Seminar on the History and Philosophy of Music Education MSU College of Music June 30-August 8 Facilitator: Karen Salvador, PhD
MUS 860 sec. 301 [3 credits] Tu and Th, 8:00-10:50 a.m. 219 Music Practice Building
Contact Information Email: ksalvado@umflint.edu Office: 213 MPB Office Hours: T/Th 11-12, or by appointment Email is my preferred method of contact. You can also call my cel— Please use discretion or text first if you choose to call me—I do not have home or office phone. Course Aims: Study the origins and evolution of music education in the United States. Examine philosophies of music education and education in general. Consider our own practices and current trends in music education through these philosophical lenses. Articulate a reasoned, coherent, personal philosophy of music education that is situated within the broader canon of music education history and philosophy. Develop skills for effective presentation of content and facilitation of peer discussion. Required Texts: Mark, M.L. (2008). A concise history of American music education (1st ed.). Lanham, MD: Rowan & Littlefield Publishing Group. Reimer, B. (2003). A philosophy of music education: Advancing the vision (3rd ed.). Upper Saddle River, NJ: Prentice Hall. Woodford, P. G. (2005). Democracy and Music Education: Liberalism, Ethics, and the Politics of Practice. Bloomington: University of Indiana Press. Course Format “Most people do not listen with the intent to understand; they listen with the intent to reply.” Stephen R. Covey This is a seminar: we will all read, present, listen, and discuss material. We have a lot to talk about over a very short period; the active participation of every class member is crucial. We will start promptly and end on time, and take one fifteen-minute or two ten-minute breaks each class. Feel free to bring food, coffee, etc. • Readings are the central element of this course. Please engage with them at a depth appropriate for a graduate seminar. • We will call on you. And remember, you will be leading discussion—as you prepare each reading, consider the level of preparation you will desire from your colleagues when you are leading discussion. • Please take time, reading diligently and actively, taking lots of notes for further discussion. What resonates with you? What confuses you? What rubs you the wrong way? What would you like to explore with the group? Where do you see connections with your practice? Reflections of or disconnects with current music education policy and practices? Etc. This syllabus is subject to change. Any changes will be discussed in class and provided in writing on Edmodo.
MUS 860 Syllabus SS14 Salvador, p. 2 Assignments Submit all written assignments via email as .doc or .docx attachments. Rubrics for the major assignments will be available on Edmodo.com1. Due dates for each assignment are on this syllabus, or you will sign up for a date. If you have any questions, please email/see me/call me PRIOR to the due date. Late assignments will be graded 10% lower. Anything more than a week late will not be accepted. However, I have a free editing policy: If you turn in a draft a week prior the due date, I will give thorough editorial feedback for you to incorporate in your final draft that you submit on the due date. In-class work [presentation and discussion facilitation] cannot be made up unless there are extremely unusual circumstances. Brief Written Exercises (2) Writing Assignment #1: 30 Points Due: in class JULY 3 List your top concerns regarding music education in schools. What are the most pressing issues facing music teachers and music education? Bulleted list is fine. Then reflect: How are these concerns directly impacting your teaching? (2-3 pages). While you will still submit via email, we will use these in class, so please either bring a device to access a copy, or a hard copy. Writing Assignment #2: 70 Points Due: by class time JULY 10 Describe a specific issue that prevents you from doing your job more effectively. What assumptions underlie this issue? Consider the role of the teacher, student, administration, and community (if applicable). Analyze choices made by each party and identify intended or unintended consequences. Conclude with a discussion of how has this issue impacted your ability to make a difference in the classroom. (4-6 pages). Discussion Leadership: 250 Points Due: Sign up for Date • Sign up to lead the discussion for one class reading (about 45 minutes). • Compose and ask 4 or 5 questions that will instigate and facilitate our discussion of the material. Your questions should be specific to the assigned reading, but also place the reading in the larger context of our class, music education, and education as a whole. Be prepared to re-start discussion when necessary. • You must incorporate an audio clip, video clip, another source, and/or an activity that adds to the discussion or assists our understanding. If you are unsure if your idea is feasible or appropriate, ask me. • Two days prior to your leadership, email me with your 4-5 questions. In the email, describe (and/or attach) your audio/video clip, other source, or activity. This email is 50 of the 250 points for this assignment Article Presentation: 250 Points Due: Sign up for Date • Each member of the class will read, analyze, and present a philosophical journal article. The rest of the class will NOT have read it, so the challenge is to present the material in a manner that is concise, informative, and engaging. • This project is meant to allow you to explore a topic, author, or way of thinking that interests you, and also to help you structure a philosophical conversation amongst peers. 1 The URL to join our class is https://edmo.do/j/umw3qa I will also email it to you.
