MUS 381 Teaching General Music, Grades k-8 Winter 2012 Instructor -- Karen Salvador, PhD Monday and Wednesday 9:30-10:45 Exam Time: Wednesday, April 18, 7:45-10:15 AM Contact Information Email: ksalvado@umflint.edu Office: 126 French Hall Office Phone: 810 762-0950 Office Hours: Mondays and Wednesdays 1-3:00 PM Or by appointment. Email is the easiest way to reach me. Learning Outcomes: Students will be able to: 1. Explain the stages and sequences of a child’s musical development, and apply this information in lesson planning, music instruction, and assessment. 2. Engage students (peers and children) in: pattern instruction, singing, chanting, moving, playing instruments, improvisation, composition, and listening while taking into account the diverse needs of each student (including special needs). 3. Plan developmentally appropriate music curricula, including evaluation of student achievement, with reference to the Michigan GLCEs and National Standards for Music Education. Students will begin to: Identify and take advantage of resources and professional development opportunities. Build a toolkit of repertoire, activities, and classroom management strategies. Formulate a coherent philosophy of music education, both to guide instructional decisions and also as a tool to use when advocating for music education. Required Texts 1. Bluestine, E. (2000). The ways children learn music: An introduction and practical guide to music learning theory. (Revised Edition). Chicago: GIA Publications, Inc. 2. Lange, D. (2005). Together in Harmony: Combining Orff Schulwerk and Music Learning Theory. Chicago: GIA Publications. 3. Bolton, B. M., Gordon, E. E., Taggart, C. C., & Valerio, W. K. (1993). Experimental Songs and Chants, Book 1. Chicago: GIA Publications. General Guidelines: Unless otherwise specified in the syllabus, readings and assignments are due in Monday’s class each week. For some reading assignments, students multiple-choice questions. Excellent questions will be included on the midterm exam. These do not need to be typed. Assignments must be typed (12 pt font, ds) and free of errors in grammar and spelling. Assignments may be submitted via email as .doc or .docx, and must be received before class to be considered “on time.” Music notation must be computer generated (using Finale, for example) Journal entries must be submitted through BlackBoard, where you will also find information such as assignment descriptions, rubrics, and readings. This course uses BlackBoard rather than a coursepack.
MUS 381 Syllabus Salvador, p. 2 Students are required to check email regularly and promptly respond to email communications. Evaluation: 400 points: Written Assignments and Peer Teaching 200 points: Midterm Exam 150 points: Instructional Plan (due April 16) 150 points: Journal (credit-no credit for each entry) 100 points: Journal Meta-Reflection (due April 18) Total: 1000 points. I do not offer extra credit. Do the assigned work thoughtfully, completely, and on time. Course Activities: Observations of Elementary General Music Classes: You will be observing in three elementary general music classrooms during the semester. These observations will occur during class time on 1/25, 2/20, and 3/26. After each observation, you will write a journal entry describing and evaluating what you saw. Specific things to watch for/comment on/discuss will be posted on BlackBoard prior to each observation. Field Experience: This semester (starting in week 4) you will observe in an elementary music classroom. Placements will differ (because cooperating teachers’ schedules differ), but you will attend one class with the same group of students each time they meet for 10 weeks. In many elementary schools, this will be twice a week for 30 minutes. At first, you will observe and participate, and as the semester progresses you may begin to assume some limited teaching responsibility at the discretion of your cooperating teacher. Assuming your class meets twice a week, you will need a total of 18 field visits. Journal: Each student will be required to write entries in a journal on BlackBoard. These journals will be private communication between the student and the professor. You will write a journal entry after EVERY classroom observation (3), one per week for field experience after the first week (9), and EVERY peer teaching experience (5), a total of 17 journal entries. Briefly discuss applicable observations, such as: What did you do (either as a teacher or as a participant if you are observing)? What went well? What didn’t go well, and why? What progress did you observe in individual students? How were individual needs met? (or not met?) What do you (or would you) plan to do next, and why? Entries are due within 24 hours of the classroom observation, field experience, or peer teaching. These journals are credit/no credit for each entry, and credit will be granted to complete, thoughtful entries that are submitted on time. I will reply to most journal entries with comments, replies to your questions, and things to think about. Although I will never specifically reference a person in class, I may use general ideas from journal entries in class for discussion or illustration. Journal Meta-Reflection: Read over your journal entries in order from the beginning of the semester. Look for evidence of how you have grown or what you have learned over the semester. Reflect on your progress in a 4-5 page paper. Use quotes from your entries to support your
