MUS 380: Principles of Music Education Instructor: Karen Salvador, PhD Tuesday and Thursday, 10-10:50AM Exam Time: Thursday, April 24, 7:45-10:15AM
Winter 2014
Contact Information Email: ksalvado@umflint.edu Office: 126 French Hall Office Phone: 810 762-0950 Office Hours: Tuesdays 9-10 AM, Wednesdays 3-4 PM Or by appointment. Email is the easiest way to reach me. This syllabus is subject to change. Any changes will be provided in writing on BlackBoard as well as discussed in class. Course Aims: To Explore The essence of teaching and characteristics of master teachers. Classroom and community contexts for music teaching and learning. Prevailing trends in music teaching and learning. To Engage In field research by observing local school and community music classes. In deep reading and thoughtful discussion regarding foundational topics and social issues in music education. To Reflect On our identities as musicians and teachers. On our positions, experiences, assumptions, and beliefs about music teaching and learning. On our strengths as music educators, and our plans for development. On students, parents, schools, and the promise and value of music education. Required Texts: All readings will be from library resources and/or available on BlackBoard. General Guidelines: Assignments must be typed (12 pt font, ds) and free of errors in grammar and spelling. Reading Responses must be received on BlackBoard before 11:59pm the evening prior to the class in which we will discuss the reading. Responses will not be accepted late. Assignments must be submitted via email as .doc or .docx, and must be received before 11:59pm on their due date to be considered “on time” regardless of class attendance. Assignments (NOT responses) will be accepted up to one week late for 10% reduced credit. Do not bring hard copies of assignments. On BlackBoard, you will also find information such as assignment descriptions, rubrics, and readings. This course uses BlackBoard rather than a coursepack. Use of electronic devices must be in support of class objectives. Students are required to check email regularly and to promptly respond to email communications. I will not offer extra credit assignments or make-ups. Do the assigned work thoughtfully, completely, and on time.
MUS 380 Syllabus W14 Salvador, p. 2 Course Activities: Participation: This course relies heavily on class discussion of assigned readings and other materials. All students are expected to contribute respectfully to classroom discussion, which includes completing all readings and coming prepared to discuss assigned topics, participating consistently and thoughtfully without dominating the conversation, and actively listening to the input of other students. Field Experience: This semester you will have 4 one-hour observations in different music classrooms in the area. You will write ethnographic field notes for each (more information on BlackBoard). Although I have “comped” days from the course for these observations, the observations may take place at any time that is mutually convenient to you and the teacher you plan to observe. Observation Reports are due: Feb 9, Feb 24, March 9, and April 13. Observation reports must be submitted within one week of an observation, and are welcomed earlier than their due date. Reading Responses: In a journal entry on BlackBoard (that only Dr. Salvador can see), please record three of the following options about each reading in preparation for discussion. (1) Something from the article that resonated with you. (2) Something from the article that troubled you or that you disagree with, (3) One personal connection to the content of the reading and/or (4) A question about the reading for discussion in class. These entries must be fewer than 200 words, and numbered lists are acceptable. Credit will be given to thoughtful entries that show thorough understanding of the material in the readings. Teaching Tune and Reflection: Choose a tune that you love and use it to lead the class in a 5minute (no longer!) learning activity to teach a specific musical concept (e.g., melody, rhythm, harmony, tonality, texture, tempo, expression, timbre, form). Students are required to discuss their planned activity with the instructor prior to teaching (via email is fine). Do not plan to lead an activity about reading/writing music notation, and do not plan to lecture or “talk at” the class for five minutes. Following the teaching episode, write a 1- to 2-page reflection. More information will be provided on BlackBoard when individual teaching times are assigned on March 18. Reflections will be due within one week of teaching. Final Project: This is a written assignment (5-7 pages) exploring your experience in this course. Using your reading responses, narratives, reflection and observations, conduct an inquiry into your past experiences, personal reactions, and feelings about education, schools, and teachers, how they have shaped your experiences in class this semester, and what you are thinking about your future in music education. More information on BlackBoard. Due April 21. Evaluation: 100 points: Preparation for and participation in class discussions 300 points: Observation Reports 400 points: Reading Responses (15), Narratives (2) 100 points: Teaching Tune and Reflection 100 points: Final Project Total Possible: 1000 points.
