MUS-3720-J01

Seminar in Music Education

Spring, 2010 – Johnson State College

Thursdays, 4:00 PM – 5:40 PM

Bentley 207

Instructor: Steven Light

Email: Steven.Light@jsc.edu

Phone: 802.426.3498

Class website: www.fyreandlightning.org/jsc

Course Description: Seminar in Music Education is to be taken by all music education majors every semester it is offered starting with the sophomore year and continuing until the students’ practicum semester.

The purpose of this course is to provide students with (a) a variety of placements in the field of music education, (b) supervision in the field, (c) guidance in the development of a professional portfolio, (d) experience in job search and interview techniques, (e) readings and discussions about general and current topics in public school music education, (f) exposure to the Vermont MIDI Project as collegiate mentors, (g) an understanding of curriculum development.

The course is intended to serve the prospective music teacher as a pre-service forum for issues, experiences, problems, and questions that may arise during the students’ field experiences.

Objectives: Throughout the course, students will:

1. Develop further understanding of music teaching as a profession in general and through the preparation of a Professional Portfolio and Résumé and participation in a mock job interview.

2. Increase awareness of the importance of professional development, including participation in professional organizations, workshops, and conferences. (Membership in MENC is encouraged).

3. Become familiar with the “realities” of the contemporary educational system through ongoing discussions with other class members, faculty, teachers, and/or public school administrators.

4. Reflect upon the teaching experience regularly by maintaining a teacher observation journal.

5. Read, discuss, reflect on and write about a variety of assigned texts.

6. Collaboratively develop a JSC Music Education Curriculum.

Students will observe teachers for a minimum of 20 hours each semester. By the time students are ready to begin their practicum semester they will have observed a wide variety of classes including elementary general and instrumental music, middle school general, vocal and instrumental classes and high school music classes.

In addition to class-wide assignments and class discussions and projects

First semester students will:

1. Observe music educators at work a minimum of two hours/week, for three-four weeks, in each of three different settings (elementary, middle and high school/general, vocal, instrumental) and record structured observations and journal reflections and keep a log of all visits.

2. Develop a professional portfolio that is congruent with the expectations outlined by the State Department of Education’s Standards for Vermont Educators and Johnson State College.

3. Address specific topics and questions related to education, personal growth and professional growth.

4. Begin their professional résumé.

5. Participate in a mock job interview (as interviewer)

6. Act as collegiate mentors for the VTMIDI Project.

Second semester students will:

1. Observe music educators at work a minimum of two hours/week, for three-four weeks, in each of three different settings (elementary, middle and high school) and record structured observations and journal reflections and keep a log of all visits.

2. Develop plans and materials for activities appropriate to the setting.

3. Develop a repertoire list for both major instrument and ensemble participation for inclusion in the student’s portfolio and continue to update the portfolio.

4. Expand their résumés

5. Prepare and participate in a mock job interview (as both interviewer and interviewee).

6. Act as collegiate mentors for the VTMIDI Project.

Third semester students will:

1. Observe music educators for a minimum of 20 hours during the course of the semester. These observations will be chosen by the student in consultation with the instructor to compliment the previous observations and record structured observations and journal reflections and keep a log of all visits.

2. Develop an independent project in music education, applying teaching strategies in a private or community setting. This project must be approved and needs to include a log of all activities, a formal lesson plan, connections to the VT and National Standards, appropriate assessment tools and evaluation questions.

3. Videotape and self-assess at least one lesson, activity or project.

4. Continue to address specific topics and questions related to education, personal growth and professional growth.

5. Finalize and polish the portfolio.

6. Finalize the résumé.

7. Prepare and participate in a mock job interview (as both interviewer and interviewee).

8. Act as collegiate mentors for the VTMIDI Project.

Materials and Texts

3-ring binder for weekly journal writing and observation notes

Hoffer, Charles, Introduction to Music Education-Third Edition * Required Text

Danielson, C. Enhancing Professional Practice: A Framework for Teaching.

Introduction to a Framework for Teaching: Workbook. (Available in the bookstore)

Vermont’s Framework of Standards and Learning Opportunities

Five Standards for Vermont Teachers

National Standards for Arts Education

Various articles in music education publications such as:

Brand, M. (1990). Master music teachers: What makes them great? Music Educators Journal, 77(2), 22-25.

Cowden, R. L. (1990). Interviewing successfully: The right moves. Music Educators Journal,

77(2), 37-39.

Faulkner, Q. (1998). Granton: A parable of change. Music Educators Journal, 84(4), 17-20.

Fowler, C. (Nov 1994). Strong arts, strong schools. Educational Leadership, 4-9.

Michalski, S. F. (1983). The best you can be: Criteria for self-evaluation. Music Educators Journal, 58-59.

Rehbein, S. (Nov, 1988). Tips for new teachers. The Instrumentalist, 43, 13-15.

Wignes, G. (1995). Strategies to improve student response. Music Educators Journal, 81(4), 27-32.

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

• 20 hours of field work in the schools
• Readings and reflection on them
• Writing structured observations
• Journal reflections
• Creating a portfolio
• Creating a résumé
• Preparing for mock interviews
• Participating in the VTMIDI Project
• Class discussions and projects

Grading: Today’s teachers must be able to communicate ideas through verbal and written means. Grades will be based on student attendance and participation in class, participation in all field experiences and successful completion of all assignments, especially the quality of written journal reflections, the professional portfolio and résumé. All assignments are due by the class they are assigned for. Late work will only be accepted if a request for an extension is requested before the due date and with a ½ letter grade deduction per week

Attendance: Because class participation is such an important component of the class and because much of the class is centered on student discussion, class attendance is of the utmost importance. Unexcused absences will affect your final grade.

Class time will be devoted to:

· Discussion of field work

· Discussion of weekly special topics

· Discussion of the assigned readings and associated chapter questions

· Curriculum design

· MIDI Mentoring check-ins

· Presentations of portfolios and résumés

· Mock interviews

· Miscellaneous student generated questions

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