“Musical training is a more potent instrument than any other, because rhythm and harmony find their way into the inward places of the soul.” ― Plato, The Republic "If you can walk you can dance. If you can talk you can sing." -- Zimbabwe Proverb MUS 185 (ECE 120) Music in Early Childhood Fall 2014 Tuesday and Thursday, 11:00-12:15 Exam Time: Tuesday, December 16, 10:30-1:00 Instructor -- Dr. Karen Salvador Contact Information Email: ksalvado@umflint.edu Office: 126 French Hall Office Phone: 810 762-0950 Office Hours: Tuesdays: 9:30-10:30 Fridays: 9:45-10:45 Or by appointment. Email is the easiest way to reach me. Course Aim Participation in this class will build musical skills to help you, as an early childhood teacher, design and lead music and movement activities. You’ll learn about the musical development of children from birth to age 8, and how it relates to cognitive, social/emotional and physical domains of learning so that you can effectively utilize music and movement in early childhood settings from infant nurseries, to preschools, to early elementary classrooms. No previous musical skills are required, and you will have the opportunity to apply what you are learning in class in a practicum with preschool students at the UM-Flint Early Childhood Development Center. Course Goals 1. Describe the stages of general, physical, and musical development in early childhood and apply this information to teaching in (and instructional planning for) early childhood settings. 2. Define the elements of music, identify them in aural examples, and design activities to help young children hear them. 3. Define the elements of movement (according to Laban), design creative movement activities and simple dance sequences to help children “musick” through movement. 4. Participate in and lead musical play with preschool children. Required Texts Bolton, B., Reynolds, A, Taggart, C., & Valerio, W., & Gordon, E. (1998). Music Play: The Early Childhood Music Curriculum. MUST include CD. Chicago: GIA Publications, 1998. Pica, Rae. (2013). Experiences in Movement and Music: Birth to Age 8, 5th edition. Belmont, CA: Wadsworth Cengage Learning. ISBN-10:1111838054 General Guidelines:
MUS 185 Syllabus Salvador, p. 2 Unless otherwise specified in the syllabus, readings and assignments are due in Tuesday’s class each week. Journal entries and blogs must be submitted through BlackBoard, where you will also find information such as assignment descriptions, rubrics, powerpoints from lectures, and additional readings. Other written assignments MUST be submitted via email as .doc or .docx, and must be received before class to be considered “on time.” Students are required to check email regularly and promptly respond to email communications. Attendance: Just as you will expect your students to attend classes and be on time, I expect the same. You will be learning from each other, so tardiness and absences not only affect your learning, but also the education of your classmates and of our preschool practicum students. You are allowed two absences for any reason (including work, illness, emergencies, religious observance, etc.). If you have more than three absences this semester, your final grade will be lowered by .5 for each absence. In addition, two tardies will count as one absence. Participation: This is a hands-on class, and much of what we do will involve discussion, singing, moving, and chanting, both as a class of adults and also with young children. Participation is expected. Practicum: Starting October 28 and continuing to November 20 we will meet in the Tuscola Rooms of the White building [with two exceptions]. For the first 45 minutes of class time, we will teach music and movement to classes of preschool students who attend the UM-Flint Early Childhood Development Center, and then the remaining 30 minutes will be discussion. Specific assignments for practicum will be shared on BlackBoard. It is critical that you are on time and dress in a way that you can move and sit on the floor comfortably and modestly. Course Structure: Because we will be working to gain skills in music and movement, much of class time will be spent learning these skills. To be sure we have time for you to strengthen your musical skills, I’ll be assigning Blogs and Journals. In this class, Blogs will be public to the whole group, and I’ll want you to read others’ posts and comment on them. In contrast (in this class) journals will be private to me. Blogs and Journals will both be included in grading for the course, and should be professional in tone and proofread for errors in spelling and grammar. I will coordinate these on BlackBoard. Late Assignments: If you do not email an assignment by the beginning of the class during which it is due, it is considered late, even if you are absent from class that day. I will accept assignments up to one week past the due date, but the assignment grade will automatically be lowered 10%. Assignments will not be accepted more than one week late. Journal entries are due within 24 hours of the practicum, and will not be accepted more than one week late. Writing Center: The Writing Center can help you with any writing or speaking project,