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I have a list of suggested articles from which you may choose, or you may propose an article [or other materials] that reflects your own classroom concerns, a philosophical line of thought you would like to explore, or a contentious issue in music education [or general education] that you would like to delve into with the class. If you propose an article, topic, etc. not on the list, the materials you select must be of similar scholarly merit to the ones I have suggested, and must approach the topic from a philosophical perspective. Articles from the list are first-come, first-served, and you must select your article and notify me of your selection at least a week in advance of your presentation. If you plan to propose an alternative, you must discuss it with me in person or via email by one week prior to your presentation date. Prepare a 30 minute presentation on the article that includes: o Overview of the article o Key points o Explanation of new constructs or terms o Applications to practice (the “take aways” or “so whats”) o Discussion, activity, etc. These can be mixed in with other elements of the presentation, or can follow your presentation--but actively engaging your audience as learners and scholars must be a substantial portion of your presentation. By midnight two days prior to your presentation, email me with your “lesson plan” (could be powerpoint, prezi, outline, lecture notes; must include description of each of the elements listed above). This email is 50 of the 250 points for this assignment
FINAL PRESENTATION: Due: in class August 7, 2014 Advocating for your own music program as well as music education in general requires the ability to communicate your personal philosophy to your students, administration, parents, and community. Based on your philosophy, prepare one of the following to present in class (about 510 minutes): a. Advocacy presentation to a school board—why should you district and community support your vision (that you articulate) for music education? b. “This I Believe” essay (can be pre-recorded if you wish), see http://thisibelieve.org/guidelines/ and recognize that I would like it to be about 5 minutes long, which is longer than their guidelines. c. Commencement Address—What do you hope for students in general and music students in particular? Email me a copy of what you present or read in class—notes/outline is fine if that is what you worked from for your presentation. FINAL PAPER:
Due: 5PM, Monday, August 11, 2014 Late Papers Not Accepted. Create a personal philosophical statement of music education. Carefully organize a rich, coherent portrait of your values. Working from questions or areas of tension you have faced in this class, document how you have resolved these philosophical questions for yourself. Include citations to support your critically reasoned arguments. While many styles of argument presentation are acceptable, you must situate your philosophy within the broader canon of music education history and philosophy. Opinion without support is unacceptable and your grade will reflect the
MUS 860 Syllabus SS14 Salvador, p. 4 scholarly merit of your writing. While you may use the first person, the writing must be worthy of publication, following APA 6 guidelines for grammar and format. 8-10 ds pages. Note: The final projects are not necessarily separate. The paper is a scholarly argument, intended to be convincing when read by other scholars of music education. The presentation is intended to be shared aloud to a different audience. The “voice” should [perhaps] change between the two, but your message should be consistent. With this understanding, you may re-use material from your presentation in your paper. Be like Bach!
