MUS 381: Teaching General Music, Grades k-8 Winter 2014 Instructor: Karen Salvador, PhD Monday and Wednesday 4-5:15 Exam Time: Wednesday, April 23, 4:15-6:45 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. If needed, changes will be provided in writing on BlackBoard as well as discussed in class. 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. TWCLM: Bluestine, E. (2000). The ways children learn music: An introduction and practical guide to music learning theory. (Revised Edition). Chicago: GIA Publications. 2. TIH: Lange, D. (2005). Together in Harmony: Combining Orff Schulwerk and Music Learning Theory. Chicago: GIA Publications. 3. ES&C: Bolton, B. M., Gordon, E. E., Taggart, C. C., & Valerio, W. K. (1993). Experimental Songs and Chants, Book 1. Chicago: GIA Publications. 4. LSA, R: Gordon, E. E. (1990). Rhythm Register Book One Revised Edition in Jump Right In, the Music Curriculum. Chicago: GIA Publications. 5. LSA, T: Gordon, E. E. (1990). Tonal Register Book One Revised Edition in Jump Right In, the Music Curriculum. Chicago: GIA Publications. General Guidelines: Unless otherwise specified in the syllabus, readings and assignments are due in Monday’s class each week. Assignments must be typed (12 pt font, ds) and free of errors in grammar and spelling.
MUS 381 Syllabus W14 Salvador, p. 2 Assignments may be submitted via email as .doc or .docx, and must be received before class to be considered “on time.” Assignments will be accepted up to one week late for 10% reduced credit. 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. Students are required to check email regularly and to promptly respond to email communications. Evaluation: 400 points: Written Assignments and Peer Teaching 100 points: Professional Enculturation 150 points: Exam (Midterm, 3/17). 200 points: Journal 150 points: Instructional Plan (Due 4/21) Total: 1000 points. I will not offer extra credit assignments or make-ups. Do the assigned work thoughtfully, completely, and on time. Course Activities: 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 session of instruction with the same group(s) of students each time they meet for 8 weeks. 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. You will need a total of 8 field visits. Professional Enculturation: Attend at least 3 hours of elementary music professional development this semester. You could attend three sessions with elementary topics at MMC, or attend a FAME, DOSA, GIML, or MMOSA meeting (usually Saturday morning meetings, usually last 3 hours, may have a fee). If you have questions about what will “count,” please email me. When you have accumulated three hours, write a 2-3 page reflection of what you experienced (details on BlackBoard). Your reflection must also include documentation of your attendance at the sessions/workshops (signed schedule from MMC, signed handout, etc.). You must complete this requirement by Wednesday, April 2, but you may complete it as early as you wish. I highly recommend getting it “out of the way.” Journal: Each student will be required to maintain a journal on BlackBoard. These journals will be private communication between the student and the professor. You will write a journal entry after the first four peer teaching experiences (4), and one for each field experience after the first week (7), a total of 11 journal entries. Entries are due within 48 hours of the field experience or peer teaching. Journal entries are 20 points each, with credit given based on quality of observation/reflection. I will reply to most journal entries with comments, replies to your
MUS 381 Syllabus W14 Salvador, p. 3 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. Peer Teaching: You will peer teach in class on a regular basis. These experiences are described in the syllabus and include teaching (1) a learning sequence activity, (2) a rote song, (3) a creative movement activity, (4) an Orff arrangement, and (5) 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: 1/27, 2/17, 3/10, 3/31, 4/21. No make-ups without documented evidence of dire circumstances. Assignments: You will complete written assignments such as descriptions of teaching activities and lesson plans. Detailed descriptions and rubrics/rating scales for assignments referenced in the syllabus will be available on BlackBoard before the assignment is due. Examination March 17: The mid-term will be multiple-choice and short answer; covering the conceptual information from lectures and readings. No make-ups without documented evidence of dire circumstances. Final Project: Instructional Plan: Rather than a final exam, you will design a final instructional plan, which is due April 21 and will not be accepted late. Details about this assignment will be 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. In the past, the entire faculty has met with students in MUS 381 to discuss progress and disposition. I reserve the right to substitute this meeting for our final meeting, and will announce this as soon as I know. COURSE OVERVIEW: Week 1: January 6: SNOWPOCALYPSE!!!!!! January 8: Course Orientation, Introductions. What are the goals of elementary general music? Who is it for? What should it look like? Theories on the development of children. For next week: • TWCLM pp. ix-84 (yes, really). • Reading: Referencing the National Standards for Music Education at http://www.menc.org/resources/view/national-standards-for-music-education and with regard to your recollections of your experiences in elementary general music, react to what Bluestine describes in the first part of TWCLM. Bullets are fine, you may want to just keep notes of your reactions as you read and then expand on your notes. (2-3 pp ds, remember all assignments are submitted via email). Due Wednesday, 1/15 Week 2: January 13: Course Orientation, Introductions. What are the goals of elementary general music? Who is it for? What should it look like? Theories on the development of children. Musical development of children. Music Aptitude. January 15: Preparatory audiation: Characteristics and how to teach young children.