MUS 380 Syllabus W14 Salvador, p. 3
Date Tuesday, Jan 7 Thursday, Jan 9 Tuesday, Jan 14
Topic(s), Readings and/or Materials Establishing a Positive Learning Environment Introductions, Course & Syllabus Overview, Metaphor Exercise The Professional Landscape: Music Education in Schools What is the current state of music instruction in the schools in our area and around the state and nation? What is offered? Where? Why? What are the trends, and what are the possibilities? Observation Skills Preparation for classroom observations
Assignment Due
Personal Narrative 1
Thursday, Jan 16
No Class—Dr. Salvador at MMC1.
Tuesday, Jan 21
Philosophies of Music Education Reading Reading: McCarthy, M. & Goble, JS (2002). Music Education Philosophy: Changing Times. Music Educator’s Journal 98(1), 19- Response 1 26. doi: 10.2307/3399880
Thursday, Jan 23 Tues, Jan 28 Thurs Jan 30 Thursday, Jan 30 Tues Feb 4 Tuesday, Feb 4 Thursday, Feb 6 Tuesday, Feb 11
Philosophies of Music Education, Continued The Aims of Education The Culture of Competition Reading: Scheib, J.W. (2006). Lindy’s Story: One Student’s Experience in Middle School Band. Music Educator’s Journal, 92(5) 32-36. doi: 10.2307/3878499 Competition, Identity & Teaching Reading: Salvador, K. (In Press). Identity and transformation: Reclaiming an inner musician. In Randles, C., Ed. Music Education: Navigating the Future. New York: Routledge. On BlackBoard. No Class—Comp-Day 1 Teachers and Teaching, or: “We teach who we are.” Reading: Parker Palmer The Courage to Teach pp 1-16. (BlackBoard) Audio: http://www.brainpickings.org/index.php/2012/02/22/iraglass-on-the-secret-of-success/
Personal Narrative 2 Reading Response 2 Reading Response 3 Observation Report 1 due Feb 9. Reading Response 4
1 MMC—Michigan Music Conference--is Jan 16-18. I HIGHLY recommend that you attend. It is only $20 to attend the conference for NAfME members, and a great opportunity for professional enculturation out of the way—meet people in the field, hear what they are doing, etc
MUS 380 Syllabus W14 Salvador, p. 4 Thursday, Feb 13
Tuesday, Feb 18
Classroom Leadership Reading: Steele, N. A. (2010). Three Characteristics of Effective Teachers. Update: Applications of Research in Music Education. 28(2), 71-78. doi: 10.1177/8755123310361769 Effective Classrooms Readings: • The First Days of School, pp. 7-20 (Wong, on BlackBoard) • Blair, D.V. (2009). Stepping Aside: Teaching in a StudentCentered Music Classroom. Music Educator’s Journal, 95(3) 42-45. doi: 10.1177/0027432108330760
Reading Response 5
Reading Response 6
Thursday, Feb 20
No Class—Comp Day 2
Observation Report 2 due Feb 24
Tuesday, Feb 25
Dominant Narratives about Schools and Teachers, Education Reform ReadingS: http://www.jamievollmer.com/blueberries INCLUDING some of the COMMENTS. (e.g., about who is the “customer” and if students are “raw materials”). http://www.nytimes.com/2013/02/19/opinion/brooks-what-datacant-do.html?hp&_r=1&
Reading Response 7
No Class—Comp Day 3
Observation Report 3 due March 9
Thursday, Feb 27
Tuesday, March 112
Thursday, March 13
Tuesday, March 18
Exceptional Learners & Special Education Readings: • Abramo, J. (2012). Disability in the Classroom: Current Trends and Impacts on Music Education. Music Educator’s Journal 99(1), 39-45. doi: 10.1177/0027432112448824 • http://momnos.blogspot.com/2010/03/on-being-hair-dryerkid-in-toaster.html Differentiated Instruction Readings: • Hillier, E. (2011). Demystifying Differentiation for the Elementary Music Classroom. Music Educator’s Journal 97(4), 49-54. doi: 10.1177/0027432111405672 • http://blogs.edweek.org/teachers/teacher_in_a_strange_lan d/2013/11/bored_eight_ideas_about_bored_students_and_ boring_teachers.html Nontraditional Music Courses; Introduction of Teaching Tune Project
