAY 2021 | 41
