Importance Of Majoring In Music Education

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Christopher Demas received his Bachelor’s degree in Music Education from Louisiana State University. He has been working for the Monahans High School and junior high bands for four years as an assistant director. He directs the junior high concert band and the high school symphonic band. I decided to interview one of my directors since I’m planning on majoring in music education myself. I walked into the band hall feeling a bit intrigued and excited. I found Mr. Demas in his office, entered, and began the interview. I started the interview by asking Mr. Demas “How many writing assignments were needed in order to receive your degree?” Mr. Demas pauses for a bit, then starts to explain how scripted lessons were assigned more than research essays …show more content…
I was curious to know how language comes about in music education. I am learning the languages as my music maturity level prospers, but I wanted to know if there was a specific subject or chapter in music education with the languages. Mr. Demas explains that if anyone were to take a test to figure their reading level on a piece of music, “it jumps to grade twenty-two that fast”. There’s such a jump because music is accompanied by three different languages. Italian and English are common forms of language in a piece of music. Music itself is considered a language, Italian is used for the dynamic labeling, and English is used for the markings. Mr. Demas states that there isn’t anything done with languages in order to learn them, such as vocabulary test or anything similar; you just learn what the word means, how the note is played in consideration of the word, and continue with the …show more content…
“Oh God,” he replied. It was an honors seminar at LSU and was a terrible experience according to him. As a group, they had to write a paper and present it. I wanted to know what went wrong in his group so I could avoid these with my group paper coming up very quickly. “What made the project so terrible?” I asked. He answered a bit angrily, “the fact that the other two people didn’t do any work.” He then explains that the group was supposed to present for fifteen minutes in class. His groupies presented for about two to three minutes each, which left him at the end with six to eight minutes of time to fill. “It was not good” he laughs. Finally, I asked Mr. Demas if he enjoyed to write, and if he wished to write more. He responded with a bit wryly, “It’s just a thing we do.” He doesn’t like or dislike it, but he won’t write a three page paper on a rainy day. On the other hand, he does think he needs to write more based off of the last thing he wrote. He claims his most recent writing wasn’t that great considering he received a lot of constructive criticism. He thanks his brother and mother for helping him achieve all of his writing

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