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Warren H. Henry

Title: Senior Associate Dean

Department: Music Education

College: College of Music

Curriculum Vitae

Curriculum Vitae Link

Education

  • PhD, Michigan State University, 1995
    Major: Music Education
    Dissertation: The Effects of Pattern Instruction, Repeated Composing Opportunities, and Musical Aptitude on the Compositional Processes and Products of Fourth-Grade Students
  • MM, State University of New York, Postdam, 1986
    Major: Music Education
  • BM, State University of New York, Postdam, 1982
    Major: Music Education

Current Scheduled Teaching

No current or future courses scheduled.

Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Previous Scheduled Teaching

MUED 5900.702Special ProblemsSpring 2023
MUGC 6950.711Doctoral DissertationSpring 2021
MUGC 6950.711Doctoral DissertationFall 2020
MUED 6580.001College Teaching of Music CoursesFall 2019 SPOT
MUGC 4890.010Studies in MusicFall 2018 Syllabus SPOT
MUED 5910.702Special ProblemsSpring 2018
MUGC 4890.010Studies in MusicFall 2017 Syllabus SPOT
MUED 6580.001College Teaching of Music CoursesSpring 2017 SPOT
MUGC 4890.010Studies in MusicFall 2016 Syllabus SPOT
MUGC 6950.711Doctoral DissertationSpring 2016
MUGC 6950.711Doctoral DissertationFall 2015
MUGC 4890.010Studies in MusicFall 2015 Syllabus SPOT
MUGC 6950.701Doctoral DissertationSummer 5W2 2015
MUAG 5910.701SPECIAL PROBLEMSSummer 5W1 2015
MUED 6580.001College Teaching of Music CoursesSpring 2015
MUGC 6950.711Doctoral DissertationSpring 2015
MUGC 6950.721Doctoral DissertationFall 2014
MUGC 4890.010Studies in MusicFall 2014 Syllabus
MUAG 4910.701Special ProblemsSummer 5W1 2014
MUAG 5900.701SPECIAL PROBLEMSSummer 5W2 2014
MUAG 5910.701SPECIAL PROBLEMSSummer 5W1 2014
MUGC 6950.711Doctoral DissertationSpring 2014
MUED 5100.001Music SupervisionSpring 2014
MUGC 4890.010Studies in MusicFall 2013 Syllabus
MUAG 4910.700Special ProblemsSummer 5W1 2013
MUAG 5910.700SPECIAL PROBLEMSSummer 5W1 2013
MUED 6580.001College Teaching of Music CoursesSpring 2013
MUGC 4890.010Studies in MusicFall 2012 Syllabus
MUAG 5900.701SPECIAL PROBLEMSSummer 5W1 2012
MUED 5100.001Music SupervisionSpring 2012
MUGC 4890.010Studies in MusicFall 2011 Syllabus
MUED 6580.001College Teaching of Music CoursesSpring 2011
MUGC 4890.010Studies in MusicFall 2010 Syllabus
MUED 5100.001Music SupervisionSpring 2010
MUED 6580.001College Teaching of Music CoursesFall 2009
MUGC 4890.010Studies in MusicFall 2009
MUED 5100.001Music SupervisionSpring 2009
MUED 6580.001College Teaching of Music CoursesFall 2008
MUGC 4890.010Studies in MusicFall 2008
MUGC 6950.701Doctoral DissertationSpring 2008
MUGC 5950.713Master's ThesisSpring 2008
MUED 5100.001Music SupervisionSpring 2008
MUED 6900.701Special ProblemsSpring 2008
MUED 6580.001College Teaching of Music CoursesFall 2007
MUGC 4890.010Studies in MusicFall 2007
MUED 5100.001Music SupervisionSpring 2007
MUED 6580.001College Teaching of Music CoursesFall 2006
MUGC 6950.717Doctoral DissertationFall 2006
MUED 6900.701Special ProblemsFall 2006
MUGC 6950.703Doctoral DissertationSummer 5W1 2006
MUED 5910.703Special ProblemsSummer 5W1 2006
MUGC 6950.712Doctoral DissertationSpring 2006
MUED 5100.001Music SupervisionSpring 2006
MUGC 4900.701Special ProblemsSpring 2006
MUED 6580.001College Teaching of Music CoursesFall 2005
MUGC 6950.701Doctoral DissertationFall 2005
MUGC 6950.703Doctoral DissertationSpring 2005
MUED 5100.001Music SupervisionSpring 2005
MUED 6580.001College Teaching of Music CoursesFall 2004
MUGC 6950.702Doctoral DissertationFall 2004
Texas Education Code 51.974 (HB 2504) requires each institution of higher education to make available to the public, a syllabus for undergraduate lecture courses offered for credit by the institution.