MUS 185 Syllabus Salvador, p. 3 from starting an assignment to the finished paper or speech. You can get help with papers or speeches for any course on campus, graduate or undergraduate. Take a draft of your paper or speech to the Writing Center and the tutors will help you complete it. If you have an assignment sheet, bring that too. For more information about the Writing Center or to schedule an appointment, go to the Writing Center website at http://www.umflint.edu/writingcenter/ or call (810) 766-6602. The Writing Center is located on the third floor of the Thompson Library. Academic Integrity: All violations of academic integrity will be reported to the College of Arts and Sciences immediately and will result in a lowered grade or failure for the course. Additionally, violations of academic integrity could result in expulsion from the University of Michigan-Flint. Academic dishonesty includes plagiarism, cheating, fabrication, aiding and abetting dishonesty, falsification of records and documents, identity theft, misrepresentation, or the attempt to commit any of these acts. For further information, consult the latest UM-Flint Course Catalog. Americans with Disabilities Act: Anyone requiring special adaptations or accommodations should inform the instructor as soon as possible. In accordance with University procedure, if you have a documented disability and require accommodations to obtain equal access to this course, please contact the Office of Equal Opportunity and Disability Services at the beginning of the semester or when given an assignment for which an accommodation is required. Caveat: I realize that, for some of you, music may not be your “thing,� or maybe you have not really done music since elementary school--or ever! Even if you are not the most confident musician, your use of music and movement with early childhood populations is crucial to their development. If you have concerns or questions about your musical abilities, please talk to me. I would be happy to help you in any way I can. Please turn off your phone and put it away before you come in to class and ESPECIALLY before you come into practicum. Laptops/tablets are acceptable when used appropriately in keeping with the goals of our course.
MUS 185 Syllabus Salvador, p. 4 Course Outline—Subject to Change Any changes will be discussed in class and provided in writing via Blackboard. Sept. 4: Course orientation, Introductions, Goals of early childhood music instruction, Music Play, elements of music For Sept. 9: • Read Music Play pp. 1-15 • Read Movement and Music pp. 1-36 • For Sept. 4: Journal Entry: How comfortable are you with singing, moving, and being playful in front of others? Do you consider yourself a musician? Why or why not? Remember, journals are private between you and Dr. Salvador. • Research your assigned learning theorist, and bring your notes to class. Be prepared to explain in class what this theorist contributed to what we know about how young children learn, grow, and develop. Week 2--Sept. 9 and 11: Elements of music. Theories of development/learning in early childhood, (behavioral, cognitive, psychosocial, social development, social learning, movement), Multiple intelligences, Learning styles For Sept 16: • Read Music Play pp. 16-20, review pp. 1-15 • Read Movement and Music pp. 37-75 • Create visual representations of each of the five elements of music. (Draw pictures—on regular computer paper is fine). Be ready to use these visual representations to “teach” the class about Melody, Rhythm, Harmony, Form, and Expressive Elements. Do not use text on your visual representation. Week 3—Sept. 16 and 18: Musical development in early childhood. Movement according to Laban. Prepare for ECDC Observations. For Sept 18: Read Movement and Music pp. 76-105 For Sept 23: • Read Movement and Music pp. 141-157 • Journal: Visual Representations • Design a movement activity for each of the following elements: flow (bound/free), weight (heavy/light aka force), space (shared/self or stationary/locomotor, taking into account levels, low, middle, and high), and time (fast/slow). Describe each activity in a paragraph (or two) that clearly lays out what the teacher and students are doing. These activities should not be related to a song or chant. Your activities should have vivid imagery that will capture the imagination of the age group you are targeting. Please specify toddler, preschool, or early elementary for each activity. You may not choose infants for this assignment. Be prepared to teach all of your movement activities in class.