MUS 381 Syllabus W14 Salvador, p. 4 How to help a child exit tonal babble and exit rhythm babble. Discussion of fieldwork placements and schedules—start week 4. MMC is Jan 16-18. I HIGHLY recommend that you attend. There is an Elementary preconference on Thursday from 9-4, and the conference starts for real Thurs evening. It is only $20 to attend the conference for NAfME members, and you can easily get your professional enculturation out of the way. For next week: • Reading: TWCLM 85-110 • Assignment: Write two (2) 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 (2) 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 (total of 4) should be described in sufficient detail that I can picture exactly what you mean, and should include the music you plan to use (reference ES&C by song title and page number). Week 3: January 20 No Class, MLK Day January 22: BRIEF: Discussion of fieldwork placements and schedules—start week 4. Teaching Learning Sequence Activities (LSAs); Aptitude testing. For next week: • Reading: TWCLM 111-164 • 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 1/22. Practice. Out loud. Week 4: January 27: LSA peer teaching. January 29: Aptitude testing. Curriculum overview. Common Core, GLCEs, National Standards, Oh my! Fieldwork placements start this week and run for 8 weeks. This week, simply observe and absorb in your fieldwork placement. Starting next week, thoughtful, thorough journal entries are required within 48 hours of one observation per week. • Reading: TWCLM 165-202. • Journal: Peer Teaching Response (due by 1/29) Week 5: February 3: Music learning theory overview; Skill Learning Sequence February 5: Rhythm and tonal content sequences, designing rating scales For next week: • Reading: on BlackBoard • Journal: Fieldwork Journal (1).
MUS 381 Syllabus W14 Salvador, p. 5 Week 6 – February 10: Coordinating learning sequence activities and classroom activities February 12: Singing and chanting: teaching a rote song or chant, singing voice development, sources of songs and chants, choosing songs for students. For next week: • Journal: Fieldwork Journal (2). • Reading: on BlackBoard • Assignment: Prepare to teach a song and a chant to the class using the rote song teaching procedure. Choose material from ES&C that I have not yet taught in class. 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 or minor. Week 7: February 17: Rote song peer teaching February 19: NO CLASS (Comp Day 1 for fieldwork/professional enculturation) For next week: • Journal: Fieldwork Journal (3). • Reading: on Blackboard • Journal: Peer Teaching Response (Due by 2/19) Week 8: February 24: Teaching to individual needs; designing rubrics. Classroom management February 26: Movement activities—creative/stylistic (listening lessons, continuous fluid movement) For next week: • Reading: TIH pp. 19-29 • Journal: Fieldwork Journal (4). • Assignment: Create 7 movement activities, one that teaches each of the following: (1) continuous fluid movement, (2) body awareness, (3) free/bound flow, (4) heavy/light (could also think of this as strong/gentle), (5) direct movement/indirect movement, (6) fast/slow, and (7) 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 March 3 and 5, SPRING BREAK: You may choose to go to your fieldwork placement and end a week early. Week 9: March 10: Creative movement peer teaching March 12: Review for Exam For next week: • Journal: Peer Teaching Response (Due by 3/12) • Journal: Fieldwork Journal (5). • Prepare for Exam (3/17) • Reading (for Wednesday 3/19): TIH pp. 7-18
MUS 381 Syllabus W14 Salvador, p. 6 Week 10: March 17: Exam No make-ups without documented evidence of extreme circumstances. March 19: The Orff Approach: Overview For next week: • Readings: TIH pp. 31-39 • Journal: Fieldwork Journal (6). Week 11: March 24: Movement in Orff (formal/beat/creative/choreographed movement) March 26: Orff, MLT, Kodaly… similarities, opportunities for integration For next week: • Reading: choose 10 of the activities in TIH 41-80 to read in detail, pay particular attention to the teaching procedures as references for the assignment below. • Journal: Final Fieldwork Journal (7). • Write an instrumental arrangement of a rote song (from ES&C) 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). • Reminder: Deadline for submission of professional enculturation evidence and reflection is Wednesday, April 2. Week 12: March 31: Orff arrangement peer teaching April 2: Lesson planning: coordinating classroom activities with levels of learning in skill learning sequence (aural/oral, verbal association) For next week: • Readings: As assigned, located on BlackBoard • Journal: Final Peer Teaching Response (Due by 4/2) Week 13: April 7: Lesson planning: coordinating classroom activities with levels of learning in skill learning sequence (creativity/improvisation and generalization) April 9: NO CLASS (Comp Day 2 for fieldwork/professional enculturation) Dr. Salvador at NAfME National Conference, St. Louis. For next week: • Reading: As assigned, located on BlackBoard • 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
MUS 381 Syllabus W14 Salvador, p. 7 association level. You may re-use these plans in your final instructional plan if you incorporate revisions based on my feedback. Week 14: April 14: 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, 4/16. April 16: Encouraging creativity in the elementary music classroom For next week: • Prepare final project (instructional plan) for 21st. Remember, it will not be accepted late. Be ready to peer teach your favorite fifth-grade activity from your instructional plan. Final Class 4/21: Instructional Plan Peer Teaching Final Instructional Plans due today. Late instructional plans will NOT be accepted. No exceptions. Exam Period (4/23, 4:15-6:45). 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). NOTE: this may be exchanged for a meeting with the entire faculty. 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 (in the school and elsewhere). 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%.
MUS 381 Syllabus W14 Salvador, p. 8 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