Published Intellectual Contributions

    Abstracts and Proceedings

  • Henry, W. & Conkling, S. W.. (2006). In D. J. Teachout (Ed.), Proceedings from the 2005 Symposium on Music Teacher Education [CD].
  • Henry, W.. (2004). Strategic planning for early education: American lessons for Lithuania.
  • Henry, W.. (2003). The Professional Development School and Kodály Education.

    • Book Chapter

  • Henry, W. & Conkling, S. W.. (2006). Professional development partnerships: What are the real benefits? In D. J. Teachout (Ed.), Critical issues in music teacher education.
  • Henry, W.. (2005). Readings in music learning theory.
  • Henry, W.. (1997). Student and teacher vocal health in the elementary music classroom In K. Chesky (Ed.). Applications of Medicine and Music.

    • Journal Article

  • Emmanuel. (2009). Henry, W. & Emmanuel, D. (2009). Globalizing music education: A contextual approach to developing students' intercultural competence. In M. Schmidt (Ed.), Collaborative action for change: Selected proceedings for the 2007 symposium on music teacher education. Lanham, MD: Rowman& Littlefield Publishers, Inc..
  • Henry, W. & Conkling, S.W.. (2008). Henry, W. & Conkling, S. (2008). Doctoral students and their socialization into music teaching: An initial inquiry. Advances in Music Eduation Research..
  • Henry, W.. (2006). Built to last: Shaping musical pathways.
  • Henry, W.H. (2006). Henry, W. (2006). Built to last: Shaping musical pathways. The Chorister, June/July, p. 5 – 7..
  • Henry, W.H. (2005). Henry, W. (2005). Readings in music learning theory. Chicago: GIA Publications. Invited author to write a chapter on learning theory and early childhood education..
  • Rohwer, D. & Henry, W.. (2004). Requisite skills and characteristics of effective music teachers: A survey of 1,000 university music teacher educators.
  • Henry, W.H. (2004). Rohwer, D. & Henry, W. (2004). Requisite skills and characteristics of effective music teachers: A survey of 1,000 university music teacher educators. Journal of Music Teacher Education, 13, 18-27..
  • Henry, W.. (2002). The effects of pattern instruction, repeated composing opportunities and musical aptitude on the compositional processes and products of fourth-grade children.
  • Conkling, S.W. & Henry, W.. (2002). The impact of professional development Partnerships on music teacher education: Telling our side of the story.
  • Henry, W.. (2001). Expanding the horizons of music education: Reasons to belong to MENC in Texas.
  • Henry, W.H. (2001). Henry, W. (2001). Vocal development in general music: Bringing two worlds together. General Music Today, 15(1), 4-8..
  • Henry, W.. (2001). Music teacher education and the professional development school.
  • Henry, W.. (2001). The effects of group and individual opportunities, age, and gender on beat synchronization of preschool children.
  • Henry, W.. (2001). Vocal development in general music: Bringing two worlds together.
  • Henry, W.H. (1999). Conkling, S. W. & Henry, W. (1999). Professional development partnerships: A new model for music teacher preparation. Arts Policy and Review, Washington, D.C., 100(4), 19-24..
  • Conkling, S. W. & Henry, W.. (1999). Professional development partnerships: A new model for music teacher preparation.
  • Henry, W.. (1998). Examining the future of preschool music education.
  • Henry, W.. (1998). Examining the future of preschool music education. Respecting the Child in Early Music Learning.
  • Henry, W.. (1998). Music professionals in the preschool: Examining the future of music education.
  • Henry, W.. (1998). Who should be taught the language of music and how does the age of the student affect the goals and curriculum?.
  • Henry, W.. (1996). Creative processes in children's musical compositions: A review of the literature.
  • Henry, W.H. (1996). Henry, W. (1996). Creative processes in children's musical compositions: A review of the literature. Update, 15(1), 10-15..
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Overall
Summative Rating		 Challenge and
Engagement Index		 Response Rate

out of 5
out of 7		 %
of
students responded
  • Overall Summative Rating (median):
    This rating represents the combined responses of students to the four global summative items and is presented to provide an overall index of the class’s quality. Overall summative statements include the following (response options include a Likert scale ranging from 5 = Excellent, 3 = Good, and 1= Very poor):
    • The course as a whole was
    • The course content was
    • The instructor’s contribution to the course was
    • The instructor’s effectiveness in teaching the subject matter was
  • Challenge and Engagement Index:
    This rating combines student responses to several SPOT items relating to how academically challenging students found the course to be and how engaged they were. Challenge and Engagement Index items include the following (response options include a Likert scale ranging from 7 = Much higher, 4 = Average, and 1 = Much lower):
    • Do you expect your grade in this course to be
    • The intellectual challenge presented was
    • The amount of effort you put into this course was
    • The amount of effort to succeed in this course was
    • Your involvement in course (doing assignments, attending classes, etc.) was
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