MUS 185 Syllabus Salvador, p. 5 Week 4: Sept. 23 and 25 – Movement peer teaching, Music listening in early childhood, Listening activities in early childhood. For September 30: • Read Music Play pp. 22-31 • Movement and Music pp. 160-183 • Journal: Movement Peer Teaching • Blog (two parts): (1) find three (3) pieces of music that would be appropriate to use as listening examples in an early childhood setting. Provide links to the examples so we can listen, and justify each of your choices (in 2-3 sentences). What is it about this particular piece of music that makes it appropriate as a listening example for young children? What could you have children do while they listen? (For the activity portion, please specify an age group: infants, toddlers, preschoolers, early elementary.) Original post due by 11:59 Fri, Sept 26. (2) Comment on at least two other entries—do you agree these are suitable pieces according to the criteria from lecture, and why or why not? This activity is graded as a homework assignment, and grading includes not only your original post but also the quality of your responses to the posts of others. Week 5 – Sept 30 and October 2 Acculturation in detail; Music and movement activities for infants. Music and cognitive development; Exceptionality in the early childhood music room. For October 7: • Read Music Play pp. 30-40 • Listen to Music Play CD, tracks 19, 47, 64, 15; read pp 50-1, 58-9, 78-9, 86-7 • Observation I [Infant]—submit early if you wish. Week 6 – October 7 and 9: Assessment practices in early childhood settings. Imitation in detail; Music and movement activities for toddlers; Music and Social/Emotional Development For October 16: • Read Music Play pp. 41-43 • Listen to Music Play CD, tracks 59, 30, 31, 6 read pp 54-5, 70, 82-3, 92-3 • Observation II [toddler]—submit early if you wish. • Blog (two parts): (1) Choose one age group (infant, toddler, preschooler, early elementary). For that age group, sketch out three model assessments that would help you describe individual children in terms of musical development. Original post due by 11:59 Fri, Oct. 10. (2) Comment on at least two other entries—do you agree these are suitable pieces, and why or why not? This activity is graded as a homework assignment, and grading includes not only your original post but also the quality of your responses to the posts of others. Week 7– No Class October 14; Dr. Salvador presenting in Lansing. “Comp Time”
MUS 185 Syllabus Salvador, p. 6 for ECDC observations. October 16: Assimilation in detail, Music activities for preschoolers For Oct. 21: • Review Music Play pp. 30-40 • Listen to Music Play CD, tracks 69, 40, 50, 4, read pp 60-1, 67, 84-5, 96 • Blog (two parts): (1) For each age group [infant, toddler, preschool] locate one online source of music and movement activities [total of three]. Evaluate the developmental appropriateness, ease of use, and musical value of the site. Post the URLs and your reviews as your blog, Original post due by 11:59PM Fri, Oct 17. (2) Find at least two entries that contain online sources different from those you found. Go to the URLs and read the post—do you agree with your classmate’s evaluation of the site, and why or why not? This activity is graded as a homework assignment, and grading includes not only your original post but also the quality of your responses to the posts of others. Week 8 –October 21 and 23: Singing voice development in early childhood, beat competence, music and fine/gross motor development. Music activities in early elementary school. Prepare for practicum. For Oct. 28: • Blog (two parts): (1) For early elementary students, locate three online sources of music and movement activities. Evaluate the developmental appropriateness, ease of use, and musical value of the site. Post the URLs and your reviews as your blog, Original post due by 11:59PM Fri, Oct 24. (2) Find at least two entries that contain online sources different from those you found. Go to the URLs and read the post—do you agree with your classmate’s evaluation of the site, and why or why not? This activity is graded as a homework assignment, and grading includes not only your original post but also the quality of your responses to the posts of others. Week 9 –October 28 and 30: Practicum in Tuscola Rooms of White Building. Music and “DAP” (Developmentally Appropriate Practice) (Or, how do I support my use of music in the instruction of EC populations?) For November 4: • Read Movement and Music pp. 185-236 • Journal Entry: Practicum Journal I, prompt on BlackBoard • Blog: What questions/criticisms/misconceptions do you anticipate from parents and/or administrators as you work to integrate music into your instruction at the infant level, toddler level, preschool level, and in early elementary? (At least one for each level). Week 10 – November 4 [Tuscola] and 6[French Hall]: Practicum, Benefits of EC music instruction in research and in public opinion. (Or, how do I support my use of music in the instruction of EC populations, continued?)
