CHOOSING A GRADUATE PROGRAM IN MUSIC EDUCATION: ADVICE FROM CURRENT STUDENTS

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 important aspect of graduate school. Graduate students work closely with professors as teaching and research assistants. Mentoring relationships developed during this time can last long after graduation. Considerations for finding potential faculty mentors include:

• Should I continue growing with faculty I know from previous degrees, or should I pursue new points of view?

• Are there specific individuals who have been recommended or who I admire?

• Is there longevity among the faculty at my potential university, or will new hires, sabbaticals, and retirements disrupt my degree plan?

Graduate programs are often at least partially focused on research, so it may be beneficial to take the faculty’s research interests into account. A faculty member with similar academic interests can provide guidance on setting up productive research studies and finding related conferences to build your experience. However, graduate students will explore a wide variety of research topics, so a clear match of research interests is not always necessary.

Lastly, visiting campus and meeting faculty and students is an essential part of selecting an in-person graduate program. If a formal meeting is not an option, even a quick chat is better than reading a bio on a website. Talking to faculty is also a chance to make an impression while in the process of applying. Come prepared with specific questions about the program’s academic requirements. If you have experience to bring to the program, find out what opportunities exist to help build on your strengths. Talk to current graduate students about what their daily lives are like, what challenges they have faced, or their favorite parts of the program. Exploring buildings, resources, and common spaces is another way to get a sense of the school. Each of these elements can enliven a sense of the overall campus community.

After considering the above factors, making the final decision on where to apply and enroll in a program of study may still present challenges. Family responsibilities, current employment, personal financial situation, amount of aid offered by an institution, university location, and program acceptance rate may limit available options. Concessions may be necessary to balance goals and ideals with practical implications. However difficult certain choices may be, there is an element of gratification to be gained from such a thorough and thoughtful deliberation process, along with a greater appreciation for the program which you ultimately choose.

The field of music education is broad, and any accredited program should afford you opportunities and flexibility to explore many facets of the profession. Some of these opportunities may align with your interests or affirm your current practices, while others may challenge or expand your notions of music teaching and learning. Perhaps it is the latter you will find most beneficial to bettering your teaching knowledge and skills. No matter your final choice, opportunities for professional and personal growth will be present.

Everyone’s graduate school experience is different. The areas highlighted above for consideration are just the first meaningful steps toward the goal of completing a graduate degree. The process of choosing a graduate program and completing a degree can be rewarding, meaningful additions to your professional life. Investing time and energy early on in the process can help ensure the greatest return on your efforts.

Marsha Croskey Kincade is an instrumental music educator who teaches at The Music Settlement in Cleveland, Ohio. Currently, she is a doctoral candidate in music education at Case Western Reserve University and holds a Bachelor of Music in music education from Youngstown State University and a Master of Music in music education from Bowling Green State University. She has also taught in public schools in Maryland and Virginia.

Adrienne Bedell is a current PhD student in Music Education at Case Western Reserve University specializing in public policy. Adrienne’s music education career began in New York City where she taught instrumental lessons and music technology courses for local nonprofit programs based in the city that provided art and music education to children and teens within homeless shelters, alternative to incarceration programs, and partnering youth agencies. Her research interests include trauma-informed and asset-informed pedagogy, music education policy and reform, in addition to informal learning opportunities within school systems and nonprofit organizations.

Jason Falkofsky is a doctoral candidate in Music Education at Case Western Reserve University. He has experience conducting choral ensembles of all levels, from elementary through adult, and is an active music theatre pedagogue. Jason holds degrees in Music Education from Kent State and Baldwin Wallace University.

Dennis Giotta is pursuing a PhD in Music Education at Case Western Reserve University and is a music teacher in Apple Creek, OH where he teaches band, music technology, and songwriting. Dennis completed degrees at Case Western Reserve University and the University of Cincinnati College-Conservatory of Music. Dennis’ research interests include: Non-traditional music offerings, informal learning practices, and critical examination of the curriculum.

Bethany Nickel is currently pursuing a PhD in Music Education at Case Western Reserve University, where she serves as a research and teaching assistant. She holds a Masters in Music Education from University of Colorado Boulder and a Bachelors in Music Education from University of North Texas. Bethany has taught middle and high school band, guitar, and music technology in Kansas, Colorado, and Ecuador.

Allison Paetz is a PhD student in Music Education at Case Western Reserve University and teaches music and research at Rocky River High School in Rocky River, OH. Allison holds a Masters in Music Education from Michigan State University and undergraduate degrees in Music Performance and Music Education from Case Western Reserve University. She has taught choral and general music at the elementary and secondary level and her research interests include music teacher identity, secondary choral music education, and equity in music education.