Date
Topic(s), Readings Due
Tuesday, July 1
Introductions; Course Orientation; Overview of Philosophies of Education and Music Education
Thursday, July 3
Introduction to Aesthetic Philosophy of Music Education Riemer, Ch 1 [pp. 1-37] Facilitator: Salvador Introduction to the Praxial Philosophy of Music Education No reading [I can assign one if you want?] Facilitator: Salvador
Tuesday, July 8
Early History Mark, Ch 1 and 2 [pp. 1-80] Facilitator: ________________ “Synergistic Proposal” Riemer, Ch 2 [pp. 38-70] Facilitator: __________________ Praxial Philosophy II: Salvador
Thursday, July 10
Tuesday, July 15
Thursday, July 17
History: Professional Organizations Mark, Ch 3 [pp. 81-117]: Salvador The Feeling Dimension Riemer, Ch. 3 [pp. 72-101] Facilitator: __________________ Professional Organizations Today: Salvador History: the Broadening Curriculum Mark, Ch 4 [pp. 119-137]: Salvador The Creating Dimension Riemer, Ch 4 [pp. 103-131] Facilitator: _________________ The Case for Social Justice in Music Education: Salvador Woodford: Preface, ix-xvii History: Music Education Expands, Music in 21st Century Mark, Ch 5 & 6 [pp. 137-177]: Salvador The Meaning Dimension Riemer, Ch 5 [pp. 133-166] Facilitator: _________________
Assignment Due
Written Assignment 1—bring a hard copy to class
Written Assignment 2; bring laptop/other device for in-class work
Article Presentation 1, 2
MUS 860 Syllabus SS14 Salvador, p. 5 Tuesday, July 22
Thursday, July 24
Tuesday, July 29
The Contextual Dimension Riemer, Ch. 6 [pp. 168-197] Facilitator: _________________ Intelligence in the World, Theories on Intelligence Woodford, Ch. 1 [pp. 1-16] Salvador Theory to Practice: Musical Roles as Intelligences Riemer, Ch. 7 [pp. 199-238] Facilitator: _________________ Intelligence in the Musical World Woodford, Ch. 2 [pp. 16-37] Facilitator: _________________ Note: facilitators on this day may coordinate/work together Dr. Salvador cannot be there. Advancing the Vision: General Riemer, Ch. 8 [pp. 240-272] Facilitator: _________________ Postmusical Age Woodford, Ch. 3 [pp. 38-56]: Salvador
Article Presentation 3, 4
Article Presentation 5, 6
Thursday, July 31
Advancing the Vision: Specialized Riemer, Ch. 9 [pp. 274-298] Facilitator: _________________ Culture Wars, Critical Theories Woodford, Ch. 4 [pp. 57-75]: Salvador
Tuesday, August 5
Reclaiming the Public Sphere, Music as Occasion for Intelligence Woodford, Ch. 5-6 [pp. 76-105]: Salvador
Thursday, August 7
Final Presentations and Brunch Brunch, final project presentations
Final Presentation
Final Paper due by 5:00PM Monday, August 11, 2014 Submit via email as .doc or .docx attachment.
Final Paper
Article Presentation 7, 8 Article Presentation 9, 10
General Guidelines: Absence Policy: The summer absence policy for all College of Music summer courses provides for two absences without penalty. After that, each absence will lower the final course grade by .5. Presentation and discussion facilitation dates cannot be made up unless there are extremely unusual circumstances. Disability Accommodation Notice: Any student who needs an accommodation based on the impact of a disability should contact the Resource Center for Persons with Disabilities (RCPD) at (517) 353-9642. The office is located in 120 Bessey Hall. Accommodations MUST be made in advance, or when disability is diagnosed. Retro-accommodations cannot be guaranteed.
MUS 860 Syllabus SS14 Salvador, p. 6 University Code of Professional Conduct: MSU College of Music education students are bound by the College of Education professional conduct policy that includes an expectation for active engagement in the classroom. Preparation, punctuality, and participation are essential for this course. http://www.educ.msu.edu/students/undergraduate/professionalconduct/html Academic Honesty and Integrity: All course work and examinations must represent the student’s own work. Violations of the academic integrity policy such as cheating, plagiarism, selling course assignments, or academic fraud are grounds for academic action and/or disciplinary sanction as describe in the university student conduct code. Incidents of plagiarism are taken very seriously and will be pursued. Students are strongly cautioned not to copy any text verbatim or use someone else’s ideas on class projects, or other class assignments without using appropriate quotations and citations. For university regulations on academic dishonesty and plagiarism, refer to: http://www.vps.msu.edu/SpLife/rule32.html http://www.msu.edu/unit/mbud/plagiarism.html Devices/Communications: Use of electronic devices must be in support of class objectives. Laptops/tablets are welcomed when used appropriately. Please silence your phone before you come in to class. Please check email regularly and promptly respond to email communications. Evaluation: 100 points: Preparation for and Participation in Class Discussions 250 points: Discussion Leadership 250 points: Article Presentation 100 points: Brief Written Assignments (2) 100 points: Final Presentation 200 points: Final Paper Total Possible: 1000 points. Grades will adhere to the following percentage scale: 93-100 4.0 87-92 3.5 80-86 3.0 75-79 2.5 70-74 2.0 65-69 1.5 60-64 1.0 0-59 0.0