MUS 185 Syllabus Salvador, p. 7 For November 11: • Read Movement and Music pp. 123-140 • Journal Entry: Practicum Journal II, prompt on BlackBoard • Written Assignment: Choose three of the critiques or concerns about integrating music into early childhood instruction that we’ve discussed in class [looking at last week’s blog might jog your memory]. Briefly address each, citing sources. Week 11 – November 11 and 13: Practicum in Tuscola Rooms of White Building Logistics. What materials might I need, and where can I find them? What kind of space will I need, and how will I schedule music/movement? How can I budget for what I’ll need, and what funding sources might be available? For November 18: • Read Movement and Music pp. 108-122 • Journal Entry: Practicum Journal III, prompt on BlackBoard • Blog: for one age group (infant, toddler, preschool, or early elementary) pretend that you have $300 to get your music/movement curriculum started. How would you spend it? Create a budget that shows what you would buy, from where. (Don’t forget shipping, but remember schools are exempt from sales tax). Week 12 –November 18 [Tuscola] and 20[French Hall]: Final Week of Practicum. Discussion of Music Integration Plan, Final Project (lesson plan menu); Review: elements of music, general, physical and musical development in early childhood, movement, singing voice development, listening pieces, assessment. For November 25: • Final Journal Entry: Practicum Journal IV, prompt on BlackBoard • Study for exam. Week 13 – November 25: Back in 144 French Hall (for rest of semester) EXAM Covers all readings and lecture so far. November 27: NO CLASS: Thanksgiving Holiday For next week: Work on your final project (lesson plan menu). Week 14 – December 2 and 4: Go over exam, Groupwork time for Music Integration Plan. Q & A on final project. For Dec 9: Final Project (lesson plan menu) is due and will not be accepted late. Week 14 – December 9 and 11: Final Project Peer Teaching, Groupwork time for Music Integration Plan. Final: Tuesday, December 16, 10:30-1:00 Individual Meetings with Dr. Salvador to discuss final project and dispositions inventory. (Other appointment slots are possible).
MUS 185 Syllabus Salvador, p. 8 Evaluation: 40% Assignments (blogs, written work, and practicum teaching) 15% Journal (each entry is credit-no credit) 20% Exam 15% Final Teaching Project (due 12/9, will not be accepted late) 10% Music Integration Plan (due 12/16, will not be accepted late) Total: 1000 points
400 Points 150 Points 200 Points 150 Points 100 Points
Grading Scale in accordance with the College of Arts and Sciences: 95-100 A 73-76 C 90-94 A70-72 C87-89 B+ 67-69 D+ 83-86 B 63-66 D 80-82 B60-62 D0-59 E Dispositions Inventory: The Education Unit uses this inventory to help students examine their dispositions with regard to teaching and learning. Based on your performance in practicum, I will fill out this inventory and discuss it and your final project with you in a final conference. Observations [2]: At the UM-Flint Early Childhood Development Center, observe 45 minutes of instruction in each: (1) an infant classroom and (2) a toddler classroom, preferably during a time that includes “music and movement.” Write a journal entry based on your field notes from each observation. I will post a detailed assignment description and grading rubric on BlackBoard. Final Project: Create and annotate a lesson plan “menu” for a 45-minute early childhood music lesson. Prepare to peer-teach 5 minutes of your lesson in class (Dec. 9th or 11th). I will post a detailed assignment description and grading rubric on BlackBoard. (Due 12/9, will not be accepted late) Music Integration Plan: In a small group, create a brochure for parents and/or administrators of a specific early childhood setting detailing and supporting your plans for integration of music and movement throughout your curriculum. I will post a detailed assignment description and grading rubric on BlackBoard. (Due 12/16, will not be accepted late,)
MUS 185 Syllabus Salvador, p. 9
Education Unit: Mission‌ to guide and support the growth and development of our teacher candidates into caring educators and engaged citizens who embrace our guiding principles in their understanding of the many aspects of their roles in schools and society. Education Unit Vision.‌ to prepare teachers who, as socially responsible individuals, are committed to shaping classrooms, schools, and communities that are caring and student centered. Unit Goals 1. Instill our teacher candidates with an ethic of caring which must be nurtured and exists as a foundation for fostering a sense of student-centeredness in the classroom. 2. Prepare our teacher candidates to make instructional decisions that reflect a belief in and commitment to the potential of all learners. 3. Guide our teacher candidates to employ effective teaching strategies through reflective practice, and create environments that encourage students’ development of critical thinking, problem solving, and performance skills so they can be academically successful. 4. Teach toward the goal of preparing our teacher candidates to become respectful and socially responsible professionals not only in their classrooms and schools, but also in the local, national, and global communities they and their students share.