Class Schedule

Observations

Assignments

Exams

Materials

Goals and Objectives

Grading Policy

Required Readings

Discussion Questions

Due Dates

Class Meeting Times and Location: 10:30 AM Tuesday, Thursday & Friday  Room 313

Jorgensen, E. (1997). In Search of Music Education, Chicago: U of Illinois Press.

Coursepack - available from the Copy Center in the basement of Communications

The Music Educators Journal - free with membership in CMENC.

Goals and Objectives

(1)  To provide an overview of philosophical issues and pedagogical practices in the teaching of music in the elementary and secondary schools.
(2)  To explore through observation and discussion the career realities of the full-time public school music teacher, and their place in the larger school context.
(3)  To examine the contents and instructional strategies relevant to K-12 music curricula. 
(4)  To provide initial experiences in music teaching for later mastery through practice.

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Grading Policy

1.  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 the instructor, b) received and dated via fax or c) received via email (must be in appropriate format etc. to print out). DO NOT put the assignment in my box without notifying me. Please retain a copy of every assignment you turn in.

2.  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.  Excessive use of correction material is not acceptable.  Assignments not meeting a high standard of presentation will be returned for revision and re-submission.  Late penalties will be imposed.

3. All assignments are worth a specified number of points. Your approximate grade at any point in the quarter can be calculated by taking the number of points you have received divided by the total number possible at that point, multiplied by 100.  E. g. If at the halfway point you have 45.5 out of 50 possible points, then your grade would be 45.5/50 X 100 = 91.

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Required Readings

  See Schedule and web page.
 
 

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Discussion Questions

1)  What are the attributes of a successful performer?  A successful teacher?

2)  How are they similar or different?

3)  How can we use the information from the Brand article in developing our own teaching abilities?

1)  What determines the "culture" of a music classroom?

2)  What is the teacher's role in this culture?

3)  How do the cultures described in the readings match your own experience?

History of American Music Education

1)  Lowell Mason had to be both a music teacher and an advocate for music education.  What can we take from his example?

2) What seems to have changed in the history of music education and what has remained more or less the same?

3) Compare the Tanglewood Declaration to current practice.  Do you see an influence?

Scenario - You are observing a teacher during rehearsal trying to work with an individual section of the group that is having trouble.  After a few minutes, the rest of the group becomes noisy and the teacher must stop to quiet them.  When s/he does so, the section s/he was working with gets distracted and is slow to get back on task.  The rest of the group only quiets down for progressively shorter periods of time. 

What would you do to address this teacher’s problem?

1) What resources SHOULD a teacher expect when dealing with mainstreaming?

2) Think of the process you would use to accommodate a student with physical, emotional or cognitive disabilities in your classroom?

Supplied by you.

1) What content presented in the National Standards fits well with your own music education experience?  What's different?

2) How might music education need to change if these skills are to be expected of ALL the students in the school?

3) Which of the assessment models you read about fits best with your own ideas about learning?

4) How do assessment and grading fit together?

SEE: Reflection Paper Guidelines

SEE: Reflection Paper Guidelines

SEE: Reflection Paper Guidelines

Supplied by you.

1. When is a student "at risk"?
2. What do teachers need to consider in order to be successful teaching in an urban setting?

1. Sketch out your ideal schedule for music.
2. If your school is considering a schedule shift (e.g. block scheduling) what do you need to do?

1) Identify and describe one course you would be interested in teaching that falls outside the traditional models for music education.  It should be a course that does not require prior training to attend.
    a) Can you teach the Standards with this course?
    b) How will you attract students to this elective?

Supplied by you.

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Due Dates

October 4 - In class performance 

October 13 & 14   Teaching 1 - Rote Song

Turn in a copy of Song/Sequence

October 18 -  Email 2 questions for elementary expert.

Email 2 questions for choral expert

November 23 - Email 2 questions for instrumental expert.

Turn in copy of Materials/Lesson Plan

 Last Updated:
9/29/05