MUS 381 Syllabus Salvador, p. 3 assertions (and cite them like this: “Journal Entry, 2/15/2012”). Questions you might consider include (but are not limited to): Are you developing the competencies that are the objectives of this course? What will you take away from the combination of this class and field experience? What do you still need to work on? What questions or concerns do you still have (or do you now have as a result of your experiences)? How will the experiences you have had in this class inform your teaching of older students if you plan to teach at the high school level? Due April 18 Peer Teaching: You will peer teach in class on a regular basis. These experiences are described in the syllabus and include teaching a learning sequence activity, a rote song, a creative movement activity, an Orff arrangement, and an activity from your final project. Assessments (rubrics/rating scales) for peer teaching will be available on Blackboard to help you prepare. Peer teaching dates: 1/30, 2/20, 3/5, 3/28, 4/16 No make-ups without documented evidence of dire circumstances. Assignments: You will complete written assignments such as descriptions teaching activities and multiple-choice questions regarding readings. Assignment descriptions (in addition to those in the syllabus), rubrics/rating scales, will be available on Blackboard before the assignment is due. Midterm Examination March 12: The mid-term will be multiple-choice and cover the conceptual information from lectures and readings. No make-ups without documented evidence of dire circumstances. Final Project: Instructional Plan: Rather than final exam, you will design a final instructional plan, which is due April 16 and will not be accepted late. Details about this assignment will be made available on Blackboard after spring break. Then, during the final exam period, I will meet with each of you for 15 minutes to discuss your final project and work in the course overall. I will also go over your dispositions inventory with you in that meeting. COURSE OVERVIEW: Week 1: January 4: Course Orientation, Introductions. What are the goals of elementary general music? Who is it for? What should it look like? For next week: • Readings: Browse the National Standards for Music Education at http://www.menc.org/resources/view/national-standards-for-music-education (and by browse, I don’t mean glance at, I mean click on the links and see exactly what it is that you are expected to teach in k-8 music). • TWCLM pp. ix-33 • Assignment: multiple-choice questions. Week 2: January 9: Music Aptitude. General development/musical development of children. January 11: Preparatory audiation: Characteristics and how to teach a child. For next week:
MUS 381 Syllabus Salvador, p. 4 • •
Readings: TWCLM pp. 35-84 Assignment: multiple-choice questions.
Week 3: January 16 No Class, MLK Day. January 18: How to help a child exit tonal babble and exit rhythm babble. Make final confirmations of fieldwork placements and schedules. MMC is Jan 19-21. I HIGHLY recommend that you attend it. There is an Orff pre-conference on Thursday from 9-4 that will give you a big leg up this semester (and in your elementary teaching in general). It is only $20 to attend the conference for NAfME members. For next week: • Readings: TWCLM 85-110 • Assignment: multiple choice questions. • Assignment: Write two activities to help a child exit tonal babble. One should focus on helping the child audiate resting tone. The other should focus on vocal exploration. Write two activities that could help a child exit rhythm babble. One should focus on helping the child feel beat without tension. The other should help a child simultaneously audiate macro and microbeats. Each activity should be described in sufficient detail that I can picture exactly what you mean, and should include the music you plan to use (you can reference the songs and chants book by song title and page number or you can include a photocopy of notation or cut/paste finale notation into your paper). Week 4: January 23: Teaching Learning Sequence Activities (LSAs); Aptitude testing. January 25: Classroom Observation 1. Fieldwork placements start this week and run for 10 weeks. This week, simply observe and absorb in your fieldwork placement. Starting next week, thoughtful, thorough journal entries are required within 24 hours of one observation per week. For next week: • Readings: TWCLM 111-164 • Assignment: Multiple choice questions. • Assignment: Reflect on the classroom observation with regard to the provided prompt questions in your journal within 24 hours of the observation. • Assignment: Prepare to teach one tonal and one rhythm LSA at the aural/oral level of learning. The specific LSA will be assigned to you in-class on 1/23. Practice. Out loud. Week 5: January 30: LSA peer teaching. February 1: Music learning theory overview; Skill Learning Sequence For next week: • Readings: TWCLM 165-202 • Assignment: Multiple-choice questions. • Assignment: Fieldwork journal entry.
