Doctorate in Music Education: Requirements and Pathways

A Doctor of Philosophy (Ph.D.) in Music Education is a terminal degree designed to prepare individuals for leadership roles in the field, particularly in higher education. These roles can include positions as music education teacher/researchers, ensemble conductors with a strong commitment to music education teaching and research, or master teachers or music supervisors in the K-12 system. This article explores the requirements, curriculum, and specializations associated with a Ph.D. in Music Education.

Admission Requirements

Admission to a Ph.D. program in Music Education is highly selective and generally requires a strong foundation in music, successful teaching experience, intellectual capacity, and leadership potential. Specific requirements typically include:

Academic Credentials: A bachelor's or master's degree in music education is generally required.
Teaching Experience: Many programs require applicants to be certified music teachers with at least three years of school teaching experience, or present evidence of equivalent experiences.
Transcripts: Submission of college transcripts.
Standardized Tests: International students may need to submit TOEFL scores.
Letters of Recommendation: Strong letters of recommendation from individuals who can attest to the applicant's musical abilities, teaching experience, and research potential.
Curriculum Vitae: A detailed CV outlining the applicant's education, teaching experience, publications, presentations, and other relevant accomplishments.
Statement of Purpose: A formal statement outlining the applicant's research interests, career goals, and reasons for pursuing a Ph.D. in Music Education.
Writing Sample: A sample of the applicant's scholarly writing, such as a research paper or thesis chapter.
Interview/Audition: An interview with music education faculty, either in person or via video conferencing. Depending on their interest and specialty areas, applicants may be required to audition for conducting or applied music faculty.

Curriculum Overview

The Ph.D. in Music Education typically requires a significant number of credit hours beyond the bachelor's degree. The specific coursework is often planned by the doctoral student and a doctoral committee to meet the student’s individual needs and future goals. For instance, one program requires 72 hours beyond the bachelor’s degree. The committee is usually chaired by a music education faculty member who is a member of the Doctoral Faculty. A grade of B- or better is required in all courses used to fulfill requirements for the degree.

Core Areas of Study

Doctoral students must complete a minimum number of coursework in areas other than those in the Music and Music Education Program. To ensure breadth in professional background, coursework should result in competency in the following four broad areas: (1) Pedagogy, (2) Research, (3) Musicianship/Music Performance.

Coursework Components

Coursework for a Ph.D. in Music Education commonly includes the following components:

Major Coursework: Study the fundamental principles of human learning and behavior as applied to all aspects of musical activity.
Supporting Coursework: Students choose one to two support areas, one in music and an optional second area in a related field. The support-area courses are not prescribed, but are selected in consultation with a faculty member in that area, who often serves as a doctoral committee member.
Research Methods: A significant portion of the curriculum is dedicated to research methods, including both quantitative and qualitative approaches. Students are expected to develop the ability to translate research findings to classroom applications and ultimately achieve independence as a researcher.
Music Education Core: Paradigms and Processes of Research in Music Education; Philosophical Bases of Music Education; Curriculum Development in Education; Qualitative Research in Music Education; Quantitative Research in Music Education.
Music Education Electives: Selected Topics in Music Education; World Music Pedagogy; Psychology of Music Teaching & Learning; Selected Topics Community Music; Music in Higher Education.
Cognate Courses: Courses in related fields such as communication sciences, gender studies.
Seminars: Colloquium in Music Education: Emerging Issues; Colloquium in Music Education: Research and Impact; Dissertation Seminar in Music Education; Drafting, Writing, and Revising for Proposals and Publications in Music Education; Becoming an Author: Advanced Dissertation Seminar in Music Education; Seminar on Research Analysis in Music Education.

Internships

In addition to coursework, students often complete research and teaching internships. These internships provide practical experience in research design, data collection, analysis, and teaching at the college level. Students must complete one “research internship” and one “teaching internship,” which may or may not be attached to credit hours. As a part of their graduate school fellowship, all PhD students are expected to work as both research and teaching assistants. Students must have at least one written observation of their teaching by a music education faculty member along with any student course evaluations as appropriate.

Residency Requirements

Residency is essential to the acquisition of experiences necessary for success in the program and the profession. Students’ commitment to spending three academic years (fall and winter semester) as a full-time student on the MU campus is required (enrollment in a minimum of 9 credit hours per semester; may be a Teaching Assistant or Research Assistant, but not hold more than a part-time position elsewhere, to be negotiated with the doctoral committee).

