Music majors often participate in ensembles, and many participation as part of their bachelor or master degree requirements. Ensemble requirements vary, however, across different degree programs, including Bachelor of Music Education (BME), Bachelor of Music (BM), and Master of Music Education (MME). Researchers collected data from 234 institutions across the United States, and analyzed the data to identify trends and patterns in ensemble requirements.

The study found that the mean number of ensemble credits required for BME programs was 23.5, while the mean number of ensemble credits required for BM programs was 18.5. MME programs had a mean of 6.5 ensemble credits required. In terms of semester enrollments, BME programs required a mean of 7.5 semesters of ensemble participation, while BM programs required a mean of 6.5 semesters. MME programs required a mean of 2.5 semesters of ensemble participation.

The study also found that there were significant differences between degree types in terms of ensemble requirements. BME programs had the highest ensemble requirements, followed by BM programs, and then MME programs. Researchers noted that this may be due to the fact that BME programs are designed to prepare students for careers as music educators, while BM and MME programs are designed for students who wish to pursue careers as performers or composers.

Most programs contained specific sub-requirements beyond traditional large ensembles. These sub-requirements included chamber music, jazz ensembles, marching band, and other specialized ensembles. The researchers noted that these sub-requirements may be designed to provide students with a more well-rounded musical education, and to prepare them for a variety of career paths.

While the study provides important information about the current state of ensemble requirements, there are several limitations to the study that must be considered:

Firstly, the study only examined ensemble requirements at U.S institutions. While this provides a useful snapshot of the state of ensemble requirements in the U.S, it does not provide a global perspective on the issue. It would be interesting to see how ensemble requirements vary across different countries and cultures, and how these differences impact music education.

Secondly, the study only examined ensemble requirements for music education majors. While this is an important group to study, it would be interesting to see how ensemble requirements vary across different music programs, such as performance or composition programs. This would provide a more comprehensive understanding of the role of ensemble participation in music education.

Thirdly, the study only examined the quantitative aspects of ensemble requirements, such as the number of credits and semesters required. While this information is useful, it does not provide a complete picture of the role of ensemble participation in music education. It would be interesting to see how ensemble participation impacts students’ musical development, and how it prepares them for careers in music.

Overall, the study provided valuable insights into the ensemble requirements for music education majors at U.S institutions and highlights the importance of ensemble participation in music education, and provides a framework for future research in this area.

Source: Guarriello, M. (2023). The Application of Synesthetic Principles to Foster Musical Creativity. Music Educators Journal, 109(4), 27–34. https://doi.org/10.1177/00274321231177242