Steven Light
223 Dibden Center for the Arts
(802) 635-1370
(612) 867–5332
steven.light@jsc.edu
http://www.fyreandlightning.org/jsc/pages/Intro/intromused1.html
Monday and Wednesdays 10:00-11:30 by appointment
None

This introductory course in Music Education is intended to provide historical, philosophical, and practical foundations for the teaching of music. Initial exposure to the methods, tools, language, and literature of the professional music educator will be reviewed to help the student explore and confirm his or her decision to enter the field. Students will become collegiate members of the professional organization NAfME read articles in its professional journal and attend the annual Vermont Music Educators Conference. Field observations in area schools will provide real world examples of public school music instruction.

Upon successful completion of this course students will have a rich understanding of the Music Education profession, JSC program and requirements.

Students will gain an understanding of:

The characteristics of good teaching
The concept of "Create, Perform, Respond"
The National Music Standards
The 16 Vermont Teaching Principles
The Vermont Grade Equivalencies in Music and the Vital Results
The development of music education in the United States
Various pedagogical approaches used in today's schools
The typical role of the music specialist in the educational process
How to identify personal and professional traits associated with successful How to articulate a rational and well-reasoned philosophy of music education which is supported by both research and theory
How to create well designed lesson plans and units
General teacher-certification preparation and JSC's music education curriculum including orientation information to assist students in preparing for their matriculation through the music education degree program, including PRAXIS I & II content, Portfolio preparation and licensure requirements

Hoffer, Charles R. Introduction to Music Education. 3rd Edition. Long Grove: Waveland Press, 2009. (Required text)
Erwin, Edwards, Kerchner, Knight. Prelude to Music Education, 2002 Prentice Hall. (On reserve)
NAfME. (Serial). Music Educators Journal. (Included with NAfME membership).
3-ring binder for Portfolio
Binder for notes, assignments and school observation responses

Students will be introduced to the course subject matter primarily through lecture, discussion and reading. A great deal of personal reflection is essential.

Active and respectful participations in all aspects of the course is essential. Students are expected to participate in all group discussions and activities, communicate electronically appropriately, complete independent work thoroughly, and present it with care and attention to detail. Participation should be grounded in knowledge and insights gained from course readings and previous class discussions and activities. Requests for alterations of assignments, extensions, or a review of problems should be made with the instructor during office hours.

Weekly readings and online review quizzes are posted on the class website (fyreandlightning.org/jsc). You are responsible for attending class and monitoring your JSC email to learn of changes. You should read the scheduled items in advance and come ready to engage in discussion or tasks about the readings on the day they are due. Additional details will be provided for each of the assignments. All assignments are due by class time on the due date. Extensions may be granted only if requested.

In addition to the quality of assignments submitted, factors such as attitude and professionalism in the classroom can affect the final grade.

Active and respectful participations in all aspects of the course is essential. Students are expected to participate in all group discussions and activities, communicate electronically appropriately, complete independent work thoroughly, and present it with care and attention to detail. Participation should be grounded in knowledge and insights gained from course readings and previous class discussions and activities. Requests for alterations of assignments, extensions, or a review of problems should be made with the instructor during office hours.

Weekly readings and online review quizzes are posted on the class website (fyreandlightning.org/jsc). You are responsible for attending class and monitoring your JSC email to learn of changes. You should read the scheduled items in advance and come ready to engage in discussion or tasks about the readings on the day they are due. Additional details will be provided for each of the assignments. All assignments are due by class time on the due date. Extensions may be granted only if requested.

In addition to the quality of assignments submitted, factors such as attitude and professionalism in the classroom can affect the final grade.