2 Note: no class March 4 and 6, Spring Break. You may choose to do an observation during that week.
Reading Response 8
Reading Response 9
Reading Response 10
MUS 380 Syllabus W14 Salvador, p. 5
Thursday, March 20
Tuesday, March 25
Thursday, March 27
Tuesday, April 1
Thursday, April 3 Tuesday, April 8 Thursday, April 10 Tuesday, April 15 Thursday, April 17
Readings: • Campbell Ch. 10 “All the Rest of the Music” (BlackBoard) • Kratus, J. (2007). Music Education at the Tipping Point. Music Educator’s Journal 94(2), 42-48. doi: 10.1177/002743210709400209 Social Class & Music Education Reading: Bates, V. (2012). Social Class and School Music. Music Educator’s Journal 98(4), 33-37. doi: 10.1177/0027432112442944 http://www.huffingtonpost.com/linda-tirado/why-poorpeoples-bad-decisions-make-perfect-sense_b_4326233.html? utm_hp_ref=tw Race & Music Education Reading: DeLorenzo, L. (2012). Missing Faces from the Orchestra: An Issue of Social Justice? Music Educator’s Journal 98(4), 39-46. doi: 10.1177/0027432112443263 http://www.huffingtonpost.com/2013/05/24/what-kind-of-asianare-you-video_n_3334200.html Culturally Responsive Pedagogy Reading: Shaw, J. (2012). The Skin That We Sing: Culturally Responsive Choral Music Education. Music Educator’s Journal 98(4), 75-81. doi: 10.1177/0027432112443561 Gender & Music Education Sexual Orientation & Music Education Readings: Reading: Bergonzi, L. (2009). Sexual Orientation and Music Education: Continuing a Tradition. Music Educator’s Journal 96(2), 21-25. doi: 10.1177/0027432109350929 Gender Reading TBA Religion & Music Education Reading: Hoffman, A. R. (2011). Rethinking Religion in Music Education. Music Educator’s Journal 97(4), 55-59. doi: 10.1177/0027432111404606
Reading Response 11
Reading Response 12
Reading Response 13
Reading Response 14
Reading Response 15
Emergent Topics
No Class: Comp Day 4
The Promise of Music Education Reflections on the Course and Planning for the Future
Observation Report 4 Due April 13
MUS 380 Syllabus W14 Salvador, p. 6 Exam Period: Thursday, April 24, 7:45-10:15AM.
Final Paper due 11:59pm April 21
COURSE POLICIES 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. You are allowed three 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 10% for the first absence and 5% for every absence thereafter. In addition, two tardies will count as one absence. Participation: This is a seminar format class, which depends on all students’ participation. Students will participate in full class and small group discussions in person and through the course website. Students will be evaluated on the quality of their participation and their preparedness for discussions. Classroom Etiquette: This classroom will support an inclusive learning environment where diversity and individual differences are appreciated, respected, and recognized as a source of strength. It is expected that all participants will respect differences and demonstrate diligence in understanding how other peoples' perspectives, behaviors, and worldviews may be different from their own. 1.
Professionalism: Because you will be in a public school setting, your dress and comportment must be professional at all times. Arrive early. Choose modest, comfortable, clean, and classy clothing. Consider this a chance to start building your “teacher” wardrobe. Please be careful about the language you use, the topics you choose, the people you talk about, and the image you project (in the school and . If a dire emergency or severe illness prevents you from attending, call the school to let the secretary know and leave a message for your cooperating teacher AND email the cooperating teacher (cc me on the email). Unprofessional comportment (including tardiness and no-shows) will not be tolerated, and could result in failure of this course. Late Assignments: If you do not turn in an assignment by the end of the class during which it is due, it is considered late, even if you are absent from class that day. The assignment may be turned in at the next class, but the assignment grade will automatically be lowered 10%. Assignments will not be accepted more than one week late. I will happily accept emailed assignments. Writing Center: The Writing Center can help you with any writing or speaking project, 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
MUS 380 Syllabus W14 Salvador, p. 7 Writing Center website at http://www.umflint.edu/writingcenter/ or call (810) 766-6602. The Writing Center is located in 559 French Hall. 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. Please turn off your phone and put it away before you come in to class. Laptops/tablets are acceptable when used appropriately. Grades will adhere to the following 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