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F eatured N ew r eleases • F or a ll e ducators
Training for, Obtaining, and Succeeding in Applied Music Positions
Scott C. Watson Jerry A. Young
Drawn from the authors’ combined eighty years of experience in higher education and their mentorship of young colleagues, this book is a needed and comprehensive guide to thriving as an applied studio faculty member at the collegiate level. A Practical Guide to Studio Teaching in Higher Education covers all relevant topics, including:
• An overview of higher education settings • How to apply for applied music positions • Preparing for a successful job interview • The basics of studio operations • Best practices in teaching • Recruitment • Legal and ethical expectations
The broad range of information and ideas in this book lay the foundation for a career in studio teaching both in terms of artistic and academic preparation, with the goal of helping the next generation of applied music teachers achieve their professional goals and career aspirations.
“Your chapters on how to set up the studio, how to develop a philosophy of teaching, and successful approaches to studio teaching are invaluable. Discussion about the probationary period and how to prepare for evaluation really hit the mark. What may be the most helpful part of the book are the appendices. Providing samples of successful application materials as well as other letters are so helpful. I also like the sample jury sheet and advising log. . . . If I were still dean, I would purchase your book for every new hire teaching private studio lessons.”
Art Ostrander Dean Emeritus Ithaca College School of Music
Scott C. Watson is Professor of Music at the University of Kansas. A member of the faculty since 1981, he has served for many years as Division Director of the Division of Brass and Percussion. His teaching assignments have included such diverse topics as brass methods, brass pedagogy, music appreciation, chamber music coaching, and orchestral repertoire.
Dr. Jerry A. Young is Professor Emeritus of Music at the University of Wisconsin–Eau Claire. He formerly taught at the University of Central Missouri, the University of Illinois, and in the public schools of Arkansas. From 1983 to 1993 he was a member of the music faculty of the Interlochen Arts Camp and is currently an adjunct instructor at Northwestern Michigan College and at the Interlochen Arts Academy.
G-10487 Perfect-Bound, 362 pages . . . . . . . . . . . . . . . . . . . . . . . . . $34 .95
F or a ll e ducators • F eatured N ew r eleases
A Handbook for Charter School Music Educators
David M. Hedgecoth
The environment, resources, and expectations for teaching music in charter schools often differ from traditional public schools, but the teacher’s mission remains the same: to provide quality music education for all students.
This concise handbook, written by David M. Hedgecoth of The Ohio State University, offers practical tools and information for music educators who accept charter positions and are tasked with beginning or sustaining a music program at their school.
In Part I, Hedgecoth answers more than two dozen critical questions about charter schools, addressing everything from class size, scheduling, funding, and performance expectations to nonprofit status, assessment, school culture, and working with administration. He also provides a brief history of charter schools, defines essential vocabulary, and offers tips for first-year teachers.
In Part II, Hedgecoth highlights pertinent charter legislation, which varies greatly from state to state. In clear language, he reviews key elements of each state’s charter law and provides links to additional information and resources for music teachers. A Handbook for Charter School Music Educators is essential reference material for any music educator or administrator looking to deliver quality music instruction to charter school students.
David Hedgecoth is Associate Professor of Music Education as well as Associate Director and Chair of Undergraduate Studies at The Ohio State University School of Music. He leads courses in graduate and undergraduate methods and conducts the Collegiate Winds. His research interests include charter schools, educational policy and change, and international education, and his research has been published in the Music Educators Journal, Research and Issues in Music Education, Arts Education Policy Review, Philosophy of Music Education Review, Contributions to Music Education, TRIAD, and Southwestern Musician.