Major assignments include: (Percent of grade)

Read and respond during class discussions and in writing to weekly readings (10)
Formulate a personal philosophy of music education with belief statements (10)
Begin to assemble a professional portfolio (5)
Develop a list of characteristics of quality teaching (5)
Understand, memorize and be able to integrate in lesson planning the Nine National Standards of Music Education and related benchmarks and Vermont GEs in Music (5)
Write a sample lesson plan (10)
Write a sample unit plan (10)
Create a timeline on and present to class the history of music education in America indicating the major innovators and their contributions including their approaches and philosophies (10)
Write and recite a 5 minute speech on "My Most Influential Teacher" – and reflect on why this is the case, what those influences were and how it currently informs your desire to teach (qualifies for Oral Communications requirement) (5)
Observe a minimum of 8 times - once each in the specified type of class
Keep observation logs, journals and write observation reports and reflections on each observation using assigned focus questions (20)
Write a self-assessment and professional goals paper (5)
Attitude and Professionalism (5)
Attendance - 5 points deducted for each unexcused absence

All assignments and aspects of the course will be explained in detail during class
Missing class will effect your grade. Please notify the instructor of any unavoidable absences before the class and arrange to obtain any handouts. In case of illnesses or emergencies, contact the instructor on or immediately after the absence.
Turn in assignments on the posted due dates. Submitting assignments after the due date will affect your grade. In general, turning work in late means losing some or all credit for it. If you need to submit work late due to illness, or family or other emergency, please contact the instructor by phone or email, during office hours, before or after class—preferably before the due date. Excused late submissions must be complete within one week of the due date; check in with instructor as to whether this may be done by email. Resubmissions of unacceptable work will be arranged on a case-by-case basis.

YOU ARE RESPONSIBLE FOR CHECKING YOUR JSC E-MAIL ACCOUNT.

Students are expected to conform to the highest standards of academic honesty in all their academic work at Johnson State College. Academic dishonesty in any form is prohibited and unacceptable. Acts of dishonesty for which a student may be disciplined include, but are not limited to, receiving or providing unauthorized assistance on an examination and plagiarizing the work of others in writing assignments. The American Heritage Dictionary defines plagiarism in the following way: "To steal or use (the ideas or writings of another) as one's own." Students are responsible for knowing what specific acts constitute plagiarism; if students are uncertain whether a particular act constitutes plagiarism, they should consult with their instructors before turning in assigned work. Any suspicion of academic dishonesty will result in the commencement of a college investigation as outlined in the student handbook. See the link below for additional information: http://www.jsc.edu/Academics/CourseCatalogues/2009UGradCatalogue/1597.htm

The Vermont State Colleges ("VSC") and each member College do not engage in unlawful discrimination based on race, color, creed, ancestry, ethnicity, national origin, place of birth, sex, sexual orientation, disability, age, veteran status, marital status or any other status protected by law. Sexual harassment, racial harassment, and harassment of persons based upon other protected categories are forms of discrimination and will not be tolerated. Also, inappropriate sexual relationships between staff and students, although they may not rise to the level of sexual harassment, are prohibited. Further, the VSC and each member College, in accordance with Vermont law, do not discriminate against any person on the basis of the person having a positive HIV-related blood test. For additional details see the college catalog, http://www.jsc.edu/Academics/CollegeCatalogs/2011UgradCatalog/index.htm or www.jsc.edu/VSCPolicy311

Johnson State College is committed to creating an accessible college community where students with disabilities have equal opportunity to participate in all aspects of the educational environment. If you are a student with a documented disability, you may be eligible for coursework accommodations provided current and comprehensive documentation is presented. Disclosure of a disability is voluntary; however, it is encouraged so students may access accommodations and services as soon as possible. If you feel comfortable, please make an appointment with your instructor to discuss your learning needs. For more information or to schedule an appointment with JSC's Learning Specialist, contact 802-635-1259. For additional information see the JSC Policy & Procedures manual or the Academic Support Services website at
http://www.jsc.edu/Academics/PoliciesAndProcedures.aspx or
http://www.jsc.edu/Academics/AcademicSupport/default.aspx
For details on JSC Academic Policies, see http://www.jsc.edu/OfficesAndServices/RegistrarsOffice/Policies/default.aspx