MUS 381 Syllabus Salvador, p. 5 Week 6 – February 6: Rhythm and tonal content sequences, designing rating scales February 8: Coordinating learning sequence activities and classroom activities For next week: • Readings: As assigned, located on BlackBoard • Assignment: Multiple-choice questions. • Assignment: Fieldwork journal entry. Week 7: February 13: Singing and chanting: teaching a rote song or chant, use of the singing voice, sources of songs and chants, choosing literature for students. February 15: Classroom Observation 2 For next week: • Assignment: Fieldwork journal entry. • Assignment: Reflect on the classroom observation with regard to the provided prompt questions in your journal within 24 hours of the observation. • Assignment: Prepare to teach a song and a chant to the class using the rote song teaching procedure. Choose a song that is NOT commonly known and that is appropriate for use with elementary school students. You may not use words for the chant or the song. One of your selections must be in an unusual meter, and your song must be in a mode other than major. Week 8: February 20: Rote song peer teaching February 22: Movement activities—creative/stylistic (listening lessons, continuous fluid movement), designing rubrics Classroom management, Dana, Eduardo, Lauren, Jim rote song peer teach, Keith Peer teach LSAs For next week: • Readings: TIH pp. 19-29 • Assignment: Fieldwork journal entry. • Assignment: Create 7 movement activities, one that teaches each of the following: continuous fluid movement, body awareness, free/bound flow, heavy/light (could also think of this as strong/gentle), direct movement/indirect movement, fast/slow, and self/group space. The activities should involve creative imagery, and be described in sufficient detail that a substitute teacher could do them based on what you wrote. Choose your favorite two (2) activities to teach in class. NO CLASS FEBRUARY 27 AND 29, SPRING BREAK: You may choose to go to your fieldwork placement and end a week early. Week 9: March 5: Creative movement peer teaching March 7: Lecture Catch-up, Review for Midterm For next week: • Prepare for midterm. • Readings (due by Wednesday 3/14): TIH pp. 7-18
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Assignment: Fieldwork journal entry.
Week 10: March 12: Midterm No make-ups without documented evidence of extreme circumstances. March 14: The Orff Approach: Overview For next week: • Readings: TIH pp. 31-39 • Assignment: Fieldwork journal entry. Week 11: March 19: Movement in Orff (formal/beat/creative movement) March 21: Orff, MLT, Kodaly… similarities, opportunities for integration (this lesson observed by Dr. Ota; don’t jump the shark) For next week: • Readings: choose 10 of the activities in TIH 41-80 to read in detail, pay particular attention to the teaching procedures. • Assignment: Fieldwork journal entry. • Write an instrumental arrangement of a rote song for Orff instruments and prepare to teach it in class using the Orff approach. Your arrangement must be notated and handed in. On your arrangement, suggest specific ideas for expanding this composition in the following ways: (1) adding movement (2) integrating student improvisation (3) integrating student composition. Write brief descriptions of (1) teaching procedure (2) how this arrangement will allow you to accommodate individual differences and (3) how you will evaluate individual student achievement. Please note that this is both a written assignment and a peer teaching assignment (graded separately). Week 12: March 26: Classroom Observation 3 March 28: Orff arrangement peer teaching For next week: • Readings: As assigned, located on BlackBoard • Assignment: Fieldwork journal entry. • Assignment: Reflect on the classroom observation with regard to the provided prompt questions in your journal within 24 hours of the observation. Week 13: April 2: Lesson planning: coordinating classroom activities with levels of learning in skill learning sequence (aural/oral, verbal association) April 4: Lesson planning: coordinating classroom activities with levels of learning in skill learning sequence (creativity/improvisation and generalization) For next week: • Readings: As assigned, located on BlackBoard • Assignment: Fieldwork journal entry.
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Write a 30-minute lesson plan for a kindergarten class at the aural/oral level of music learning. Write another 30-minute plan for second grade students who are at the verbal association level. You may re-use these plans in your final instructional plan. This will give you the opportunity to revise based on my feedback.
Week 14: April 9: Lesson planning: coordinating classroom activities with levels of learning in skill learning sequence (partial synthesis, symbolic association, composite synthesis). If you want feedback on a fifth grade lesson plan for your final instructional plan, please submit it by Wednesday. April 11: Creativity in the elementary music classroom For next week: • Assignment: Fieldwork journal entry (if you are not already done with the 9 required). • Prepare final project (instructional plan) for the 16th and journal meta-reflection for the 18th. Remember, they will not be accepted late. Be ready to peer teach your favorite fifth-grade activity from your instructional plan. Week 15 – April 16: Instructional Plan Peer Teaching Final Instructional Plans due today. Late instructional plans will NOT be accepted. No exceptions. Exam Time: Wednesday, April 18, 7:45-10:15 AM Each student will sign up for a 15-minute individual meeting to discuss your final project and work in the course overall. I will also go over your dispositions inventory with you (dispositions inventory available on BlackBoard). Journal Meta-Reflections are due at the meeting (or prior to it) and will not be accepted late. 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. 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. 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)
MUS 381 Syllabus Salvador, p. 8 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 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