Comprehensive Examinations

Upon completion of formal coursework, students typically undertake comprehensive examinations. These exams assess the student's understanding of core concepts, research methodologies, and the ability to synthesize information at a high level. These include projects and essays assigned by the music education and support-area faculty, designed to demonstrate that the students have synthesized course materials at a high level, and achieved appropriate research expertise. In lieu of a written examination in a performance-based support area, students may prepare and present a public lecture-recital as a performer or conductor, according to program criteria and under the supervision of the faculty. The comprehensive examination experience concludes with an oral examination. At an appropriate time toward the end of coursework, each student will take a qualifying examination. The examination includes a written portion and an oral defense. Questions for the examination are written by the student with the approval of the examination committee.

Dissertation

The culminating experience of the Ph.D. program is the dissertation. The final stage of the doctoral degree is completion of a doctoral dissertation that demonstrates the candidate’s potential to become an independent scholar, and which makes a contribution to knowledge related to some aspect of music teaching and/or learning. The topic and methodology are selected by the student, in consultation with the doctoral committee. The written proposal is subject to the approval of the committee. The dissertation research is completed independently, but in close consultation with the advisor and others, as necessary. Several weeks after the complete dissertation is drafted and distributed to the committee, there is a final oral exam, composed of a public presentation and a closed question and answer “defense” with the committee.

Dissertation Committee

A Principal Advisor for the dissertation will be chosen by the student and the academic advisor; the Principal Advisor and the student will then nominate the remaining members of the dissertation committee.

Dissertation Defense

The dissertation must be successfully defended before the entire dissertation committee. After an individual’s candidacy is approved, all Ph.D. Schedule and complete final oral defense. The defense may not take place in the last week of classes.

Areas of Specialization

Within the general framework of a Ph.D. program in Music Education, students can often choose an area of specialization. Example areas of specialization for the Music Education PhD program include, but are not limited to, the following:

Adult music education
Alternative ensembles
Arts education
Community music
Composition
Conducting
Dance and movement
Digital and distance learning in music
Early childhood
Education in specialty areas (choral, instrumental, elementary, secondary)
Educational administration
Educational policy studies
Gender Studies
Informal (vernacular) music education
Kinesiology
Music history
Music theory
Psychology
Sociology
Technology
Urban education

Additional Requirements and Opportunities

Beyond coursework and examinations, some programs may require:

Foreign Language Proficiency: A reading competence in one foreign language (usually German or French) may be required.
Presentation Experience: Presentation Outside the Bienen School of Music. This requirement is designed to stimulate early involvement in the presentation of original research at a regional, national, or international level meeting. This requirement is meant to help the student develop professional experiences consistent with those of a professor of music education.
Continuous Enrollment: All PhD students must register continuously for MUSIC ED 520 Research Center Seminar (0 units). Students have the option to take 520 one time for one unit of credit.
Participation in Seminars: During the years of residence, regular participation in the weekly seminar of the Center for the Study of Education and the Musical Experience is required. Continuing participation beyond the residence years is strongly encouraged.
Teaching Competency: As a part of their graduate school fellowship, all PhD students are expected to work as both research and teaching assistants. Students must have at least one written observation of their teaching by a music education faculty member along with any student course evaluations as appropriate.
Professional Organizations: Participating in student groups provides peer support and future professional contacts. There are more than 200 student organizations at Temple University. American Choral Directors Association provides students opportunities to experience choral conducting through guest lectures and rehearsal practice, and offers opportunities to earn practical experience through various regional and state conferences. National Association for Music Education is a conservatory chapter of the national organization of music educators. Semester activities include creating projects, presenting guest speakers and workshops, attending the PMEA All-State conference, participating in outreach activities, and learning to use various online music education resources. OWLchestra Community Orchestra is a community string orchestra composed of students and community members who want to play music together in a low-stress environment.

Transfer Credits

A new doctoral student may petition to substitute up to twelve credits of graduate level coursework completed at another institution for degree requirements at the University of Texas, subject to approval by the Butler School Graduate Studies Committee. Under normal circumstances, transferred coursework should have been completed within the four academic years prior to the start of the doctoral work at UT. For students who completed an M.M. degree before coming to UT Austin, course transfer requests must be submitted in the first semester.

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