Elementary Music Methods

MUS-3160-J01

Fall, 2011 – Johnson State College

Thursdays, 4:00 PM – 6:45 PM

Bentley 207

Goals and Objectives

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.

One semester, 3 credits.

Students will gain an understanding of:

• The basics needed to be a successful elementary school music teacher

• What their personal philosophy of music education is

• How to formulate a personal eclectic approach to teaching based on a variety of methodologies for teaching music to young people

• Many current issues related to teaching

• Vermont and National Standards in the Arts and their value

• The essential skill of self-reflection to improve teaching

• Various assessment models and tools

Readings and Materials:

• Music in Childhood: Enhanced Edition, 3rd Edition, Patricia Shehan Campbell - University of Washington , Carol Scott-Kassner ISBN-10: 0495572136  ISBN-13: 9780495572138   ©2010    *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 – bring to class

• Binder for class notes

Course Activities

Class time will consist of lecture, discussion, observation reports, individual projects, group projects, weekly reading responses, tests and reports.

Field work

Students are expected to perform a minimum of 8 hours of observations in area elementary schools and complete logs, reflections and focused responses about them.

Assignments and Grading

· Class attendance and participation

· Personal Leadership style paper

· Philosophy paper

· Personal experience essay

· Methodology Research paper

· Advocacy speech

· Middle Level Challenges paper

· Observations*

· Unit planning (group activity)

· 3 written lesson plans

· 3 taught lessons

· Recorder playing performance

· Reflective summary of workshop attendance at the Fall VMEA conference

· Mentoring in the VTMIDI Project

· Tests & Quizzes

*Note: each observation (arranged individually) has 3 writing components: Observation log, observation journal, observation focus questions. These are due after each observation session.

Students will be graded on successful completion of all assignments, attendance, participation and tests. All graded components must be completed. If any assignment is not attempted the student will receive an F for the course. Extensions will be granted on a case-by-case basis. A grade of B- is required to continue toward music education licensure. Attendance is mandatory. A great deal is covered in each 2 hour and 45 minute class that is difficult to make up. Each unexcused absence will result in a reduction of the final grade.

Class Meeting Times and Schedule

Thursdays, 4:00 – 6:45 PM Bentley 207

Course Timeline

Class #	Date	Reading	Assignment		Due Date	Topic(s)
1	8/25	C&K Preface; (Chaps. 1&2) Leadership style handout	Write a reflective piece on your personal teaching/leadership style & how it relates to Elem. levels Write notes to share about your own elem music experience		9/1	Intros Organization of the class Class Website ePortfolio 3 Artistic Processes, 5 Elements, 7 Components, 9 Standards Intro “PowerPoint” Questions & comments
2	9/1	Individual Research Handout from: A&R P.237-239 Prelude p.173-188 C&K (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		9/8	General questions/ Observation schedule Discuss reading – Multiple meanings & theory/practice Share personal style statements 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	9/8	Individual research	Major Research & opinion paper on various learning theories & methodologies		9/15	General questions/ Observation check in Discuss reading - methodologies 3-5-7-9 Quiz Beliefs & Philosophy Share personal philosophy papers Model activity Individual meeting time
4	9/15	C&K (Chaps. 4&5)	Major Research & opinion paper on various learning theories & methodologies		9/22	General questions/ Observation check in Model activity Curriculum & sequence planning Individual meeting time
5	9/22	C&K (Chaps. 6&7)	Learn to play recorder Begin MIDI Mentoring		9/29	General questions/ Observation check in Discuss reading - singing & pitch Recorder Share/discuss methodologies papers VTMIDI Project Model activity
6	9/29	C&K (Chaps. 8&9)	Write 1^st lesson plan (K-2) MIDI Mentoring		10/13	General questions/ Observation check in Discuss reading – movement & rhythm More recorder VTMIDI check-in Lesson planning
	10/6	No Class – Fall Break
Mon	10/10	Attend Fall VMEA Conference
7	10/13	C&K (Chaps. 10&12) VT GEs & National Standards		Write a short composition for recorders (1-4 pts) Write 2^nd lesson plan MIDI Mentoring	10/20	General Questions/ Observation check in Review VMEA Conference Discuss reading – instruments & listening Teach 1^st lessons! Reflect on & evaluate lessons VTMIDI check-in
8	10/20	C&K (Chap. 13)		Research & evaluate K-8 curriculum Develop “units” 4-6 classes long (partners) Outline lessons included in unit Choose 1 lesson to develop and present MIDI Mentoring	10/27	General Questions/ Observation check in Discuss reading-creativity & curriculum design Play recorder compositions Teach 2^nd lessons! Reflect on & evaluate lessons Organize unit planning partners VTMIDI check-in
9	10/27	C&K (Chap. 11)		Write 3^rd lesson plan Final MIDI Mentoring	11/3	General Questions/ Observation check in Discuss reading-Assessment-types, methods and value of Share curriculum research Share unit plans VTMIDI check-in Individual meeting time
10	11/3	C&K (Chaps.14&15)		Paper on the wonders and challenges of teaching Middle Level	11/10	General Questions/ Observation check in Discuss reading-Motivation/Management Teach 3^rd lessons! Reflect on & evaluate lessons
11	11/10	C&K (Chap 16)		Paper on the wonders and challenges of teaching Middle Level	11/17	General Questions/ Observation check in ML lesson model Discuss reading- Curriculum/Diversity Individual meeting time
12	11/17	C&K (Appendix)		Write a 3-5 minute speech/presentation on Music Advocacy	12/1	General Questions/ Observation check in Discuss and hand in papers Discuss reading – Exceptional children Individual meeting time
	11/24	No Class – Thanksgiving Break
13	12/1		Catch up			General Questions/ Observation check in Discuss reading Deliver Advocacy Speeches Individual meeting time
14	12/8		Review			General Questions Wrap-up - Assessment
15	12/15	Final Exam