Class Schedule

Readings

Assignments

Evaluation

Forms

Mused Home Page

Instrumental and vocal ensemble teaching require unique skills, methods and materials. However, it is not uncommon that a choir teacher may be asked to take on one hour of beginning band; an orchestra teacher may be assigned to direct a middle school chorus. In all cases, good relations among members of a music faculty rest on a substantive understanding of the various teaching contexts. It is the purpose of this course sequence to introduce skills that will help you in ensemble teaching situations, those that may be familiar as well as those that may be new to you.

Specifically, during MUSED 304, 305 and 306, you will:
1. Gather and review materials appropriate for instrumental and vocal ensemble programs;
2. Share techniques, ideas and resources with colleagues;
3. Practice and evaluate teaching techniques in real lesson/ensemble settings;
4. Interact with instrumental and vocal music teachers and observe various approaches and methodologies employed in the performance-based classroom.

In the second part of the course we will focus on the skills needed to teach a beginning choral ensemble with an emphasis on the particular challenges of the middle school choir.

These items will be used during this course:

• Choral Connections Mixed Voices Beginning Level 1  (FREE)
• Choral Warm-up Manual 
•  UW login ID and password

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Readings for this course will include the following articles:

Barresi, A. (2000). The successful middle school choral teacher. Music
Educators Journal, 86, (4), 23-28.

Brinson, B., (1996).  Musical Analysis and Score Preparation from
Choral Music Methods and Materials.

Crocker, E. (2000). Choosing music for middle school choirs. Music Educators Journal, 86, (4), 33-37.

Demorest, S.M. (1993). Customizing Choral Warmups. Choral Journal, 33, (7), 25-28.

Demorest, S.M. (2001). Chapter 4 from Building Choral Excellence, New York: Oxford University Press.

Demorest, S. M. (1996). Structuring a musical choral rehearsal. Music Educators Journal, 82  (4), 25-30.

Fraedrich, The Successful Recruitment Program.  

Gackle, L. (1991). The adolescent female voice. Choral Journal  (March),17-25.

Peterson, C. (2002).  Recruiting for the Choral Ensemble: Emphasizing
Skill & Effort.  Music Educators Journal, 89, 32-35.

Phillips, K. H. (1995). Recruiting and Retaining Males. Teaching Music, 2 (6),
28-29.

Rutkowski, J. (1981). The junior high school male changing voice: testing and grouping voices for successful singing experiences. Choral Journal, 22 (4),  11-15.

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Date      Topic

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1. Teaching Practica / Self-Evaluations / Peer Evaluations.
Three times during this quarter you will have the opportunity to put your ideas on teaching into practice.  Your efforts will be videotaped so that you may evaluate how well you implemented your own pedagogical goals and how well your students achieved the musical objectives you set. You will also assist your colleagues by providing constructive feedback on their teaching. 

For each teaching session you will be expected to prepare a complete rehearsal plan.  For teaching practicum 3 you will also be expected to prepare a score analysis.
 

2.  Observation and Concert Report
    You will be required to observe TWO choral rehearsals (Jazz choir NOT  allowed) OR  one choral rehearsal and one choir concert or choir contest. The observation forms for the rehearsal and the concert report outlines will be posted on the website.

Each student will be expected to hand in (1) a written report on the observation addressing the questions in the given outline and (2) a completed observation verification form.

3. Daily Assignments/Readings
    You will have a number of daily readings and short assignments to turn in that will count toward your participation grade.

4. Final Exam.
The term will conclude with a comprehensive written exam.  All topics addressed in the course will be covered including changing voice, warmup procedures, sight-singing instruction, and rehearsal preparation and technique. Questions will be drawn from assigned readings as in-class lectures and discussions. 

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1.  This is an interactive, experience-based course.  Learning can only happen if you are present for the class meetings.  Participation and preparation is a significant part of your grade.

2.  Assignments are due at the beginning of the class meeting on the due date.  Late assignments will receive a 1-point deduction for each calendar day late beginning at 1:00pm on the due date.  Absence is not an excuse.  Late assignments will be considered turned in when a) it is personally accepted by me, b) received by me via email or c) received and dated via fax. Please retain a copy of every assignment you turn in.

3.  Every item you produce should reflect the highest level of professionalism.  All written assignments should be typed/word-processed and checked thoroughly for spelling, grammatical and structural errors.  Notated musical materials should be in the neatest of manuscript or generated by a notation program. Assignments not meeting a high standard of presentation will be returned for revision and re-submission.  Late penalties will be imposed.
 

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Teaching 1: Warm-up                                         6 points    Including Plan

Teaching 2: Sight-singing                                  12 points

Teaching 3: Choral Rehearsal                            16 points

Teaching Self-Evaluations (3)    (4 points each) 12 points

Teaching Peer-Evaluations (2)    (2 points each)  4 points

Observation/Concert Reports    (8 points each)  16 points
Complete, thorough, thoughtful, well-written

Final Exam                                                         16 points

Participation and preparation                              18 points
Includes doing readings, participating 
in discussions, in-class quizzes daily work and 
small group work.

                                                              Total    100 points
 
 

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 Last Updated:
9/27/05