MUS-3210-J01

MUS-3160-J01

Elementary Music Methods

Fall, 2009 – Johnson State College

Thursdays, 4:00 PM – 6:30 PM

Bentley 207

Instructor: Steven Light

Email: Steven.Light@jsc.edu

Phone: 802.426.3498

Class website: www.fyreandlightning.org/jsc

Course Description: An effective elementary music education program is based on a sequence of experiences that provides students with continuous growth in musical skills, understanding, enjoyment and meaningful perceptions drawn from music itself and enhanced by their own life experiences. Elementary Music Methods prepares the future teacher by exploring various teaching methods through singing, playing, movement, composition and listening experiences. Emphasis is placed on the “general music curriculum” and on the development of creative educational materials. Students also learn about special instructional techniques, including the Orff, Kodaly, Dalcroze, Conversational Solfege and Gordon methods.

Materials: Readings will be selected from various MENC publications, articles, and three standard elementary music methods texts including:

Music in Childhood (from preschool though the elementary grades), Patricia Shehan Campbell & Carol Scott-Kassner (available in the JSC bookstore) *Primary, required text (C&K)
Teaching for Musical Understanding, Jackie Wiggins McGraw-Hill, 2001
The Experience of Teaching General Music, Betty Atterbury & Carol Richardson, McGraw-Hill, 1995 (A&R)
Prelude to Music Education, Erwin, Edwards, Kerchner, Knight, Prentice-Hall, 2003
A Soprano recorder

Course Objectives:

Prepare students with the basics needed to be a successful elementary school music teacher
Formulate a personal philosophy of music education
Formulate a personal eclectic approach to teaching based on a variety of methodologies for teaching music to young people
Encourage awareness of the many issues related to teaching
Ensure that students have a basic understanding of the Vermont and National Standards in the Arts and their value
Develop the essential skill of self-reflection and understand various assessment models

Assignments: Detailed descriptions of assignments and projects will be given and discussed in class and will include:

Always be prepared to discuss the readings in class
Generate a list of characteristics of effective teaching
Personal philosophy paper

Personal style paper

Personal reflection on elementary general music experience
Research curriculum designs
Research methodologies & theories including Orff, Kodaly, Dalcroze & Gordon, Dewey, Gardner, etc.
Plan multi-class units
Create several sample lesson plans and teach/present to the class
Advocacy paper/speech
Learn to play and teach the recorder
Workshop attendance at the Fall VMEA conference
Mentoring in the VTMIDI Project
Attend the VTMIDI performance

Makeup/Late work: All work should be handed in (or emailed) on the date due. Late work will be accepted (not doing the work at all is not acceptable) up to 2 weeks past the due date with a reduction of 1 letter grade per week unless the student makes a mutually agreed upon arrangement with the instructor.

Attendance: Because participation is such an important component of the class and because much of the class is centered on student projects, class attendance is of the utmost importance. Unexcused absences will seriously affect your final grade. In addition, keep in mind that this class meets only once a week (14 meetings). Missing a class is much more serious than missing a class that meets 3 times a week. Lastly, remember that you are preparing yourself for a profession of teaching, not just attending a class. As a teacher, not showing up is NOT an option! Your attendance is expected and appreciated at every class.

Grading: Teachers must be able to communicate ideas through verbal and written means. Grades will be based on the following:

Class attendance
Class participation
Personal Style paper
Philosophy paper
Personal Experience paper
Methodology Research paper
Advocacy speech
Survey report
Schedule report
Curriculum research report
Unit planning (group activity)
3 written lesson plans
3 taught lessons
Recorder playing performance
Workshop attendance at the Fall VMEA conference
Mentoring in the VTMIDI Project
Attending the VTMIDI performance

Communication: Students are encouraged to contact me for any reason. There will be time at the end of class for one on one meetings.

Course Outline

Draft #2

Class #	Date	Reading (always* due for next class)*	Assignment	Due Date		Topic(s)
1	8/27	C&K Preface; P.1-43 (Chaps. 1&2) Leadership style handout	Write a reflective piece on your personal teaching/leadership style & how it relates to Elem. levels	9/3		Intros Organization of the class 3 Artistic Processes, 6 Categories/9 Standards Intro “PowerPoint” Questions & comments
2	9/3	Individual Research Handout from: A&R P.237-239 Prelude p.173-188 C&K P. 44-65 (Chap. 3)	Read, research and write Philosophy of Music Ed paper focus on Elem. levels be ready to discuss and hand in Take the Myers Briggs test - www.kisa.ca/personality/.webloc Be ready to report the results	9/10		General questions Discuss reading – Share personal style statements Class Website Develop list of effective teacher qualities Teaching scenarios reading & discussion Personal reflection on elementary general music experience a. what did you learn b. how did you learn c. what was the schedule like Individual meeting time
3	9/10	Individual research	Major Research & opinion paper on various learning theories & methodologies	9/24		General questions Discuss reading - methodologies 3/6/9 Quiz Beliefs & Philosophy Share personal philosophy papers Model activity Individual meeting time
4	9/17	C&K P.66-118 (Chaps. 4&5)	Major Research & opinion paper on various learning theories & methodologies	9/24		General questions Discuss reading Model activity Curriculum & sequence planning
5	9/24	C&K P.119-189 (Chaps. 6&7)	Learn to play recorder Begin MIDI Mentoring	10/1		General questions Discuss reading - singing & pitch Recorder Share/discuss methodologies papers VTMIDI Project Model activity
6	10/1	C&K P.190-247 (Chaps. 8&9)	Write 1^st lesson plan (K-2) MIDI Mentoring	10/15		General Questions Discuss reading – movement & rhythm More recorder VTMIDI check-in Lesson planning
	10/8	No Class – Fall Break
7	10/15	C&K P.248-270, 300-326 (Chaps. 10&12) VT GEs & National Standards	Write a short composition for recorders (1-4 pts) Write 2^nd lesson plan MIDI Mentoring	10/29		General Questions Discuss reading – instruments & listening Teach 1^st lessons! Reflect on & evaluate lessons VTMIDI check-in Individual meeting time
8	10/22	Attend Fall VMEA Conference – write review of conference
9	10/29	C&K P. 327-344 (Chap. 13)	Develop “units” 4-6 classes long Outline lessons included in unit Choose 1 lesson to develop and present MIDI Mentoring	11/5		General Questions Review VMEA Conference Discuss reading-creativity & curriculum design Teach 2^nd lessons! Reflect on & evaluate lessons Curriculum development VTMIDI check-in Individual meeting time
10	11/5	C&K P.272-299 (Chap. 11)	Write 3^rd lesson plan Final MIDI Mentoring (ends 11/11)	11/12		General Questions Discuss reading-Assessment-types, methods and value of Catch up on lesson teaching Share unit plans VTMIDI check-in Individual meeting time
11	11/12	C&K P.345-394 (Chaps. 14&15)		11/19		General Questions Discuss reading-Motivation Teach 3^rd lessons! Reflect on & evaluate lessons Individual meeting time
12	11/19	C&K P.395-420 (Chap 16)	Paper on the wonders and challenges of teaching Middle Level		12/3	General Questions Special presentation by Kathy Light on Middle Level Individual meeting time
	11/26	No Class – Thanksgiving Break
13	12/3	C&K P.435-441 (Appendix)	Write a 3 minute speech/presentation on Music Advocacy	12/10		General Questions Discuss and hand in papers Discuss reading Individual meeting time
14	12/10					General Questions Discuss reading Deliver Advocacy Speeches Individual meeting time
15	12/17					General Questions Wrap-up - Assessment